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Narrative Development in Adolescence Creating the Storied Self

:	Kate McLean, Monisha Pasupathi
:	Kate C. McLean, Monisha Pasupathi
:	Narrative Development in Adolescence Creating the Storied Self
:	Springer-Verlag
:	9780387898254
:	1
:	CHF 87.60
:

:	Theoretische Psychologie
:	English

:	237
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Monisha Pasupathi and Kate C. McLean Where Have You Been, Where Are You Going? Narrative Identity in Adolescence How can we help youth move from childhood to adulthood in the most effective and positive way possible? This is a question that parents, educators, researchers, and policy makers engage with every day. In this book, we explore the potential power of the stories that youth construct as one route for such movement. Our emphasis is on how those stories serve to build a sense of identity for youth and how the kinds of stories youth tell are informed by their broader contexts - from parents and friends to nationalities and history. Identity development, and in part- ular narrative identity development, concerns the ways in which adolescents must integrate their past and present and articulate and anticipate their futures (Erikson, 1968). Viewed in this way, identity development is not only unique to adol- cence (and emergent adulthood), but also intimately linked to childhood and to adulthood. The title for this chapter, borrowed from the Joyce Carol Oates story, highlights the precarious position of adolescence in relation to the construction of identity. In this story, the protagonist, poised between childhood and adulthood, navigates a series of encounters with relatively little awareness of either her childhood past or her potential adult futures. Her choices are risky and her future, at the end, looks dark.

Kate C. McLean is an assistant professor in the Department of Psychology at the University of Toronto. She completed her Ph.D in Developmental Psychology at the University of California, Santa Cruz in 2004.

Monisha Pasupathi is an associate professor of developmental psychology in the Department of Psychology at the University of Utah. She completed her Ph.D. in Personality Psychology at Stanford University in 1997, and subsequently served as a post-doctoral researcher at the Max Planck Institute for Human Development in Berlin, Germany, until 1999.

	Acknowledgments	6
	Contents	7
	Contributor Bios	9
	Contributors	14
	Introduction	16
	Where Have You Been, Where Are You Going? Narrative Identity in Adolescence	16
	What Does Identity Have to Do with Positive Youth Development?	17
	Why a Narrative Approach to Identity Development?	18
	What We Know: Narrative Identity in Early Childhood and Across Adulthood	19
	Why We Need to Better Understand Narrative Identity in Adolescence	21
	The Present Volume	22
	What Develops in Adolescence, and How Is That Development Linked to Other Aspects of Self?	22
	What Are the Contexts of Adolescent Narrative Identity Development?	24
	Where Should We Go from Here? Emerging Themes and Issues	24
	References	28
	Self-Continuity Across Developmental Change in and of Repeated Life Narratives	31
	Continuity and Change as Represented in Life Narratives	32
	The Development of the Self-Concept and Narrative Development	34
	Continuity and Change of Life Narratives	35
	Exploring Eight Adolescents' Life Narratives	36
	The Study	36
	Stability of Selected Life Events Across Tellings	38
	Segments Re-narrated After 4 Years	39
	Shift of Focus and Perspective in Hidden Re-narrations	44
	New Segments from the Old Life -- Hindsight or Reflections in Retrospect	47
	Segments That Are Not Re-narrated and New Segments: Age-Specific Themes in Life Narratives	49
	Conclusion	49
	References	50
	Emerging Identities: Narrative and Self from Early Childhood to Early Adolescence	52
	The Development of Personal Narratives from Early Childhood	54
	Personal Narratives and Self-Concept in Childhood	58
	Study 1: A Subjective Perspective in Adolescence as a Function of MotherChild Reminiscing in Early Childhood	59
	Study 2: The Emerging Life Story and Well-Being in Early Adolescence	63
	Implications	68
	References	69
	Patterns of Family Narrative Co-construction in Relation to Adolescent Identity and Well-Being	73
	Narratives and Identity	74
	Early ParentChild Reminiscing	76
	The Family Narratives Project	77
	The Family as a Unit	79
	Family Reminiscing Style	79
	Family Reminiscing About Emotion	81
	Family Reminiscing as a Gendered Activity	82
	Parental Reminiscing Style	82
	Parental Emotional Content	83
	Summary of Family Narratives	85
	Conclusions and Implications	86
	References	87
	Autonomy, Identity, and Narrative Construction with Parents and Friends	92
	Choosing Classes	92
	Processes of Identity and Autonomy Formation Are Linked in Adolescence	94
	Identity and Autonomy in Conversational Storytelling	96
	Identity and Conversational Remembering	96
	Autonomy and Conversational Storytelling	97
	Fivush's Model of Voice and Silence	98
	The Artist	99
	Trying Alcohol	101
	College Choice	103
	What About with Friends?	105
	The Angry Young Man	109
	Summary and Conclusions	113
	References	115
	What He Said to Me Stuck: Adolescents' Narratives of Grandparents and Their Identity Development in Emerging Adulthood	119
	Grandparenting and Storytelling in the Three-Generational Family	120
	Stories of Grandparent Value Teaching by Adolescents	122
	Grandparenting and Adolescent Identity Formation	125
	Interpretations and Conclusions	131
	References	135
	Life Stories of Troubled Youth: Meanings for a Mentor and a Scholarly Stranger	139
	Suzannes Story: Transformation	141
	Jane's Proximal Analysis	141
	Avril's Distal Analysis	143
	Comparison of Our Perspectives on Suzanne's Story	147
	Jeffs Story: Welcome to My Life	147
	Jane's Proximal Analysis	147
	Avril's Distal Analysis	149
	Comparison of Our Perspectives on Jeff's Story	150
	Near and Distant Views of Life Stories	151
	Postscript	153
	References	153