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A clinical model for enhancing adolescent ego identity
Journal of Adolescence
|June 1, 1984
Summary
This study introduces a model for identity formation using social perspective-taking. Cognitive strategies involving friends, family, peers, and society significantly enhance identity achievement in college students.
Area of Science:
- Psychology
- Cognitive Development
- Social Psychology
Background:
- Identity formation is a key developmental task.
- Cognitive developmental stages, particularly social perspective-taking, influence identity.
- Existing models may not fully integrate social context into identity development.
Purpose of the Study:
- To present and test a model of identity formation.
- To investigate the role of social perspective-taking in achieving identity.
- To examine cognitive strategies for self-concept development in social contexts.
Main Methods:
- Two studies involving college students were conducted.
- Participants engaged in cognitive exercises focusing on self-in-relation-to social entities (friend, family, peer group, society).
- Identity was measured using scales like the Ego Identity Scale (EIS) and discrepancy scores.
Main Results:
- Experimental groups showed significant gains in identity achievement compared to control groups.
- These gains were observed immediately post-intervention and at a one-month follow-up.
- The model-based intervention effectively enhanced identity development.
Conclusions:
- Social perspective-taking, integrated with cognitive strategies, is a viable path to identity achievement.
- The proposed model provides a framework for understanding and fostering identity development.
- Interventions based on considering the self within various social contexts can promote identity formation.