UB RESEARCH PROJECT FOR CDHS CURRICULUM DEVELOPMENT
CDHS, College Relations Group (Buffalo State College Research Foundation) with
State University of New York at Buffalo, School of Social Work
Work Plan Agreement
August 29, 2005 to August 29, 2006
Meg Brin, Child Welfare Unit Director
Margaret Garris, Child Welfare Trainer
Ruth Turner, Child Welfare Trainer
Vivian Figliotti, Child Welfare Trainer
CC02 Child Welfare/Child Protective Services Outcome-Based Training
Award: 34851
Project: 1044698
Task: 2
Appointment period: August 29, 2005 to December 31, 2005
Jonathan R. Trinidad
Doctoral student, School of Sociology, New York State University at Buffalo
Michael P. Farrell
Professor & Department Chair, School of Sociology, New York State University at Buffalo
Research Project: Identity Formation and Adolescent Development
Overview
Identity development is a lifelong process. Of specific interest is the transition from late adolescence to young adulthood, the critical period during which people establish their work, personal, and family identities. These identities, or self-concepts, function as frameworks that guide lifestyle choices such as employment, personal development, likelihood of marrying, and the likelihood of having children outside of wedlock. Because individuals tend to make choices and behave in ways that are consistent with their identities, obvious benefits arise from fostering well-adjusted identities.
The period of life from adolescence to young adulthood, often called “the young adult transition,” is an especially volatile time for identity development, not only must individuals forge for themselves identities that reflect their internal needs and unique skills, they must also respond to external pressures to find a career, support themselves, and raise a family. Since the interests of self and society are not always synonymous, identity development may become particularly stressful and problematic during this period.
Research suggests the ease and success of the young adult transition varies by race and ethnicity. Hardships in identity formation during adolescent development may account for future socio-economic status discrepancies along racial and ethnic lines as young individual transition into paid work.
Rationale
Demographic research done in the last decade and a half indicates that African Americans are more likely than whites to come through the young adult transition (ages 18-30) in ways that can negatively affect later life development. To explain this trend, some literature has pointed to the “disappearance of marriage” among African Americans. Others talk about the additional handicaps experienced by African American men and women during this stage of life including the lack of suitable role-models, cycles of poverty, and “the consequences of slavery.” However, there is less research on the social-psychological factors accounting for differences in young adult transition by race.
The strength of social-psychological research on identity development during the young adult transition lies in its potential to provide guidelines that prevent problematic adjustments in young adulthood. Increase awareness of the social processes that positively or negatively affect identity development during the young adult transition may lead to checklists for identifying risk factors that may undermine identity development, and buffering factors that may facilitate identity development. Moreover, although adjustment varies along racial and ethnic lines, awareness of risk factors and buffering factors serves to benefit all cases regardless of background. Ultimately, pulling together all we know about differences by race in how people navigate through this period of life may improve identity formation and later life development as young adults transition into the paid workforce and start their own families.
Application: CC02 Child Welfare/Child Protective Services Outcome-Based
Training
Objective:
The fellow will
1. Review recent research on personal and occupation identity formation.
2. Review recent research on identity developmental differences along racial and ethnic lines.
3. Review recent research on identity developmental processes during the young adult transition.
4. Produce a resource manual based on these reviews, including tables, charts, and summaries of major research findings.
5. Produce a manual of resources for working with late adolescence and young adults maturing towards paid employment and economic independence.
Research Project Deliverables
Submitted on CD:
1. A literature review and websites in table form of collected research on differences by race in identity formation, and adolescent development.
2. A manual of resources for working with late adolescents and young adults.
3. PowerPoint presentation and findings will be presented at the requested date.
AUTHORIZED SIGNATURES OF WORK PLAN AGREEMENT APPROVAL:
______
Michael P. Farrell, Professor & Department Chair, Date
School of Sociology, New York State University at Buffalo
______
Jonathan R. Trinidad, Doctoral student, School of Sociology, Date
New York State University at Buffalo
______
Meg Brin, CDHS Child Welfare Administrative Director Date
______
Margaret Garris, Child Welfare Trainer Date
______
Ruth Turner, Child Welfare Trainer Date
______
Vivian Figliotti, Child Welfare Trainer Date
______
Angelo Conorozzo, Director, College Relations Group Date