Promoting Identity Development in Marginalized Youth

By Laura Ferrer-Wreder, C. C. Lorente, W. Kurtines, E. Briones, Janene R. Bussell, Steven L. Berman, Ondina Arrufat. 2002

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/cee86fe2aa5e1650ebee4e88174571024175b451

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Luyckx
2. Seth J. Schwartz
3. Luc Goossens
4. W. Beyers
5. Bart Soenens
6. Maarten Vansteenkiste
7. B. Duriez
8. T. Klimstra

In Education

1. Bart Soenens
2. Maarten Vansteenkiste
3. W. Beyers
4. Seth J. Schwartz
5. K. Luyckx
6. Luc Goossens
7. J. Marcia
8. Lauren S. Mosher

In Safety Research

1. Maarten Vansteenkiste
2. Bart Soenens
3. K. Luyckx
4. Luc Goossens
5. B. Duriez
6. W. Beyers
7. Seth J. Schwartz
8. J. Kerpelman

Citations in the corpus

• The Identity Statuses: Origins, Meanings, and Interpretations (2011, background): “Ferrer-Wreder et al. (2002) examined the impact of a one-semester intervention program for marginalized youth on the specific developmental domains of skills/knowledge, attitudes, orientations, and exploration/commitment dimensions linked to identity.”
• Basic Need Satisfaction and Identity Formation: Bridging Self-Determination Theory and Process-Oriented Identity Research (2009, background): “Schwartz, Kurtines, & Montgomery, 2005), the long-term maintenance of intervention gains was less than optimal (Ferrer-Wreder et al., 2002).”
• Processes of personal identity formation and evaluation. (2011, background): “However, follow-up data appear to suggest that intervention gains may not be maintained (Ferrer-Wreder et al., 2002). To strengthen long-term effects of intervention programs, additional follow-up activities might need to be conducted after the intervention has ended. It is important to bear in mind”
• Rural African American Adolescents' Future Orientation: The Importance of Self-Efficacy, Control and Responsibility, and Identity Development (2004, methodology): “Turbin, & Costa, 1998), including the construction of adolescents’ identity (Ferrer-Wreder et al., 2002).”
• Personality, identity styles and authoritarianism: an integrative study among late adolescents (2006, background): “There is growing evidence that it is possible to direct the identity formation process by means of intervention programmes (Archer, 1994; Ferrer-Wreder et al., 2002; Josselson, 1994).”
• Personal identity processes and self-esteem : Temporal sequences in high school and college students (2013, background): “Moreover, treatment programs promoting general competence and problem-solving skills can have a salutary influence on self-related processes (Ferrer-Wreder et al., 2002; Petersen et al., 1993).”