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mette ranta, phd, post-doctoral researcher
email: mette.ranta@helsinki.fi
twitter: @mette_ranta
1. what led you to be interested in emerging adulthood/emerging adults?
during emerging adulthood, many of the psychological developmental tasks to be fulfilled relate to one’s financial situation. in much of the research i have conducted so far, my focus has been on both individual as well as contextual factors that relate to why some emerging adults experience the transition to financial independence with minor challenges, but some with great difficulty. moreover, how does the current societal financial situation have an impact on life course development and prolongment of related demographic transitions?
i became interested in emerging adults’ financial issues while being involved in
the longitudinal finnish educational transitions (finedu) studies research
project. we have collected data from emerging adults from school-age to ongoing
data collections conducted in their early 30’s. what greatly interests me is how
emerging adults today find their own path in the critical transition to
financial independence, what are their subjective experiences, and how their
financial situation is reflected in their financial and general well-being. i
study not only psychological characteristics and strategies emerging adults
employ but also the resources, both individual and contextual, that promote a
successful transition to financial independence. emerging adulthood as a
framework functions well in integrating these perspectives and for conducting
research with a multidisciplinary perspective.
2. what is your current ea-focused research, if any? can you share with us any
results?
my current post-doctoral research relates to emerging adults’ financial skills,
and more specifically their financial capability which captures not only the
financial knowledge emerging adults need for everyday life but also how this
knowledge relates to their financial self-beliefs, financial behavior and
financial well-being. in our recent study
(ranta,
punam?i, chow & salmela-aro, 2019), we proposed a financial stress model
among emerging adults (esm-ea) underline not only the long-term effects of
financial distress on emerging adults’ well-being, but also the protective role
of financial capability, namely financial confidence and financial behavior, on
emerging adults’ mental health. the significance of one’s confidence in managing
personal finances is highly critical in supporting subjective well-being, and
evermore so in the transition to adulthood.
these issues are in the spotlight as we speak, with the current societal
challenges caused by the global covid-19 pandemic. the concurrent turbulence
emerging adults experience in their transition to adulthood is especially
critical, as the insecurity they face challenge their future life plans and pose
a risk for mental health. learning from the past, we know that emerging adults
are a major risk group and especially financially vulnerable to the effects of
economic downturns. therefore, it is crucial to identify factors that promote
financial capability in a context of past and current economic insecurity, early
transitions to financial independence and the nordic welfare state.
i currently work in a multidisciplinary research project called
digiconsumers, which has its
interest in youth financial skills specifically in digital consumer
environments. the factors influencing young people’s consumption habits and
economic behavior have been studied across disciplines, but information is
fragmented and there is much to uncover about the effects of digitalization on
consumption and economic behavior. secondly, how are financial and digital
skills learned at school, and at home? our aim is also to develop practical
solutions, such as new types of tools and learning methods, to improve young
people’s economic and digital skills and to promote sustainable consumption in
the long run.
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
what immediately comes to my mind is my all-time favorite tv-show, friends, which i eagerly followed as a teenager, and the reruns i have watched last spring from a slightly different perspective, being older myself and the context of the storyline having changed as well. the developmental tasks ross, monica, chandler and others need to make in their transition to adulthood relate to the ones of the viewers’: employment, education, relationships, and children. while striving for independence and adulthood, come the pros and cons of commitment, responsibility, freedom and security. however, what seems to be the bonding factor is friendship. close relationships, both true friendships as well as romantic relationships, offer the support one needs and requires trust in one another while coping with the ups and downs of everyday life. as the song goes; “when it hasn't been your day, your week, your month, or even your year, but… i'll be there for you ('cause you're there for me too)”. the unpredictable, yet so common worries, but also the warmth and support your friends offer, is what characterizes the nature of emerging adulthood from the early 90’s to the lives of emerging adults today.
may 2020: shelby astle, b.s., applied family science masters student, co-director of relevate communication & marketing, ssea communications co-chair
shelby m. astle, b.s., applied family science masters student, co-director of
relevate communication & marketing, ssea communications co-chair
email: sastle@ksu.edu
twitter: @astleshelby
1. what led you to be interested in emerging adulthood/emerging adults?
as someone who is interested in sexuality and sexual development, emerging
adulthood is a time period that has caught my attention due to the increased
sexual exploration and identity development that happens during this life
period. i’m intrigued at how emerging adults make sense of their sexual
socialization from prominent sources in their lives (e.g., family, peers, media,
sexual/romantic partners) and how they incorporate that into their sexual
identity development as young adults. i’m also on the tail end of emerging
adulthood myself, so i connect with the experiences of this population.
2. what is your current ea-focused research, if any? can you share with us any
results?
most of my current research is focused on the meaning that emerging adults make
of their sexual socialization experiences. my co-authors and i are currently
working on qualitative research exploring the salient messages that emerging
adults take away from their adolescent socialization experiences from family,
peers, and media and their desires for how involved they want these sources to
be in helping them make healthy sexual decisions now that they’ve started
college. we know that adolescents want their parents talking with them about
sexuality, but does this desire continue into emerging adulthood? we’ll see! my
co-authors and i are also working on a quantitative project exploring how
parent-child sexual communication conveying sexual values is associated with
emerging adults’ sexual values and attitudes and how these beliefs affect their
sexual outcomes. we found that parent values are associated with both emerging
adult sexual beliefs and outcomes, suggesting that parents’ sexual communication
with their children does have an influence beyond adolescence.
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
lately i’ve been watching community, a show about a study group’s experiences
at community college. most members of the study group are emerging adults, but
there are also members in later stages of adulthood. watching the way that the
characters interact and make meaning about sexuality and romantic relationships
makes me think about what influences in their childhood or adolescence helped
form the sexual scripts that they are using to guide their sexual
decision-making in emerging adulthood. noticing things like this in media make
me even more motivated to uncover the relationship between sexual socialization
in earlier life and sexual behaviors in emerging adulthood!
january 2020: j. kale monk, ph.d., assistant professor, department of human development and family science, state extension specialist, university of missouri
j. kale monk, ph.d., assistant professor, department of
human development and family science, state extension specialist, university of
missouri
graduated in 2017 (hdfs, university of illinois at urbana-champaign)
email: monkj@missouri.edu
twitter: @kalemonk
researchgate:
https://www.researchgate.net/profile/j_monk
2. what is your current ea-focused research, if any? can you share with us any
results?
i’m particularly interested in unique stressors that emerging adults can
encounter and the implications of these stressors on their relationships. thus,
my second line of work has centered on relational experiences in both
marginalized groups and military couples. funded by the family process
institute, my colleague, dr. sarah killoren, and i are collecting data from
latina/o/x individuals in relationships between the ages of 18-29 to understand
the association between minority stress, sociopolitical uncertainty (e.g.,
doubts, questions, or concerns about feeling welcome in the context of hearing
discourse about family separation at the border or hate crimes) and mental
health. we want to see the role romantic relationships (e.g., partner
supportiveness, relationship maintenance) play in this process over time.
military couples also face unique stressors and a variety of transitions, such
as frequent relocations and reintegration following deployment. most service
members are emerging adults with enlistment eligibility ranging from age 17
(with parental consent, 18 without parental consent) to the mid-thirties or
younger for most branches of the military, making the average age around 27
years old for enlisted individuals. research consistently shows that military
service can have positive and negative effects that last over the whole life
course. working with dr. chris proulx, a fellow of the gerontological society of
america, has encouraged me to think about aging and how stressors experienced
(e.g., trauma during deployment) and relational processes (e.g., social
connectedness across the transition home from deployment and the transition to
civilian life) formulated in emerging adulthood can change or continue over time
to impact late life adjustment for older veteran couples. we are currently
working on a number of grant proposals to fund this work.
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
as far as popular media that directly relates to my research, i was recently
interviewed for a podcast discussing my work as it relates to the 90s/00s tv
show “friends,” which follows six emerging adults (in their 20s for most of the
series anyway) as they explore their identity, navigate career transitions, and
find relationships with differing degrees of commitment and success – you can
listen here:
http://shoutengine.com/relevatepresentsscholarsship/friends-live-with-dr-kale-monk-69523
august 2019: spencer b. olmstead, ph.d., associate professor, director of graduate studies, and co-director of the well-being in adolescents and emerging adults laboratory (wae)
spencer b. olmstead, ph.d., associate professor, director of graduate
studies, and co-director of the well-being in adolescents and emerging adults
laboratory (wae)graduated in 2010 (marriage and family therapy, florida state
university)
email: solmstea@utk.edu
1. what led you to be interested in emerging adulthood/emerging adults?
i became interested in emerging adulthood through my work with dr. frank fincham
at florida state. as a part of my doctoral training and a multi-million dollar
grant he received, we provided relationship education to college students. as i
worked with these students, i became intrigued with how their relationship
experiences were unique from adolescents. it was working with them that i
learned about the language and meanings they attach to these experiences. i came
to see being an emerging adult and attending college as an interesting
intersection of transitions, and i’ve been very interested in emerging adults’
romantic and sexual experiences ever since.
2. what is your current ea-focused research, if any? can you share with us any
results?
most of my current research is focused on emerging adults and, in particular,
their romantic and sexual relationships. i have recently published results that
focus on the meanings emerging adults attach to sexual activity and how this is,
or is not, attached to commitment. we have found that there is considerable
variation in these meanings and the language emerging adults use to describe how
sex is related to relationship commitment. our most recent study compared
emerging adults who were in college and those who had no college experience. we
found five different groups of participants who had subtle distinctions in the
meanings they ascribed to sex. these groups also tended to differ in their
previous casual sex experience and their number of lifetime sexual partners. i
also continue to examine the casual sex experience referred to as “hooking up.”
currently my co-authors and i are analyzing how college attending and
non-college-attending emerging adults define hooking up. my future plans include
moving into a line of study that is timely, that of sexual consent. previous
studies using emerging adult samples have shown that this is an important topic
of inquiry, and there are opportunities to learn more and help to prevent sexual
assault and coercion among emerging adults.
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
i don’t know that i can pinpoint a particular television show or movies that
have been particularly influential. however, i am always fascinated with movies
that focus on the role of technology in the romantic and/or sexual experiences
of young adults. in addition, movies that seem to address casual sex (e.g., no
stings attached or friends with benefits) are interesting to watch to learn more
about how the media portrays these relationship experiences. there are many ways
that the media gets these experiences wrong (i.e., a happy ending), but there
are many things they portray correctly, such as the complexity of these
relationships and the role of emotional responses to these experiences. i
discuss this at length in a recent podcast with eric goodcase as a part of the
relevate podcast series. i’d recommend any interested to listen.
it can be found here.
april 2019: barrett scroggs, ph.d., assistant professor
pennsylvania state university, mont alto
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barrett scroggs, ph.d., assistant professor, pennsylvania state university,
mont alto
graduated may 2018 (life-span human development, kansas state university)
social media: @drscroggs
email: bws74@psu.edu
1.
what led you to be interested in emerging adulthood/emerging adults?
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i was a master’s student studying drama therapy at kansas state university and
had decided to explore the possibility of pursuing a ph.d. in human development.
at the time i was doing a lot of work in early childhood and assumed that would
be my research focus. however, as i was looking at ph.d. programs i took a
course on the transition to adulthood and everything clicked. somewhere in the
back of my mind i knew i wanted to study the experiences of gender and sexual
minority (gsm) individuals (e.g., lesbian, gay, bisexual, transgender, and queer
individuals) but i did not know what type of ph.d. program would allow me to do
that. through the course on emerging adulthood i recognized that i could be
doing the type of research i wanted to do within this population. i also
recognized that research on gsm emerging adults was needed. many gsm individuals
are exploring their sexual orientation and/or gender identity during this period
of the life-span and so it is important for those of us in this field to explore
their unique experiences. the faculty member who taught the emerging adulthood
class became my major professor and, two years later, i had the opportunity to
co-teach the class with her which brought that whole experience full-circle.
2.
what is your current ea-focused research, if any? can you share with us any
results?
my research explores the experiences of gsm individuals as they transition from
adolescence to adulthood. one of my research foci related to gsm emerging adults
is religiosity within this population. whereas it has been assumed that gsm
emerging adults are non-religious, my research with my colleague, nathaniel
faflick, illustrates that certain factors (including feeling connected to the
gsm community) are associated with higher levels of church attendance in gsm
individuals (scroggs & faflick, 2019). additionally, i along with my colleagues
jason miller and hunter stanfield found that being able to integrate one’s gsm
and religious identities is associated with higher levels of well-being when it
is explained through church attendance (scroggs, miller, & stanfield, 2018). gsm
emerging adults are better able to reconcile their seemingly contradictory
identities when they are connecting in a faith community.
i am also interested in how parental support can be a protective factor for
emerging adults. my research with derek lawson and dr. amber vennum (in press)
found that perceptions of parental warmth measured during adolescence positively
predicted income and well-being during young adulthood for sexual minority and
heterosexual individuals. however, there were significant differences between
the two groups; parental warmth was a stronger predictor of later well-being in
sexual minority individuals whereas income was a stronger predictor of later
well-being for heterosexual individuals.
finally, another line of my research is the experience of sexual guilt during
the transition to adulthood. my colleagues ryan madrigal, nathaniel faflick, and
i found that feeling guilty about having had sex during adolescence was
associated with lower levels of self-esteem across emerging adulthood (scroggs,
madrigal, & faflick, 2019). additionally, adolescent sexual guilt was
significantly associated with the trajectory of self-esteem in emerging adults
of color. we are continuing this analysis by exploring the contextual factors
which put emerging adults of color especially at risk for sexual guilt.
3.
what have you been reading or watching lately that has stimulated your thinking
about ea or related issues?
i am currently reading the memoir i can’t date jesus by michael arceneaux. in
his memoir, arceneaux explores his experience growing up as a black gay man. the
memoir includes stories about his experience reconciling his sexual orientation
with his religious identity which echo the research i have been publishing on
this topic. additionally, many of the stories he tells are situated during his
early 20’s as he was developing his identity and so his memoir has been an
intriguing case study in emerging adulthood.
on a somewhat related note, i have recently binge-watched pen15 on hulu and big
mouth on netflix. both shows explore adolescence in a comedic way (pen15 casts
two adult actors as 13-year-olds acting in scenes with actual 13-year-olds).
what i appreciate about both shows is that they are honest depictions of
adolescence, puberty, identity development, developing autonomy, etc.
i also just returned from the biennial meeting of the society for research in
child development. i attended an inspiring symposium titled “emerging sexual
identity labels: what can youth tell us and where do we go from here?” which
included research by ryan watson, meg bishop, caitlin clark, will beischel, and
others. the presentation offered a collection of empirical studies on the
emergent identity labels that adolescents and emerging adults are using for
their sexual orientation and gender identity. the research acknowledged that
many adolescents and emerging adults are using emergent labels (e.g., pansexual,
queer, asexual, demisexual, etc.) to describe their identities and was an
excellent reminder about how researchers in our field can continue to evolve
just as the language emerging adults are using is also evolving.
december 2018: alan meca, phd, assistant professor, old dominion university
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graduated may 2014 (developmental science, florida international university)
social media: @dr_ameca
email: ameca@odu.edu
website: https://sites.wp.odu.edu/tardis/
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1. what led you to be interested in emerging adulthood/emerging adults?
my interest in emerging adulthood runs in parallel to my interests more broadly in identity development. as a second-generation immigrant, i first became interested in the topic of identity development as i learned about my father’s immigration story. as a cuban refugee in his early-twenties, my father was not only forced to give up on his educational aspirations, but move to an entirely new country with little to knowledge of the language or its customs. for him, identity work was extremely limited by life circumstances. additionally, as i continued my education, i became fascinated with the identity as i observed my peers in high school and college either struggle to find a direction or give up on the process entirely. it was these observations in my personal life that led me to join the miami youth development project (ydp; kurtines et al., 2008) under dr. william kurtines in 2008. the ydp was an identity-focused intervention that was implemented at voluntary alternative high schools in miami-dade county public schools. drawing from our experiences with the ydp, we developed the miami adult development project (adp) to address identity-related issues among college seniors (meca et al., 2014). these experiences where formative in not only exposing me to the research, but familiarizing me with the literature on developmental science, identity theory, positive youth development, and emerging adulthood.
despite the effectiveness of the adp, as i became more exposed to identity
theory and the research on cultural identity in particular, i realized that much
more work was still needed to better understand identity development across its
various domains to better understand how to develop and refine identity-focused
interventions. towards that end, and thanks to the phenomenal mentorship by drs.
dionne p. stephens and seth j. schwartz, my research has become focused more
broadly on understanding identity development, particularly among marginalized
and underrepresented and populations.
2. what is your current ea-focused research, if any? can you share with us any
results?
building on my experiences as a second-generation immigrant, my research
agenda is currently focused on the refinement of measures of cultural identity
among ethnic/racial minority college students. in collaboration with dr. melinda
gonzales-backen from florida state university, we will be introducing exploring
methodological concerns associated with several measures focused on
ethnic/racial identity and national identity (i.e., identification with being
american). additionally, as part of a large multi-university collaborative
spearheaded by dr. byron l. zamboanga, i will be exploring the role cultural
identity and stressors (i.e., discrimination) impact alcohol use among
college-attending emerging adults. finally, and spurred by recent research on
“identity shifting” (johnson et al., 2016), we are beginning a project focused
on how ethnic/racial minority navigate their cultural environment (e.g.,
code-switching, cultural-frame switching).
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
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in terms of academic reading, given my recently publication in emerging
adulthood on individual differences in the links between ethnic/racial identity
processes and well-being, i have been reading through several articles by
tiffany yip on the dynamics between ethnic/racial identity process and content.
additionally, i have been familiarizing myself with the topic of code-switching
as proposed by cross and strauss (1998) and after finalizing our contribution to
the special, i have been slowly reading through the rest of the articles in jos?
causadias and dante cicchetti’s special issue on cultural development and
psychopathology published in developmental psychopathology
(https://www.cambridge.org/core/journals/development-and-psychopathology/latest-issue)
outside of academic articles, as a recent father, i have not had much time to
watch much of anything! during the pregnancy, my wife and i did binge watch “how
i met your mother” and although the characters are in their mid- to
late-twenties, they none the less struggle with many of the issues we see
emerging adults struggle. concerns regarding identity, future directions,
difficulties with making commitment, and the transition into adulthood. not sure
how stimulating this was in terms of my research though!
references
cross, w. & strauss, l. (1998). the everyday functions of african american
identity. in j. swim & c. stangor (eds). prejudice: the target’s perspective
(pp. 267–279). san diego, ca: academic press.
johnson, j. c., gamst, g., meyers, l. s., arellano-morales, l., &
shorter-gooden, k. (2016). development and validation of the african american
women's shifting scale (aawss). cultural diversity and ethnic minority
psychology, 22, 11-25.
kurtines, w. m., ferrer-wreder, l., berman, s. l., lorente, c. c., briones, e.,
montgomery, m. j., albrecht, r., garcia, a. j., & arrufat, o. (2008). promoting
positive youth development: the miami youth development project (ydp). journal
of adolescent research, 23, 256-267.
meca, a., eichas, k., quintana, s., maximin, b. m., ritchie, r. a., madrazo, v.
l., harari, g. m., & kurtines, w. m. (2014). reducing identity distress: results
of an identity intervention for emerging adults. identity: an international
journal of theory of research, 14, 312-331
august 2018: kristin m. anders, phd, post-doctoral fellow, kansas state university
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graduated may 2017 (child and family studies, university of tennessee,
knoxville)
social media: @kanders_postdoc
email: kanders8@ksu.edu
1. what led you to be interested in emerging adulthood/emerging adults?
i remember when i was first heading off to college, i had this perception of
college as an opportunity to really “figure myself out” and feeling so much
excitement about what that meant for my future. i think that memory always stuck
with me, and i always thought that the transition into college and your early
twenties was such an impactful and interesting time period. for many it’s a
chance to potentially become whoever you want to be. once i got into graduate
school i was really drawn to emerging adulthood because i realized that many eas
look to their peers or society to help guide their behaviors during this period
and that this had both positive and negative effects. you can go off to college
and try out so many identities, but on the flip side it is also a vulnerable
time because this independence can often be unguided or guided by the wrong
sources of information. i’ve been really driven by using this type of research
to help inform educational systems and policies, particularly as i think college
is such a great time to implement healthy educational practices especially when
these individuals are exploring and seeking out new sources of information. i
also love that it is an opportunity for individuals to get exposed to more
diverse cultures and education, and getting to watch how eas sort through and
process these new exposures.
2. what is your current ea-focused research, if any? can you share with us any
results?
some of my recent research has really focused on sexual identity development
during the first year of college when eas are transitioning into college. i am
really interested in this period because it is when eas are getting some of
their perceptions of college and their peers challenged, particularly in
relation to sexuality and behavioral engagement. recently dr. spencer olmstead
and i conducted research examining first year students’ internalized sexual
goals and fears they hold for themselves as they transition into college (i.e.,
sexual possible selves). i really wanted to look at what is leading to
variability in ea’s internalized goals, how these goals may shape behaviors (or
not), and what specific developmental influences shape what goals they come into
college with. the goal of this research is to help us better understand
intrinsic motivators for sexual development and to inform educational programs
in college. overall, we found that although “hooking up” cultures are often
perceived and discussed as the normative sexual culture on campus, many of the
students discussed holding goals around exploring their sexuality within a more
bonded sexual relationship (not necessarily committed relationship, just some
form of emotional bond). this research was really interesting because we used
qualitative interviews to collect the data which allowed us to hear how the
students were processing and working through their internalized goals even as we
discussed them in the interview. we were also able to follow these students
longitudinally as well and found that a large proportion of the students changed
their internalized sexual goals from the beginning to the end of their first
semester in college. many of them discussed how new experiences or relationship
changes in college altered their perceptions of what they wanted for themselves
in the future.
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
i am guessing you mean research articles, because who has time to read or
watch tv for pleasure, right?! in reality though, i have recently been watching
the show new girl, and throughout the earlier seasons the main character (jess)
has just left a long term relationship and for the first time starts to explore
her sexual preferences as an ea. the show does an interesting job addressing
social pressure from her friends and jess’s misperceptions of “normal” casual
sex behaviors that puts pressure on her to engage in casual sex exploration that
she isn’t really comfortable with but feels like she should do. this show made
me start to think more about how social or peer norms are portrayed and
addressed in mainstream media. i’ve also really enjoyed watching jess’s sexual
identity development occurring across the seasons, particularly because she
becomes more confident and committed in her sexuality.
i have also been really interested in interpersonal relationship violence
research recently. specifically i have been interested in the use of sexual
coercion within ea relationships. one article by klipfel, claxton, and van
dulmen (2014) has really stimulated my thinking about this because it examined
sexual violence in a variety of committed and non-committed sexual relationships
(e.g., friends with benefits). i think this article does a good job emphasizing
the heterogeneity of violence experienced in casual sex relationships, and that
we should look at them as more unique experiences rather than grouping casual
sex relationships together. this article has informed some research that i am
currently conducting with my postdoc mentor, dr. michelle toews, in which we are
examining variations in the use of sexual coercion across different types of
relationships.
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1. what led you to be interested in emerging adulthood/emerging adults?
many years ago i attended a talk by jeffrey arnett where he introduced his theory of emerging adulthood. not only did it make intuitive sense to me (i was an emerging adult at the time!), but i was struck by the fact that substance use and risky sexual behavior were highest during this developmental stage. at the same time, i was energized by the fact that this is a life stage full of opportunity and possibility. as a clinical psychologist, my mind immediately went to intervention and prevention research. how can we help emerging adults to build healthy relationships, minimize risky behavior and its consequences, and navigate life transitions? as a college professor who works with students in this developmental stage daily, this overarching goal motivates my current research.
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2. what is your current ea-focused research, if any? can you share with us any results?
my research broadly focuses on substance use and abuse in emerging adulthood.
currently, i am exploring the issue of prescription stimulant misuse, given that
this class of prescription drugs is misused by college students more often than
any other class of prescription drugs. my collaborators and i are examining
demographic and psychosocial factors that predict the misuse of these drugs, as
well as the ways in which students with adhd and legitimate prescriptions are
approached by others who are seeking stimulant medication for recreational use,
most commonly to stay awake to complete their academic work.
we recently published a paper in psychology of addictive behaviors in which we
showed that over half of students with adhd had been approached to divert their
medication (i.e., give it away or sell it), and over a third engaged in
diversion. importantly, one of the best predictors of diversion was exposure to
requests for one’s medication. accordingly, my colleagues and i are in the
process of developing intervention strategies targeting students with adhd that
will hopefully help them to navigate these requests without diverting their
medication. ultimately, i would also like to raise awareness among emerging
adults without adhd about the negative consequences associated with taking a
friend’s stimulant medication without a prescription. students who ask friends
for their medication may not realize that doing so can lead a prescribed student
to go without his/her medication, among other negative effects.
in the past, i also have conducted research on the effects of relationship
education on emerging adults with fellow ssea member jonathan mattanah. we
tested electronic (eprep) vs. group formats of the prep curriculum developed by
scott stanley and colleagues and published our findings in personal
relationships in 2016. as noted by meg jay in her 2013 tedtalk, "the 20s are not
a throwaway decade — they're a developmental sweet spot as it is when the seeds
of marriage, family and career are planted."
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3. what have you been reading or watching lately that has stimulated your thinking about ea or related issues?
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i could cite many examples of research, film, and books, but i will mention
just a few. as a gen xer who can recall life before smartphones, i am fascinated
with research on the effects of digital technology. i am especially interested
in research exploring the effects of social media and dating apps on
relationship formation and well-being in emerging adulthood. in one of my
courses we are reading a 2017 article by sumter, vandenbosch, and ligtenberg
about emerging adults’ motivations for using tinder. just last weekend i came
across maureen dowd's article in the new york times, “what’s lust got to do with
it?” where she discusses women’s consensual, but unwanted hookups and the roles
that dating apps, alcohol, and pornography might play in motivating women’s
decisions about their sexual behavior and their sexual identity. this article,
coupled with an article i read about tinder use in emerging adults in 2015, has
led me to consider the benefits and drawbacks technology affords emerging adults
during a critical time of relationship and identity formation.
on the topic of substance abuse, last week i viewed a documentary on netflix,
"take your pills”, which discussed the epidemic of prescription stimulant misuse
and how/why these drugs are used in college and the workplace. viewing the
documentary reminded me of one reason i study this issue: what sociocultural
factors have led prescription stimulants to be so available and perceived to be
so necessary to function academically in college and graduate school? as is
typical, it was one of my students who told me about it!
for more information on dr. holt’s work, visit: https://commons.trincoll.edu/holtresearchlab/
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1. what led you to be interested in emerging adulthood/emerging adults?
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i had a difficult and emotionally volatile time in my early and mid-twenties, which peaked as a major crisis about a year or two after leaving university. i struggled with conflict surrounding my aspirations and goals, my spiritual beliefs, my relationship with my parents, my culture and its materialistic ethos, and with my sense of ‘who i really am’ underneath my cultural conditioning and the social expectations placed on me. i then did a phd exploring whether and why other people had been through this kind of existential crisis while in their twenties, and this led to a decade of work investigating the topic in a variety of ways. i now refer to is the phenomenon as ‘quarter-life crisis’, and see it as intricately linked to emerging adulthood, particularly in the passage out of emerging adulthood (as discussed in robinson, o.c. (2015). emerging adulthood, early adulthood and quarter-life crisis: updating erikson for the twenty-first century. in. r. Žukauskiene (ed.) emerging adulthood in a european context (pp.17-30). new york: routledge).
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2. what is your current ea-focused research, if any? can you share with us
any results?
i am currently writing up a longitudinal study of university graduates, where i
followed 200 graduates for a year after leaving university and asked them on
three occasions over that year to rate their wellbeing, depression symptoms,
career status and sense of authenticity. at the end of the study, they reported
if they had been through a major personal crisis during the past year, and
described these crises in short written vignettes. 30% stated that the past year
had been one of major crisis. this suggests that the transition out of higher
education is a very sensitive one and needs much more support than is currently
being offered. here is one example of one vignette from the study:
“i struggled to find a secure job either related to what i studied or otherwise.
i started questioning what my point in life was and wondered how i even managed
to get a degree in something employers appeared to think i was no good in. my
partner left for university as well which left me feeling very alone, and i
realised that the little money i got from my job would never be enough for me to
become an independent adult. the realisation of that was crushing.”
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
i recently watched a fascinating documentary about the ‘idol’ craze in japan,
which is available to view on
youtube, and have
been reading about how japanese many young adults have
given up on relationships and sex. this information from japan has made me
reflect on how emerging adults in different cultures are responding to the
challenges of technology and changing social expectations and demands
surrounding love and sex. recently, an eminent futurologist has predicted that
by 2050, sex with robots will be more prevalent than
sex with humans.
we surely are living in strange and challenging times!!
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1. what led you to be interested in emerging adulthood/emerging adults?
i was analyzing our findings from a longitudinal study of adolescents which we
had initiated when the youth were 12 years of age and followed them through to
the end of age 18. it became clear to me that the romantic experiences of the
oldest youth in that sample were quite different from those of the younger
teenagers. their relationships were deeper and more intimate. at the same time,
there was a lot of variability in the romantic experiences of the oldest
adolescents, with some of them engaging in long-term relationships and others
showing a tendency to participate in more exploratory relationships. these
findings were very interesting and suggested that emerging adulthood is a
complex time for young people when they must balance competing priorities
specifically romantic relationships and vocational or academic commitments.
instead of seeing romantic relationships follow a linear developmental
trajectory from adolescence, the possibility emerged that multiple pathways were
possible. with my colleague shmuel shulman we explored this idea in a paper that
was published in emerging adulthood in 2013. subsequent studies began to include
an emerging adulthood sample along with adolescent groups and these studies have
allowed us to more carefully examine how the relationships of emerging adults
differ from those of adolescents, sometimes showing continuity and at other
times showing romantic patterns that resemble those of much younger adolescents.
2. what is your current ea-focused research, if any? can you share with us any
results?
we have just completed a project on romantic breakups, focusing on the reasons
given for the relationship termination. while we know that relationship
terminations are common in emerging adulthood we know relatively little about
young people’s understanding of why these relationships ended. we believe that
exploring the reasons “why” relationships fall apart may help us understand the
mechanisms that can explain poor post-relationship adjustment and distinguish
them from non-problematic outcomes. our sample included both late adolescents
and young adults. the most frequently cited reason was a loss of pleasant
affiliation with the partner. loss of intimacy was significant for more serious
relationships and the young men were more likely to cite infidelity as a reason
for the breakup then were the young women. we think these findings highlight the
importance of rewarding social interactions between partners in maintaining
positive romantic relationships.
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
interesting question! i have been watching the netflix series the crown which
chronicles the life of queen elizabeth ii as she becomes the monarch at the age
of 22. viewed through the lens of emerging adulthood the series speaks to the
enormous strengths and potential of young adults and gives one confidence in
their ability to rise to the many challenges that face them during the turbulent
years of their 20’s.
july 2016: carolyn barry
1. what led you to be interested in emerging adulthood/emerging adults?
my research on emerging adults began at the end of my graduate school career.
jeff arnett had presented his seminal work on the internal markers of adulthood
to a research center at the university of maryland, where i was enrolled. my
fellow grad school friend, larry nelson, heard jeff's lecture and approached me
about collaborating on a research project on this new idea of emerging
adulthood. having studied adolescent peer relationships for my dissertation, i
thought my interests would still be relevant among emerging adults. i collected
data in the two months before i graduated in spring 2001, and then in my first
year of a tenure-track position at loyola university maryland (formerly named
loyola college in maryland), and larry simultaneously collected data at his new
institution of brigham young university. with these three samples of college
students, we began our journey into studying factors that promote a successful
transition to adulthood. since we had data from one large public institution,
and two religiously-affiliated institutions, we added in some religious beliefs
and practices variables amidst lots of psychosocial adjustment indicators, which
lead to many publications toward tenure at each of our institutions.
2. what is your current ea-focused research, if any? can you share with us any
results?
in the last several years i have been focusing on emerging adults'
religiousness and spirituality in my research, having mapped the state of the
literature in this area in an encyclopedia essay (barry, nelson, and abo-zena,
forthcoming, encyclopedia on adolescence, springer), handbook chapter (barry &
abo-zena, 2016, handbook on emerging adulthood by oxford university press), and
an edited volume (emerging adults' religiousness and spirituality:
meaning-making in an age of transition; barry & abo-zena, 2014, oxford
university press). in my empirical work, i have been focusing on a particular
retrospective account of faith activities in the home as a predictor of assorted
outcomes ranging from sexual behaviors (barry, willoughby, & clayton, 2015,
journal of adult development) to religious beliefs and practices (barry,
prenoveau & diehl, 2013, journal of psychology and christianity) to still other
outcomes in forthcoming manuscripts. having taught lifespan development to
undergraduate and graduate students for almost 20 years i'm fascinated by the
ways in which children learn what they live later on in their lives as emerging
adults.
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
since the publication of my edited volume in 2014, i became intrigued by the
growing proportion of emerging adults with no religious affiliation. i'm
currently reading drescher's choosing our religion: the spiritual lives of
america's nones, as well as zuckerman, galen, and pasquale's, the nonreligious.
while countless studies have shown religion to be a supportive context for
emerging adults' development in reducing many risk behaviors, other studies have
shown religion to be a context that can promote prejudice and discrimination,
and significant internalizing symptomatology. yet in the case of the nones
(i.e., nonreligious), i'm currently wondering about the ways in which emerging
adults who choose to not be part of any religious context can be supported in
acquiring their values and worldviews to be successful in such a complex world.
relatedly, in what contexts do they find meaning and mentors that can promote
their discernment? these questions seem essential for us to consider to ensure
that emerging adults develop internally in order to contribute positively to
society as adults.
for more information on dr. carolyn barry's work, see
http://www.loyola.edu/academic/psychology/faculty-staff/faculty/barry
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1. what led you to be interested in emerging adulthood/emerging adults?
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my research focus is on sexuality, which is an important part of emerging
adult development. i am generally interested in how sexual development
occurs from childhood throughout adulthood, but there tends to be a lot of
interesting stuff going on during the emerging adult years. having a
specific interest in sexual identity in particular, there are many
experiences and shifts in understanding related to sexual identity that
occur during emerging adulthood, making it a useful developmental period
for contextualizing my research. despite my almost exclusive research focus
on sexuality, i can't imagine trying to understand one piece of human
experience without taking into account how it intersects with other pieces.
as such, understanding a broad array issues and experiences of people
during this time in their lives has been important and interesting to me as
a scholar as well as in my teaching.
2. what is your current ea-focused research, if any? can you share with
us
any results?
my recent research has been focused on investigating heterosexual identity
development among emerging adults. most recently, i have been collecting
data through focus groups and questionnaires about how
heterosexual-identified emerging adults engage in "heterosexual marking",
or public displays of heterosexuality. i am interesting in not only
identifying the ways in which they do this, but the intent behind it, which
can help us understand what this identity means to them, especially in a
social context. the results so far have indicated clear patterns in the
types of heterosexual marking that occur, and these generally include:
indicating a romantic and/or sexual interest in the other sex, engaging in
gender conforming behavior, and projecting a "non-gay" identity, which
often takes the form of displays of sexual prejudice. results have also
shown that these behaviors and emerging adults' understandings of their
heterosexuality are entangled with heterosexism and sexism, as well as a
binary conceptualization of sexual orientation.
3. what have you been reading or watching lately that has stimulated
your
thinking about ea or related issues?
i have been really interested lately in learning more about the experiences
of emerging adults who fall into the "forgotten half" - those who do not
attend college or do briefly but do not complete it. having done my
research almost exclusively with college students and working almost
exclusively with college-going emerging adults as a professor, i am
constantly reminded that this population is having a very different
experience than their counterparts who are not in college. there are some
scattered studies that compare college-attending to non-college attending
emerging adults and other research that has looked at specific
sub-populations of non-college attending emerging adults, but as a field of
study, we could be doing a lot better at working to understand the
experiences of a more diverse group of emerging adults.
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1. what led you to be interested in emerging adulthood/emerging adults?
during my studies for a master in clinical psychology i was always very
interested in adolescent development and i decided to write my master thesis on
identity development. that led me into a (still ongoing) collaboration with
profs ann fris? and philip hwang who were just starting up a project were
emerging adults were interviewed about their identity. the work with my master
thesis was what led me into reading about jeff arnett’s theory on emerging
adulthood, which helped put a lot of the issues raised in my thesis work (and
consequent phd-studies) into a theoretical framework. learning more about
development during the twenties also offered a framework for understanding and
thinking about many of the clinical issues my peers and i had been struggling
with when doing clinical work with individuals in that age-span.
2. what is your current ea-focused research, if any? can you share with us any
results?
much of my work is still within the longitudinal project that i started to work
with when i did my master thesis and dissertation. in longitudinal projects
people inevitably get older and we are really excited about the possibility to
follow these individuals with identity interviews and other measures as they are
transitioning out of emerging adulthood. so, i would say that is one of the
things that excites me the most right know. what can we learn about the
development in emerging adulthood by investigations of identity issues in the
later parts of this period and among individuals who are just about to leave
emerging adulthood behind?
for example, in one study, which we are just about to submit, we (me, johanna
carlsson, and ann fris?) look at how parents in late emerging adulthood (29
years old) coordinate their commitments to work and family. in another study
(see reference below) we investigate identity development in relation to
romantic relationships in the late twenties (between ages 25 and 29). ann and i
have also just published a chapter (reference below) on emerging adulthood in
sweden in an edited book about emerging adulthood in a european context.
additionally, i have just started a part time position where i meet emerging
adults in a clinical setting, this, i hope, will generate new and important
insights and research questions.
here are some references to our most recent work:
w?gqvist, m., & fris?, a. (2016). swedish emerging adults sense of identity
and perceptions of adulthood. in r. Žukauskienė (ed.) emerging adulthood in a
european context. (pp. 154-174). taylor & francis (psychology press)
carlsson, j., w?gqvist, m., & fris?, a. (2015). life on hold: staying in
identity diffusion in the late twenties. journal of adolescence. advance online
publication. doi:10.1016/j.adolescence.2015.10.023
w?gqvist. m., carlsson, j., van der lee, m. & fris?, a., (in press). identity
development and romantic relationships in the late twenties. identity: an
international journal of theory and research doi: 10.1080/15283488.2015.1121819
3. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
right now i am really preoccupied with the transition to adulthood (emerging
adulthood) in care settings and how, particularly, mental health care facilities
adjust to meet the specific circumstances and demands of emerging adults. so far
i have mainly addressed this by reading individual stories in the news and a
recent focus in one of our daily newspapers about this issue, but i look forward
to learning more about this transition from a scientific perspective.
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each newsletter, we feature an ssea member. this month, the spotlight is on dr. laura padilla-walker, associate professor of family life in the college of family, home, and social sciences at brigham young university. for more information about dr. padilla-walker, please visit her faculty page at: https://fhssfaculty.byu.edu/facultypage.aspx?id=lpw22.
1. what led you to be interested in emerging adulthood/emerging adults?
i have long been an adolescent scholar but when i came to byu several of my colleagues introduced me to the theory of emerging adulthood and i began to have a number of questions about development during this time period that seemed relatively unanswered. i was introduced to scholars and mentors in this area who continued to fuel my interest in emerging adults and we launched a research project (project ready) where we began to answer some of the questions i had that lead to continually complex questions. it was an exciting time to enter a field at its inception and learn with other scholars and friends about how we can influence optimal development during this time period.
2. what is your current ea-focused research, if any? can you share with us any results?
i study parenting and moral development during emerging adulthood. in the area of parenting our team focuses on how parents maintain an important role in the lives of emerging adults and how parenting changes (or should change) during the transition to adulthood. my focus on moral development and positive development during this time period is in an attempt to highlight one of the development during this time period is in an attempt to highlight one of the positive sides of this time period, as the majority of research paints a relatively negative picture of emerging adulthood. myself and a colleague are currently working on an edited volume with oxford about flourishing during emerging adulthood and it is a very exciting project we are looking forward to sharing in hopes that it moves the field forward in this direction.
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3. what have you been reading or watching lately that has stimulated your thinking about ea or related issues?
i recently read a book about two young black men from the same area, one who went to prison and one who avoided trouble and became very successful. both had excellent potential, only one had the opportunities he needed to succeed. this and other books i read about trajectories and opportunities stimulates my thinking about this “forgotten” group of young individuals and how we can best help them as scholars. we need to move beyond college students and explore different cultures and ses, as well as those who don’t attend college regardless of ses. i appreciate the research that is attempting to do this and hope that our own research team can do the same in an attempt to explore flourishing and floundering among a greater variety of those who are considered emerging adults.
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each newsletter, we feature an ssea member. this month, the spotlight is on
each newsletter, we feature an ssea member. this month, the spotlight is on
dr. janice abarbanel, the chair of the study abroad topic network. dr. abarbanel
is a psychologist and health educator specializing in the fields of emerging
adulthood and study abroad. please click here to read more about how dr.
abarbanel came to these fields.
i came to ssea through a variety of paths -- at first around 2005 when i read
about arnett's concept of emerging adulthood. i had a clinical practice as a
psychologist and family therapist for many years in d.c. and met with many high
school and college students. it was a natural step for me to pay attention to
the research describing this new life stage. (i had been a student of erikson's
in college, a significant developmental experience for me, one that motivated me
to enter the mental health field.)
i have varied international experiences as a clinician, most recently working as
nyu's first onsite psychologist at the berlin study abroad academic center. from
an intercultural point of view, i began to train the german staff about "who"
the students were (i.e., emerging adults). this process contributed to my
understanding that being an overwhelmed student abroad is likely a normal
experience, and not necessarily mental illness. the skill sets for shifting
cultures do not always come easily to our students -- particularly in the last
10 years as our culture has become more defined as "anxious". in addition, from
abroad, american students are seen as "medicalized" -- arriving with medicines
to manage moods and less so with skills to regulate emotions when things feel
difficult. this perspective motivated me to move towards a role within ssea, a
way for me to shift into a position as a health educator (or health
communicator) as a balance to a clinical lens. i left berlin in the late fall
2014 to return to the us (boston) to further connect with ssea and to work on
bridging the research with those engaged with the growing field of study abroad
and experiential education.
in january 2014, i became the chair of the study abroad network, a network for
both researchers and practitioners. ssea is committed to "researchers, policy
makers, educators, and practitioners with special interests in development"
during emerging adulthood. our topic network has a vision to broaden the
outreach and create important links between researchers and those on the ground
with emerging adults. unlike other topic network chairs, i'm not a researcher. i
believe that our organization will benefit with a wider corral to bring on board
those who engage emerging adults 'on the ground', such as gap year programs,
those working on ideas about national service, americorps, the us peace corps,
and study abroad. these programs' populations are, for the most part, emerging
adults, and it's not common for any of the providers to know about the ea
research. so, there is bridging work to be done. the study abroad network is
just one step in this direction. in my work, i am also attempting to shift the
conversation in study abroad programming toward an understanding of our
students’ developmental gifts and challenges.
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each newsletter, we will feature an ssea member. this month, we are featuring
eva lefkowitz, ph.d., associate professor and professor-in-charge of the
graduate program in the human development and family studies department at the
pennsylvania state university, and chair of the sexuality topic network. further
information about eva’s research can be found at
http://www.evalefkowitz.com/
and she writes a blog, focusing primarily on professional development, which can
be found at
http://www.evalefkowitz.com/prof-dev-blog
1. what led you to be interested in emerging adulthood/emerging adults?
in graduate school, my work focused predominantly on early adolescents (age 10 –
14). in particular, i examined their communication with their mothers about
sex-related topics. i think i became interested in emerging adults because i
spend so much of my life surrounded by them. i’ve spent almost 30 years living
or working on college campuses. studying sexuality in emerging adulthood is
particularly fascinating, and you can definitely get the sense of emerging
adults being “in-between” when you study sexual health. at times they seem to
make very mature decisions, and other times, you look at the data and wonder
what was going on that led so many to make such a decision.
2. what is your current ea-focused research? can you share with us any results?
my research takes a developmental perspective on sexual behaviors and attitudes
during adolescence and the transition to adulthood. in my research program, i
emphasize the importance of recognizing the multi-dimensional nature of sexual
health, considering physical, mental, emotional, and relational aspects of
health and wellbeing. in recent research, i address two fundamental empirical
questions: (a) what predicts the distinct negative and positive behavioral and
psychological components of sexual health? and (b) what are the broader health
and relationship implications of sexual health? one of the great things about
being a professor in a department with a doctoral program is having students
whose interests lead me in unexpected directions. for instance, our recent work
demonstrates longer term consequences of sexual behavior by tracking transition
to first sexual intercourse longitudinally. transition to first intercourse is a
meaningful event in adolescents’ and young adults’ lives. although past research
suggests that first intercourse at a young age can be psychologically harmful,
our research demonstrates that by emerging adulthood, when sexual intercourse is
developmentally normative, transitioning to first sex is associated with
decreased psychological distress and, for young men only, increased body
satisfaction. this research highlights the importance of sexual behaviors beyond
their implications for physical health, demonstrating that by emerging
adulthood, sexual behavior can positively contribute to wellbeing, and that
future empirical and translational work needs to consider this positive role of
sexuality.
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each newsletter, we will feature an ssea member. our inaugural newsletter
edition features kate mclean, ph.d., associate professor of psychology at
western washington university and co-chair of the identity issues topic
network. further information about kate’s research can be found at
https://katemclean.wordpress.com.
1. what led you to be interested in emerging adulthood/emerging adults?
my interest is in adolescence and emerging adult development. this is
primarily because i study the development of identity, and these are stages
where the demand to attend to this task, and the abilities to do so,
heighten. my approach is based in narrative theory, which moves me to attend
to the stories that people construct about their pasts, how those stories
are actually constructed, and how variation in individual’s stories relates
to personality and adjustment. i am particularly interested in the role of
uncertainty and challenge in identity development. when people are faced
with uncertainties or obstacles, this is often when we can ‘see’ more
intense identity work, and emerging adulthood is a time when challenge and
uncertainty are particularly common.
2. what is your current ea-focused research? can you share with us any
results?
developing an identity is a psychosocial task that really lays the
groundwork for many aspects of adult development (including continued
identity development!). i am currently focused on how individuals integrate
multiple aspects of themselves, and the world that surrounds them, to find a
coherent way to understand themselves. my current work is focused on
personal narratives about various aspects of self (e.g., career, gender
roles, family), as well as master narratives, or larger cultural stories.
master narratives can facilitate identity development by providing
frameworks in which to locate one’s self, and they can also constrain
identity development by defining what kinds of identities are acceptable in
a given society. thinking about the connection between personal experience
and societal structures is critical and complicated – it keeps me busy.
4. what have you been reading or watching lately that has stimulated your
thinking about ea or related issues?
karl ove knausg?d’s six-volume ‘autobiographical novel,’ my struggle, has
me thinking about identity and story with some regularity. the first and
third volumes highlight the way that the mundane nature of adolescence and
emerging adulthood comes face to face with the disruption and trauma that
everyone will face at some point (e.g., losing a parent), and how identity
develops in the interface between large and small stories. in the second
volume, his description of being a norwegian in sweden brings to life
identity issues of place and culture, as well as how challenging it can be
to integrate various parts of the self (e.g., self as writer, father,
husband). i am eagerly awaiting the translation of volume 4 to see what more
i can learn from him.
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