A considerable body of research on self-descriptions across the lifespan has established a general pattern of progressive development of self-representations. This process begins with specific characteristics in childhood and evolves into a multidimensional framework in adulthood. However, the bifurcation of self-descriptive structures at specific age intervals remains poorly understood. Even in the most thoroughly studied developmental period—childhood through adolescence (e.g., Damon & Hart, 1982; Harter, 2012)—questions persist, such as the emergence of the 'I-self' agency and the development of a time perspective. Recent research offers complementary perspectives, focusing on self-descriptions across various developmental stages (Tamm et al., 2024), situational variability (Amato et al., 2020), gender and body-related themes (Oppegaard & Miguel, 2024), and self-descriptions in social media (Ricciardi, 2024), among others. However, the generalizability of these findings is constrained by the significant influence of language and cultural context on self-descriptions (Cousins, 1989; Visapää, 2012; Rhee et al., 1995). In light of these considerations, our research aimed to investigate how Lithuanians of various ages describe themselves. The sample comprised 160 participants, aged 4 to 97 years, recruited through purposeful sampling. Participants answered two open-ended questions: 'Who are you?' and 'What kind of person are you?' For preliminary data analysis, content analysis using a fourfold categorization scheme (Cousins, 1989; Hartley, 1970), a widely used framework for analyzing self-descriptions, was employed. It suggested 4 basic analytic categories—physical, social, attributive, and global—each representing a different level of abstraction. The final analytic schema emerged through an iterative process aimed at encompassing all aspects of the collected self-descriptions. Findings supported a structural organization around these fundamental categories, primarily concerning the 'Me-self.' New insights emerged regarding the 'I-self,' including the earlier-than-expected appearance of a global self and the distinctive self-descriptions across age groups, reflecting unique societal contexts at specific historical moments.

This research aims to elaborate on the intergenerational transmission of attachment patterns and their dynamic effect on identity development during adolescence. Drawing upon the established link between parental representations of attachment and children's attachment, the factors pertaining intergenerational transmission are examined. Utilizing Dynamic Systems Theory (DST-ID), exploration, rumination, and commitment relevant to the formation of identity pathways are explored through the framework of developmental trajectories. To provide a coherent perspective on the integrative nature of attachment and identity, the study emphasizes the exploration of contextual factors including parents’ relationships, their overall self-esteem and gender differences, as well as the examination of father-child relationships and peer attachment as influential parameters.

The study employed a three-wave longitudinal design, comprising a total of 150 participants, including 50 adolescents aged 12 to 15 years and their two parents. Parents filled in the Attachment Style Questionnaire (Feeney et al., 1994), the Experiences in Close Relationships Scale (Fraley et al., 2007), and the Rosenberg Self-Esteem Scale (Rosenberg, 1965). Correspondingly, adolescents filled in the Attachment Style Questionnaire (Feeney et al., 1994), the Inventory of Parents and Peer Attachment (Gullone & Robinson, 2005), and the Dimensions of Identity Development Scale (Luyckx et al., 2008).

This paper presents the initial cross-sectional results, the analysis of which indicates a moderated mediation model. Intergenerational transmission was mediated by the quality of relationships between parents, their overall self-esteem and genderdifferences between parents and adolescents. Furthermore, the moderating role of peer attachment emerged with respect to parental attachment and identity development in adolescents, influencing the degree and direction of these variables.

Keywords: intergenerational transmission, attachment, identity, adolescence

Narrative psychology suggests that the narrative processing of meaningful personal events is significant for identity development. However, the number of experimental studies that have tested this idea is limited. What is more, previous research on this topic mostly focused on the potential role of narrative processing of past experiences and paid little attention to future-oriented narrative activity. Our two-experiment study with randomized controlled trials bridged this gap and explored how narrative processing of self-defining memories (SDMs) and self-defining future projections (SDFPs) influenced identity processes and identity distress in emerging adults.

In Study 1 (133 participants aged 18 to 25 years), we examined this topic in emerging adults with no diagnosed mental health disorders. In Study 2 (160 participants aged 18 to 25 years), we additionally included an experimental group struggling with mental health problems. In both experiments, participants from the experimental group were asked to recall and describe two SDMs and two SDFPs. The impact of our intervention was assessed both 1 week and 2 months after the intervention.

Contrary to expectations, our analyses (linear mixed-effects models with maximum likelihood estimation) did not reveal any significant differences in changes in identity processes and identity distress between the experimental and control groups. Our findings suggest that narrative processing of a few significant memories and envisioned possible future events does not impact emerging adults’ identity formation. These observations align with at least a few prior studies that questioned the ideas presented in many theoretical works, highlighting the importance of additional experimental studies on the role of narrative activity in identity development. Our results are also important for understanding the limitations of narrative interventions in promoting positive identity development in emerging adults.

Podcasting that feature marginalized scholars can be an innovative educational tool to challenge traditional, monolithic views of professional identity, encouraging higher education students to consider diverse professional pathways. In this study, we present the pilot implementation of the ReSearching Identity Podcast Project, an intervention targeting the professional identity development in emerging adulthood, and more specifically among students with and without marginalized identities in higher education. The objectives were to assess the intervention’s acceptability and feasibility, particularly focusing on its use of educational podcasting, and to explore preliminary effects on students’ professional identity, including identity centrality and the connectedness with social identities (i.e. cultural and gender identity).

We conducted a mixed method pilot study with 33 university students (M_age = 25.1 years, 88% female) in the Netherlands. the intervention was adapted from Fish’s interview with a psychologist project (2023), using a three-theme structure: (1) representation of marginalized professionals, (2) connection with peers, and (3) integration of professional and social identities through reflection. The intervention activities included listening to podcasts, engaging in discussions, and creating a podcast. To assess the intervention, students completed online surveys before and after the pilot implementation, and students and their two teachers participated in follow-up conversations.

The results supported the acceptability and feasibility of the ReSearching Identity Podcast Project, with students and teachers appreciating the brevity of the intervention program, opportunities to learn about marginalized experiences of fellow students and professionals, and embeddedness in the curriculum. Also, students reported higher professional identity centrality and overall high connectedness of professional and other social identities after the intervention. We conclude by addressing the limitations, but also potential of the ReSearching Identity Podcast Project to address professional identity development with all students in higher education.

Background: Narrative identity is a continuous and internalised story of oneself. It incorporates individuals’ past, present, and future, providing purpose and meaning in life (McAdams et al., 2001). Narrative identity has incremental validity in predicting psychological wellbeing (Adler et al., 2016; McLean et al., 2020), making it a promising target for interventions. We conceptualise narrative identity interventions as non-clinical interventions, programmes, and activities primarily focused on participants sharing, describing, or reflecting on (aspects) of their life stories. Although some interventions targeting narrative identity, particularly those focusing on autobiographical reflections and life stories, have been identified, they have not been systematically reviewed or categorised.

Aim: In this scoping review, we aim to identify and categorise different prototypes of non-clinical interventions targeting life stories, such as expressive writing and life story interventions, while exploring additional types that might exist across disciplines. We also aim to examine theoretical underpinnings, mechanisms of change, and intervention’s focus on target populations. The current body of literature lacks a comprehensive overview of techniques utilising narratives and autobiographical reflections. Our review will address this gap by systematically mapping and analysing such techniques.

Methods: This preregistered review (OSF: https://osf.io/bmyt7) follows the PRISMA Extension for Scoping Reviews Checklist (Tricco et al., 2018). We searched SCOPUS, PsychInfo, and Web of Science for articles published in Arabic, Dutch, English, Russian, and Ukrainian. Keywords included “narrative identity” and “intervention”. A total of 11,232 unique records were identified and are currently being reviewed.

Preliminary results: Title-abstract screening of 10% of records resulted in 74 studies that met the inclusion criteria. We identified several intervention prototypes including life story, (digital) storytelling, expressive writing, and creative interventions (e.g., theater). Such interventions target: pre-serivce teachers, (international) students, caregivers, and older adults. Final results will be presented upon completion of full-text review.