Author ORCID Identifier

https://orcid.org/0000-0002-2819-1203

Date of Graduation

2025

Document Type

Dissertation

Degree Type

PhD

College

Eberly College of Arts and Sciences

Department

Psychology

Committee Chair

Elisa Krackow

Committee Member

Amy Fiske

Committee Member

Amy Gentzler

Committee Member

Karen Weiss

Abstract

Identity development is driven in large part by self-defining memories, or memories though which we base our definition of who we are (Habermas & Bluck, 2000). In adolescence, cognitive skills are gained that allow us to make meaning, or learn lessons and gain insight, from self-defining memories (Bluck & Habermas, 2001; McLean & Thorne, 2003). To determine whether there are differences in their ability to make meaning from their self-defining memories, this study compares narratives of self-defining memories between community youth and adjudicated youth. Additionally, the ability to be specific in self-defining memory recollection may differ between these groups, which is explored in the present study. Male participants were recruited from a juvenile detention center and from the community (N = 63). All participants provided three self-defining memory narratives, which were coded for meaning making, memory specificity, and type of event recalled. Additionally, participants completed a measure of future identity. Between-group differences in meaning making, memory specificity, event type, and future identity were examined. Differences in dependent variables according to demographic variables including age, SES, education level, and race/ethnicity were also examined. Finally, a post hoc examination of the implications of mental health diagnoses (autism, ADHD, depression) on meaning making were explored. Significant and null results are reported and discussed, along with study limitations, future research directions, and implications for interventions supportive to adjudicated youth.

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