Promoting resilience in adolescents: A new social identity benefits those who need it most.

The Social Identity Approach to Health holds that groups provide us with a sense of meaning and belonging, and that these identity processes have a significant positive impact on our health and wellbeing. Typically, research drawing from the social identity approach with adolescents has focused on the benefits of existing group memberships. Here, using a sail-training intervention, we investigated the impact of providing adolescents with a new group (i.e., a new social identity) on psychological resilience. Across two studies, we demonstrate the benefits of a new social identity, in terms of increases in psychological resilience, flow predominantly to those adolescents who report the lowest levels of resilience at the start of the voyage. We discuss our findings in relation to the social identity approach and adolescent identity development more generally.

Increasing resilience in adolescents: the importance of social connectedness in adventure education programmes.

OBJECTIVE: Mental health problems are a leading cause of health-related disability during adolescence. The objectives of the current study were to investigate whether participating in an adventure education programme (AEP) increased adolescents' resilience and elucidate how social connectedness contributes to any increase. METHOD: Adolescents who participated in the AEP had their resilience measured on the first (Time 1) and last day (Time 2) of a 10-day voyage. Perceived social support and sense of belonging were also measured at Time 2. A control group of adolescents, who did not take part in the voyage, also had their resilience assessed at two time points, 10 days apart. RESULT: Adolescents who participated in the AEP, but not those in the control group, displayed an increase in resilience from Time 1 to Time 2. Further, the increase in resilience was related to the adolescents' sense of belonging, and this effect held when controlling for perceived social support. CONCLUSION: These findings demonstrate the positive impact AEPs have on adolescents' resilience and a mechanism through which this occurs.

Somewhere I belong: Long-term increases in adolescents' resilience are predicted by perceived belonging to the in-group.

This study sought to examine the role of belonging in the increases in resilience observed following an adventure education programme (AEP). First, we demonstrate that group belonging makes a significant contribution to the improvement in resilience participants' experienced over the course of the AEP. Second, we demonstrate that this increase in resilience is maintained 9 months following the AEP and that group belonging maintained a significant contribution when controlling for participants' initial resilience level and other psychosocial variables (i.e., centrality of identity and social support). Our findings accord well with recent research on the Social Cure or Social Identity Approach to Health and add to a growing body of work identifying the mechanisms underlying this phenomenon.

Threats to group value, domain-specific self-esteem and intergroup discrimination amongst minimal and national groups.

The research reported in this investigation sought to examine the self-esteem hypothesis (SEH) using measures of domain-specific and public collective self-esteem (CSE). Two studies were conducted. Each tested both propositions of the SEH. The first study revealed that minimal group members (a) experienced an increase in that domain of self-esteem judged to be relatively more important to the in-group, following the display of in-group favouritism and (b) that minimal group members with low public CSE (and who thus believed that the in-group was negatively evaluated by the out-group) showed enhanced levels of in-group favouritism. The second study, which utilized the members of real social categories (i.e. New Zealanders and Australians) and negative outcome allocations (i.e. white noise) revealed identical findings. The theoretical implications of these results are discussed.

Social identity, self-evaluation and in-group bias: the relative importance of particular domains of self-esteem to the in-group.

This investigation sought to assess the link between in-group bias and domain-specific self-esteem. Two experiments were carried out. Experiment 1 revealed that social category members (i.e. Christians), manifested an increase in that domain of self-esteem judged to be relatively more important to the in-group (i.e. physical self-esteem), following the display of in-group bias. A second experiment which sought to examine an alternative explanation for these findings, in terms of enhanced social identity salience, produced identical findings. Domains of self-esteem relatively less important to the in-group (i.e. mathematical self-esteem) were unaffected in each experiment. Consistent with recent revisions to the second corollary of the self-esteem hypothesis, Experiment 2 further revealed that category members with low public collective self-esteem (who believed that Christians were evaluated negatively by Atheists) showed more pronounced in-group bias.