Transcript The Center for Research on Child & Adolescent Development

Spirituality, Religion
& Youth Development
Pamela Ebstyne King, Ph.D., M.Div.
Center for Research on Child &
Adolescent Development
Fuller Theological Seminary
 1) Overview of study of spirituality, religion,
and youth development
 2) As a resource for identity development
 3) As a resource for social capital
 4) As helpful or hindering resource of
development
Spirituality & Youth
 Spirituality is
gaining increased
attention within
the academic and
public spheres
 Increased
publications and
research
Spirituality, Religion, and Psychology
 G. Stanley Hall (1904) wrote that religious
awakenings or conversion was a “natural,
normal, universal, and necessary…” part of
adolescents (p. 301).
 This view was rejected by 20th century
scientific psychologists such as Thorndike
and Watson, who looked on Hall as an
outdated 19th century scholar (Siegel &
White, 1982) .
Revival of Interest
1. Polls demonstrate that spirituality and religion are
important to significant number of adults and youth
in America
2. Sociologists document new and growing trends in
American spirituality and religiosity
3. Religious institutions playing increased civic role
4. Spiritual and/or religious youth report better
developmental outcomes
Revival of Interest in Spirituality & Religion
 Gallup poll of youth ages
13-17 (gathered 1988-1998)
 95% believe in God or
universal spirit
 75% agree “very much" or
agree "somewhat" with the
statement “I try to follow the
teachings of my religion”
 74% pray frequently or
occasionally
Spirituality and Developmental Outcomes
 Acts as buffer against
risk behaviors:
 Promotes the presence
of thriving:
 Substance abuse
 Academic competence
 Delinquency
 Coping with stress
 Violence
 Meaning and purpose
 Early onset of sexual
activity
 Prosocial values
 Caring
 Volunteer service
Spirituality and religion as distinct but
overlapping constructs
Spirituality
Religion
Spirituality
 Considered divine, holy, or beyond the material
 A universal human capacity or a quality of a person’s
character, personality, or disposition with tendencies
towards transcendence or connectedness beyond
the self
 Related to a manner of living that is carried out with
the deep awareness of self, others, and divine
 Awareness of other yields a sense of meaning or
purpose in life that provides direction or guidance
often at an existential level.
 Spirituality often promotes a heightened
consciousness of others that triggers a
sense of self that is intertwined and
responsible to others.
 An emotional orientation towards other that
serves as a motivational force, propelling
individuals to care for others and contribute
to something greater than themselves.
Religion
 “An organized system of beliefs, practices,
rituals, and symbols designed
 (a) to facilitate closeness to the sacred or
transcendent (God, higher power, or ultimate
truth/reality) and
 (b) to foster an understanding of one’s
relationship and responsibility to others in living
together in community” (Koenig, McCullough, and Larson,
2001, p. 18)
Religion, Spirituality & Identity
 Central to the
developmental task
of adolescence is
identity
development
 Affirm sense of
uniqueness
 Locate them with
something greater
than self
Religion & Identity Development
 Ideological Context
 Social Context
 Spiritual Context
As Ideological Context
 Religious traditions provide an ideological
context in which a young person can
generate a sense of meaning, order, and
place in the world that is crucial to identity
formation (Erikson, 1968).
As Ideological Context
Beliefs
Values
Personal
Belief
System/
Moral Codes
Worldview
Meaning
Identity
Order
Place in world
As Social Context
 Exemplifies these principles and
behavioral norms in historical
events and actual lives (Erikson,
1964, 1965)
 Role models
 Intergenerational relationships
 Network closure
 Experiences (leadership and
service)
Spiritual Context
 Affirmation of
Uniqueness
 Connection to
 supernatural, human,
or natural other
 Ritual
 Spiritual Practices
Affirms the Uniqueness of the Individual
 Affirms and celebrates
the uniqueness and
giftedness of an
individual
 Child of God factor
 Covenant people of God
Spirituality through connection to others
 Part of community
of past, present, and
future body of
believers
 Giving youth a
profound sense of
being a part of
something greater
than themselves
Spirituality through Creation
 Identity as part of
created order
 Perspective
 Stewardship of
environment
Spirituality through rituals
 Experiences of
transcendence through
ritual
 Worship practices
 Rights of passage
 Spiritual Practices
 Meditation, prayers,
fasting, service
Religion & Identity
Ideology
Social Influences
Spirituality
Identity/
Fidelity
Religion & Identity
Ideology
Social Influences
Spirituality
Fidelity/
Identity
Thriving
How does religion influence positive
development?
Religion
Thriving
Religion & Social Capital
Social Capital
Religion
Moral Outcomes
Do religious youth have more social
capital?
Social
Interaction
Religion
Trust
Shared Vision
American Sample
 1524 students total
 53% female
 Ages from 13-19, M = 15.89
 Racially diverse
 27% Hispanic
 23% African-American
 21% Caucasian
 13% Asian
 8% Mixed Race
 8% Other
American Findings
 Religiously active youth will report higher levels of
social capital resources than nonreligious youth.
20
19
18
17
16
15
14
13
12
11
10
Attenders
Sometimes
Attenders
Non-Attenders
Social
Interaction
Trust
Shared Vision
Social
Interaction
Religion
Trust
Shared Vision
Moral
Outcomes
Social Capital Resources
Parent
Social
Parent
Interaction Social Interaction
Trust
Shared
Vision
Adult
Friend
Adult
Social Interaction
Friend
Social Interaction
Parent
Trust
Adult
Trust
Friend
Trust
Parent
Shared Vision
Adult
Shared Vision
Friend
Shared Vision
Spirituality & Religion Gone Awry
Self
Narcissistic
Optimal
Other
Bereft
Cult/
Oppressive