10th SSEA Conference 2021 Goes Virtual!!
Given the members' feedback in a recent survey and continued discussion by both the Governing Council and the Conference Committee, the 10th SSEA Conference scheduled for 4-6 November 2021 (Eastern Daylight Time [New York Time]) is going Virtual. The uncertainty brought on by the Covid-19 Pandemic, where members indicated their concerns around health, safety, and travel, has meant that the Virtual format is the best way for us to move forward.
1. Submissions open (General and Special Program)
2. Submission deadline : 1 June 2021
3. Submission decision notifications : July 2021 (delayed)
4. Early Registration (General, Special, and Pre-conference Program) opens : 17 June 2021
5. Deadline Registration Presenters : 20 August 2021
6. Submission of Recordings (Some general program submissions) : 17 September 2021
7. Early Bird Registration ends : 30 September 2021
8. Conference : 4-6 November 2021
The conference committee is working hard on creating a conference experience worthy of its members and guests. Given the prominence of Social Justice and the Covid-19 Pandemic, we would like to encourage submissions surrounding these themes under the general conference theme "Well-being during Emerging Adulthood: Challenges and Opportunities." However, we seek to include health and well-being aspects related to all areas of emerging adulthood.
Meet the people who have been instrumental in putting the 2021 SSEA Conference together HERE.
We are offering the opportunity for academic institutions, government agencies, and private companies to sponsor and/or exhibit in the upcoming Emerging Adulthood Conference. Sponsorship at this conference will be a good opportunity to market your department, postgraduate program, or research projects. It will also be a good opportunity to offer other products and services relevant to scholars studying emerging adults. Historically, the Conference Sponsors engage with a wide audience of people, practitioners and researchers working with emerging adults. Due to the virtual nature of this conference, this year the conference platform will provide a novel and interesting way of interacting with conference participants. Depending on your needs, we will be offering dedicated interactive virtual booths, virtual exhibition stands with downloadable materials, one-on-one or larger live chats, video adverts played during conference breaks, dedicated seminars and workshops, links to external websites, push notifications, tracking and reporting ROI, etc. We will be offering sponsorship opportunities to suit any budget while maximizing return on investment.
Please contact us at email@example.com with any questions about these sponsorship opportunities.
The conference organizing committee is honored to present Dr. Kendell Cotton Bronk as the Keynote Speaker for our 10th Virtual Conference on Emerging Adulthood.
Over the past twenty years, the body of
scientific literature on purpose among emerging
adults has exploded. Research sheds important light
on how we—as parents, professors, and
practitioners—can help emerging adults lead
inspiring and socially beneficial lives of purpose.
Research has similarly explored the intersection of
identity development and purpose formation. This
talk will explore this research, and also outline
leading scientific conceptions of purpose. In
addition, it will explore the many physical and
psychological benefits associated with leading a
life of purpose and the rare nature of the construct
among emerging adults. Based on this,
empirically-supported strategies for cultivating
purpose will also be addressed. Finally, given that
contexts shape the nature of purpose, this talk will
also discuss the role ethnicity, socioeconomic
status, COVID, and the recent movement for social
justice play in the pursuit of purpose during
Kendall Cotton Bronk, Ph.D., is the Principal Investigator for the Adolescent Moral Development Lab and a Professor of Psychology at Claremont Graduate University, one of the Claremont Colleges. She is a developmental scientist interested in studying and promoting positive youth development and the moral growth of young people. Most recently, she has investigated these topics through the lens of young people’s purposes in life.
Her research has explored the relationship between purpose and healthy growth, how young people discover purpose, and the developmental trajectory of youth with strong commitments to various purposes in life. Her work has been funded by the Spencer Foundation, the John Templeton Foundation, the Templeton World Charity Foundation, and the Fulbright Foundation.
Arnett Invited Symposium:
Ten Conferences and Twenty Years: Reflecting on the Rise of Emerging Adulthood
Convened by: Jeffrey J Arnett (Clark University)
This will be the 10th conference on emerging adulthood, and it is now a little over twenty years since the Arnett (2000) article in American Psychologist that launched the new field. This symposium will reflect on the development of the field and of the SSEA over this time, with participants offering personal reflections on their first EA inspiration as well as considering some questions about EA past and future. Questions will include: What are some of the things that distinguish SSEA conferences, and the EA field, from other domains of developmental psychology? What are the most exciting challenges in the field and for the SSEA organization, in the next 20 years? Three SSEA members from different parts of the world will address these questions, followed by reflections and commentary by Jeffrey Arnett.
Jeffrey Jensen Arnett is the Founding President and Executive Director of the Society for the Study of Emerging Adulthood. He is also a Senior Research Scholar in the Department of Psychology at Clark University in Worcester, Massachusetts. He is the author of the book Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties, now in its 2nd edition, published in 2015 by Oxford University Press. For more information, see www.jeffreyarnett.com.
Master Lecture 1:
Generational Differences in Development and Mental Health
Presenter: Jean M. Twenge
As cultures change over time, the experiences of people growing into adolescence and emerging adulthood create generational differences. First, adolescence and young adulthood are different developmental experiences now than they were in the mid 20th century. Not only has young adulthood become the slower process of emerging adulthood, but adolescents are taking longer to engage in adult activities such working, driving, dating, having sex, going out, and drinking alcohol. Families have shifted toward a slow life strategy in which children take longer to grow to independence; the entire developmental trajectory from childhood to late adulthood has slowed. Second, recent adolescents and young adults (known as iGen or GenZ) spend more leisure time with digital media and less seeing their friends in person; they also spend less time sleeping. This pattern of time use is associated with compromised mental health, which might explain why rates of depression, anxiety, self-harm, and suicide suddenly increased after smartphones became common around 2012. Overall, iGen is physically safer but more mentally vulnerable.
Jean M. Twenge, Professor of Psychology at San Diego State University, is the author of more than 140 scientific publications and six books, the latest of which is iGen: Why Today's Super-Connected Kids Are Growing Up Less Rebellious, More Tolerant, Less Happy--and Completely Unprepared for Adulthood. She holds a BA and MA from the University of Chicago and a Ph.D. from the University of Michigan.
Master Lecture 2:
Who Gets to Live the Good Life? Master Narratives, Identity, and Well-Being within a Marginalizing Society
Presented by: Moin Syed (University of Minnesota) and Kate C. McLean (Western Washington University)
The question of whether emerging adulthood is a period of flourishing or floundering has been a central debate since the early days of the field. Psychologists tend to favor the flourishing view, arguing that emerging adulthood is a time of optimism, possibilities, and agentic exploration of different life paths. But what does flourishing, or well-being more broadly, mean? Is it is a feeling of enjoyment (i.e., hedonia), a sense of growth and meaning (i.e., eudomonia), the successful completion of developmental tasks, or something else? And do all emerging adults have the same ability to flourish and “do well”? In this team master lecture, Moin Syed and Kate McLean will outline how a master narrative perspective—which examines the culturally shared stories that guide thoughts, beliefs, values, and behaviors—brings attention to the structural constraints on well-being among individuals in marginalized positions in society due to race, gender, and sexuality. Syed and McLean will first review the master narrative framework and highlight key findings in the area. They will then discuss the relevance of master narratives to understanding well-being, highlighting the limitations of how well-being has been defined within mainstream psychology. Finally, they will outline recommendations for emerging adult researchers and practitioners on how to better integrate a structural perspective via master narratives in their work.
Moin Syed is an Associate Professor of Psychology at the University of Minnesota, Twin Cities. His research is broadly concerned with identity and personality development among ethnically and culturally-diverse adolescents and emerging adults. Much of his current scholarly work focuses on methods, theories, and practices within the broad frameworks of open science and meta-psychology, with a particular emphasis on ethnic minority psychology, diversity within the field, and building bridges across the fractured sub-disciplines of psychology. He is currently the Editor of Infant and Child Development, is co-Editor (with Kate C. McLean) of the Oxford Handbook of Identity Development, the past Editor of Emerging Adulthood, the official journal of the Society for the Study of Emerging Adulthood, and is past President of the International Society for Research on Identity.
Kate C. McLean is a Professor of Psychology at Western Washington University in Bellingham, WA. Her research centers on narrative identity development in adolescence and emerging adulthood. Her recent work emphasizes the social and cultural contexts of narrative identity development, as well as the relation between identity processes and personality and well-being. She is the author of The Co-Authored Self: Family Stories and Construction of Personal Identity. She is an Associate Editor for the Journal Personality and Social Psychology: PPID, and on the Editorial Board of Emerging Adulthood and Qualitative Psychology. She is co-Editor (with Moin Syed) of the Oxford Handbook of Identity Development. She is just finishing her term as the Director of the Center for Cross-Cultural Research at Western Washington University.
To facilitate your planning, the committee would like to accommodate the following submissions types.
Tips from Colleagues: How to Make an (Extra)ordinary Contribution to the Study of Emerging Adulthood
Dr. Ashley LeBaron-Black - Assistant Professor at Brigham Young University, USA
Dr. David S. Green - Post-doctoral research fellow at University of Toronto, Canada
Dr. Mette Ranta - Post-doctoral research fellow at University of Helsinki, Finland
Dr. Luciana Dutra Thomé - Associate Professor at the Universidade Federal da Bahia, Brazil
Dr. Jacqueline Nguyen - Associate Professor at University of Wisconsin-Milwaukee, USA
Join the SSEA Emerging Scholars Topic Network for a career networking session with a diverse group of international scholars. The panel will provide tips on how to be successful at different stages of your career (the five speakers have earned their PhD several months, 3 years, 6 years, 10 years, and 13 years ago respectively). The panel will cover topics such as tips on pursuing your own ideas in research, dealing with uncertainty, making contributions that matter, publishing, finding new jobs, and what to look for in a faculty position. Participants will also have the opportunity to pose additional questions to the panel.
This session has been organized by Emerging Scholar Topic Network (co)chairs:
Shannon Claxton (chair/presenting chair), Fanli Jia, Ohad Nahum, Angela Sorgente, Rimantas Vosylis
Disrupted Domains of Emerging Adult Life:
Post Pandemic Implications for Research and
Facilitator: Joyce Serido, Associate Professor & Extensions Specialist, Department of Family and Social Science, University of Minnesota USA
Dr. Serido studies financial behavior at the intersection of family and personal well-being. She is the principal investigator of Arizona Pathways to Life Success for University Students (APLUS), a longitudinal study of emerging adults and their finances. Dr. Serido is the current Editor-in-Chief of the Journal of Family and Economic Issues, an interdisciplinary publication that explores the intricate relationship between the family and its economic environment. She received her PhD in family studies and human development from the University of Arizona.
*Jodi Dworkin, Professor & Extension Specialist, Department of Family and Social Science, University of Minnesota USA
*Joel Lane, Associate Professor & Chair of the Department of Counselor Education, Portland State University USA
*Margherita Lanz, Professor, Department of Psychology, Università Cattolica del Sacro Cuore, Milan, Italy
*Tabitha Grier-Reed, Associate Dean for Graduate Education and Faculty Development, University of Minnesota USA
*Margaret Kelly, Director Undergraduate Studies, Department of Family and Social Science, University of Minnesota USA
How has global economic uncertainty exacerbated
by the COVID-19 pandemic affected emerging adults’
ability to navigate the demands of adult life? The
purpose of this session is to engage in a discussion
about the challenges facing emerging adults across
life domains (e.g., education, employment, family)
as well as the implications for their own well-being
and the social institutions that support them.
The speakers will set the stage for the discussion by providing brief opening remarks based on their research on and/or work with emerging adults. In highlighting the connections between increasing uncertainty and emerging adults’ well-being, we will cover a broad range of topics, including:
*How the transition from in-person to remote learning disrupts students' education trajectories - and who this affects most.
*With emerging adult poverty on the rise prior to the pandemic, what wage stagnation, limited advancement opportunities, and high job turnover mean for emerging adults and for society.
*The implications of different types of co-residence (e.g., living at home during lockdown) and family support on renegotiated parent-emerging adult roles.
*What educators and clinicians can do to help students grow and flourish in the aftermath of trauma, especially in Black populations.
*How the cost of higher education may contribute to a new emerging adult profile (Both in Education and Employment).
A facilitated discussion following the presentation will focus on identifying topics for post pandemic research on life after COVID-19 for emerging adults and insights for application and practice.
Integrating research on recovery capital and
identity development: Meeting the needs of emerging
adults in recovery from substance use disorder
Michael Cleveland, PhD, is Associate Professor of
Human Development at Washington State University
where his research centers on the etiology,
prevention, and treatment of alcohol and other
substance use during emerging adulthood. He has
particular interest in understanding factors that
sustain recovery among youth diagnosed with
substance use disorder during the transition from
adolescence to emerging adulthood.
Noel Vest, PhD, is a postdoctoral research fellow in
the Systems Neuroscience and Pain Lab at the
Stanford School of Medicine where he works with Dr.
Keith Humphreys to address problems related to
substance use disorder across a variety of
populations. His research interests include mental
health, substance use disorders, poverty, social
justice, addiction recovery, pain, and prison
reentry. He received his PhD and Masters in
Experimental Psychology from Washington State
Alan Meca, Ph.D. is an Assistant Professor in the Department of Psychology at University of Texas at San Antonio. He received my Ph.D. in Developmental Science from Florida International University in 2014 and completed a post-doctoral fellowship at the University of Miami. His research agenda has focused on identity development and cultural stressors and their effects on health risk behaviors, mental health, and educational achievement. Currently, his research agenda is focused on refining measures of personal and cultural identity, understanding the processes that govern how ethnic/racial minority navigate their cultural environment, and identifying ways we can support youth experiencing cultural stressors such as discrimination, bicultural stress, and negative context of reception.
Eileen Delzell, PhD is a Forensic Psychologist and Board-Certified Vocational Expert in private practice. With a 25-year work history in vocational rehabilitation and counseling, she began contracting with emotional growth boarding schools in 1997, and became certified as a vocational expert in 2007. Earning a PhD in Forensic Psychology from Walden University in 2019, Dr. Delzell rekindled her interest in the role of vocational identity in emerging adults’ successful transition to adulthood by exploring the relationship between vocational identity, substance use, and crime among emerging adults. Research interests include addiction recovery and maintenance, transitional elements for at-risk emerging adults, and personality considerations in vocational role development.
Emerging adulthood is often characterized as a period of opportunity and growth, when young people gain independence and explore new roles and possibilities available to them. However, for many youth, the transition from adolescence to adulthood is marked by instability and feeling “in-between” as they question who they are and what they want to become. This key task of forming a stable identity may be especially challenging for emerging adults who are in recovery from substance use disorder (SUD). SUD recovery is an ongoing process of change that involves not only observable changes in behavior, such as abstaining from or reducing substance use, but also experiential processes, such as changes in identity, resiliency, and hope. Likewise, research suggests that as individuals progress through recovery, “recovery capital” (i.e., internal and external resources that aid recovery) accumulates and increases the likelihood of ongoing SUD remission. However, there is also evidence that barriers to sustained recovery may be exacerbated by the challenges of emerging adulthood, particularly due to residential and financial instability and insecurity about fulfilling the responsibilities of adulthood. This General Discussion Session will first provide an overview of each of these two strands of research (recovery capital, identity development). Discussion will then focus on integrating the concepts. Topics for discussion may include how the accumulation of recovery capital may coincide with identity development and how intersectionality among multiple identities may have an additive impact on the recovery needs of emerging adults.
Publishing on Emerging Adulthood
Presenters: Elizabeth Morgan, Christine Ohannessian, and Seth Schwartz
The goals of this interactive session are to engage in conversation about various aspects of the publishing process and help both novice and seasoned writers examine their practices to identify strengths and areas of improvement. We plan to share a few tips about writing for publication in general, publishing in peer-reviewed journals, and alternative publishing modalities, such as authored and edited books. We hope to engage the participants in conversation about these topics and answer questions about the publication process. This session is designed for emerging scholars and established scholars alike.
Elizabeth Morgan, Ph.D., is an Associate Professor and Chair of the Psychology Department at Springfield College. Dr. Morgan’s research focuses on sexual and romantic relationship development during emerging adulthood, with a specific focus on sexual orientation identity development. She is the outgoing past-President of SSEA and is the ad hoc editor of Emerging Adulthood and serves on the Editorial Boards for Sex Roles, Journal of Sex Research, and Psychology of Women Quarterly. She recently co-edited the book Sexuality in Emerging Adulthood for the Oxford University Press book series on Emerging Adulthood.
Christine McCauley Ohannessian, Ph.D., is a Professor and Chair of the Department of Human Development and Family Science at Florida State University. Dr. Ohannessian’s research interests focus on the family and adolescent and emerging adulthood psychological health. She is especially interested in internalizing problems, substance abuse, and social media use. Currently, Dr. Ohannessian is the Editor of Emerging Adulthood. She also has served as Associate Editor for the Journal of Early Adolescence, and as Field Editor for the Journal of Studies on Alcohol and Drugs. In addition, she serves on the Editorial Boards for Journal of Youth and Adolescence, Journal of Clinical Child and Adolescent Psychology, Adolescent Research Review, and Journal of Marriage and Family.
Seth Schwatz, Ph.D., is a Professor in the Department of Kinesiology and Health Education at the University of Texas, Austin. Dr. Schwartz‘s research centers on issues of identity, acculturation, cultural stress, crisis migration, adolescent development, family functioning, substance use, mental health and well-being. He is the author or editor of three scholarly books (Handbook of Identity Theory and Research, Oxford Handbook of Acculturation and Health, and Writing for Publication in the Social and Health Sciences) and the current Editor of the International Journal of Intercultural Relations.
Elisabetta Crocetti, Ph.D., is an Associate Professor of Social Psychology at the Department of Psychology of the University of Bologna, Italy. She is the PI of the ERC-Consolidator project IDENTITIES “Managing Identities in Diverse Societies: A Developmental Intergroup Perspective with Adolescents” and Secretary of the European Association of Research on Adolescence (EARA). Currently, she is the Editor-in-chief of Identity: An International Journal of Theory and Research and she serves as Associate Editor of European Journal of Personality and New Directions for Child and Adolescent Development. In addition, she is a Consulting editor for Journal of Research on Adolescence and she is a member of the Editorial Boards of Journal of Youth and Adolescence and Adolescent Research.
Topic Networks are invited to submit preconference sessions in line with the conference's general theme. These 3-hour sessions will be live online and will allow for interactive participation from delegates. The preconference program could include speakers, discussions, professional development workshops, workshops focused on teaching and learning, networking opportunities, or workshops. However, all possible formats will be considered. To be considered for any of these sessions, proposals must demonstrate the session's interactive/engaging nature. These sessions will be able to accommodate up to 50 participants.
While we will consider all submissions, we
encourage members to submit symposia. We are working
on facilitating opportunities to make contact with
potential symposia members.
Single Paper Submissions
1. Standard Paper Sessions (10 min prerecorded presentation, 5 min live Q/A)
2. Data Blitz (5 min prerecorded presentation, 4 min live Q/A)
3. Poster Submissions (Asynchronous – 5 min prerecorded presentation with each poster, Q/A through chat)
4. Standard Symposia Sessions (3 x 10 min prerecorded presentations, 15 min live Q/A)
5. Double Symposia Sessions (7 x 10 min prerecorded presentations, 20 min live Q/A)
6. Panel Symposia Sessions (Live interactive discussion between 2 to 4 panelists)
These sessions occur live and are interactive.
Below, we propose two types of sessions. We allot 45
min for a single session or 90 min for double
sessions. Participants pre-register for these
General Innovative sessions (15 - 40 participants)
1. General Discussion forums: Stimulating participant discussion/conversation which relates specific topics to the conference theme.
2. Master tutorials: A session in which presenters engage in active knowledge transfer (e.g., Networking skills, Managing collaborations).
3. Critical debate sessions: Facilitating an open discussion on either Social Justice or the Covid-19 pandemic.
Small-Group Innovation Sessions (8 - 12 participants)
1. Workshops: Guided instruction and training by experienced mentors on a specific topic
2. Hack-a-thons: Hands-on project with a clear end goal
3. Unconferences: "Unstructured" session to pitch & discuss ideas
We will consider proposals by individuals, research groups, or organizations. To be considered for any of the above sessions, proposals must demonstrate the session's interactive/engaging nature.
As a means to facilitate one-on-one interactions
during the virtual conference, we are working on
several strategies. These include, but are not
limited to, the following:
1. Meet the speaker sessions: Speakers make themselves available for small group discussions after sessions
2. Informal coffee rooms and meet and greets: Bring your coffee, join a networking group
3. Small group mentoring sessions: Senior academics engage informally with emerging scholars
4. Drinks and Social Activities: Some of which may carry an additional cost
We are confident that this temporary format will provide us with the opportunity to reach even more delegates who may not have been able to attend in person. Therefore, we are aware that we cannot do this independently. We rely heavily on you, our members, to make this conference another memorable event. In particular, we know that members have attended various online conferences over the last year. This experience is valuable, as we can learn from these experiences. Please share with us how we can ensure that our conference provides ample socializing, networking, and engagement opportunities online. We would like to hear from you firstname.lastname@example.org