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invited program

Keynote Speaker

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 emerging adulthood.
KCBKendall 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.
JJAJeffrey 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.

twengeJean 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.

Bios
moin syedMoin 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 mKate 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.


Master Lecture 3:
Well-Being During Emerging Adulthood: Challenges and Opportunities
Presented by: Patrick McGorry (Centre for Youth Mental Health, University of Melbourne; Orygen, National Centre of Excellence in Youth Mental Health)

Mental health is the major health issue threatening the lives and futures of young people in transition from childhood to adulthood and are responsible for 50% of the burden of disease. 75% of mental disorders emerge for the first time by the age of 25 years and around 50% of young people experience at least a period of poor mental health during the transition. There is growing evidence amplified by the pandemic that the mental health of young people around the world is getting worse.
  Despite the recognition of this public health imperative, we have not addressed the risk factors underpinning this surge in mental ill health during this stage of life nor have we understood the drivers of the recent increase in morbidity. However, we have recognised the need to respond clinically by developing a specific focus on the extended developmental period from puberty to the mid 20s when the peak incidence and prevalence occurs and the developmental challenges are most salient.
  Adolescent psychiatry is coming of age and evolving into a new field of youth mental health which will become the fulcrum for early intervention and recovery in mental health care.
Australia is at the epicentre of this reform which will strengthen psychiatry; mental health care and the wider health field and has an increasing number of global partners.
The implications of this growth and evolution will be significant for training, clinical governance and definition of our field across the lifespan.

Bio
mcgorry


Professor Patrick McGorry is an Irish-born, Australian psychiatrist known world-wide
for his development and scaling up of early intervention and youth mental health
services, and for mental health innovation, advocacy and reform. He is executive
director of Orygen, Professor of Youth Mental Health at the University of Melbourne,
and founding editor of the journal “Early Intervention in Psychiatry”. He led the advocacy which resulted in the establishment by the Australian government in 2005 of the National Youth Mental Health Foundation, which in 2006 became Headspace, and he remains a founding board member of that organisation.
  Professor McGorry has published over 980 publications, with 47,266 citations and a “h” index of 112 (Scopus). He has played a key advocacy and advisory role to government and health system reform in Australia and in many parts of the world.
  He is President of the International Association for Youth Mental Health, Past-President of the Schizophrenia International Research Society, Past-president of the Society for Mental Health Research, and was Founding President and is now Treasurer of the IEPA: Early Intervention in Mental Health. He is also a Founding Board Member of Australians for Mental Health.


 Invited innovation sessions

Tips from Colleagues: How to Make an (Extra)ordinary Contribution to the Study of Emerging Adulthood

inno1

Presenters:
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.
Authors:
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 Application.
Facilitator: Joyce Serido, Associate Professor & Extensions Specialist, Department of Family and Social Science, University of Minnesota USA

joyce
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.

Speakers:
*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

Speakers:
m cleve

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.

 

noah

 

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 University.

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.

Speaker Bios:
emorganElizabeth 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.

 

chris o

 

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.

 

 

 

 


Preconference Program:

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.

General Program: h2>

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)
Symposia Submissions
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)

Special Program:

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 sessions.
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.

Networking/Social Program:

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 cea.committee@ssea.org


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