The impact of organized Christian religion on identity development in adolescents

A significant number of youth today affiliate with organized Christian religion. This research explores their experiences within that setting, experiences which either facilitated or hindered their identity development. Fifteen participants who were involved in organized Christian religion during their adolescence were interviewed. The critical incident technique was utilized to assess their experiences. 175 critical incidents were identified including 111 positive, or facilitating factors, and 64 negative, or hindering factors. Eight categories emerged from the 175 incidents. These were: 1. Mentors; 2. Inclusivity and Belonging; 3. Challenged to Think for Themselves; 4. Growth Through Success; 5. Given a Choice; 6. Faith Integrated Throughout Life; 7. Having Fun; 8. Family Support. These categories included both positive and negative critical incidents. Several writers identified religion as a significant factor in shaping the identity of both men and women. Some went further and suggested that religious factors are more powerful in relation to identity than any one of the following: occupation, politics, sex-role beliefs and sexual expression. The study explored a range of experiences as indicated above with a view to isolating those positive and negative influences that were determinants in the lives of the fifteen participants. The results of the study confirm both the general assertions, such as those listed above, as well as the more specific claims that are recorded in the literature. Both Shelton (1990) and Erikson (1964) stress the value to adolescents of belonging to a community. It provides security, it is a place where one can explore ideas among peers, and it gives the young person a certain sense of identity by virtue of membership in a particular group. If the group includes adults to whom young people can easily relate, then there is the additional advantage of mentoring, a highly desirable resource for adolescents as Hendry, Roberts, Glendinning, and Coleman (1992) have pointed out. More generally, the literature supports a range of social activities that contribute to identity formation. Among these are the value of having fun, and the need to be free from direction in order to make independent choices, Peters (1992). Furthermore, as Goldman (1965) has shown, these choices need to be exercised in the context of a young person's world view so that thinking about values is not compartmentalized but rather is established in the total life setting.Education, Faculty ofEducational and Counselling Psychology, and Special Education (ECPS), Department ofGraduat