Trauma and identity: A reciprocal relationship?

Trauma can alter the course of identity development and destabilize existing identity commitments. Trauma, whether past or current, can also impact the resources a person brings to identity work. However, identity can also be a lens through which trauma is perceived and interpreted, helping to determine whether a traumatic experience results in posttraumatic stress disorder or posttraumatic growth. Despite the apparent implications each construct has for the other, the scholarship at the intersection of trauma and identity remains sparse. This Special Issue explores how and when trauma and identity influence one another by considering their association across various adolescent populations, methodologies, traumatic event types, and facets of identity. In doing so, this Special Issue lays the groundwork necessary for exploring, proposing, and testing more complex and nuanced reciprocal relations models between identity and trauma

The Development and Validation of a Measure of Identity Distress

The most frequently used measures of identity development do not contain a scale to measure the distress that can sometimes be associated with the process. The purpose of this study was to assess the reliability and validity of the Identity Distress Survey. The measure was found to have high internal consistency and test–retest reliability. Identity distress was related to the constructs of identity style and identity status. Identity distress was positively correlated with identity exploration and associated with the informational style and was negatively correlated with identity commitment. This measure could help identify those people who are having exceptional difficulties in the process of identity development and in need of intervention

Computational identification of developmental enhancers: conservation and function of transcription factor binding-site clusters in Drosophila melanogaster and Drosophila pseudoobscura

BACKGROUND: The identification of sequences that control transcription in metazoans is a major goal of genome analysis. In a previous study, we demonstrated that searching for clusters of predicted transcription factor binding sites could discover active regulatory sequences, and identified 37 regions of the Drosophila melanogaster genome with high densities of predicted binding sites for five transcription factors involved in anterior-posterior embryonic patterning. Nine of these clusters overlapped known enhancers. Here, we report the results of in vivo functional analysis of 27 remaining clusters. RESULTS: We generated transgenic flies carrying each cluster attached to a basal promoter and reporter gene, and assayed embryos for reporter gene expression. Six clusters are enhancers of adjacent genes: giant, fushi tarazu, odd-skipped, nubbin, squeeze and pdm2; three drive expression in patterns unrelated to those of neighboring genes; the remaining 18 do not appear to have enhancer activity. We used the Drosophila pseudoobscura genome to compare patterns of evolution in and around the 15 positive and 18 false-positive predictions. Although conservation of primary sequence cannot distinguish true from false positives, conservation of binding-site clustering accurately discriminates functional binding-site clusters from those with no function. We incorporated conservation of binding-site clustering into a new genome-wide enhancer screen, and predict several hundred new regulatory sequences, including 85 adjacent to genes with embryonic patterns. CONCLUSIONS: Measuring conservation of sequence features closely linked to function - such as binding-site clustering - makes better use of comparative sequence data than commonly used methods that examine only sequence identity

Defining Tobacco Regulatory Science Competencies

In 2013, the National Institutes of Health and the Food and Drug Administration funded a network of 14 Tobacco Centers of Regulatory Science (TCORS) with a mission that included research and training. A cross-TCORS Panel was established to define tobacco regulatory science (TRS) competencies to help harmonize and guide their emerging educational programs. The purpose of this paper is to describe the Panel’s work to develop core TRS domains and competencies

A Developmental Intervention Science (DIS) outreach research approach to promoting youth development: Theoretical, methodological, and meta-theoretical challenges.

This paper describes work directed toward creating community-supported positive youth development interventions that draw on a developmental intervention science outreach research approach. With respect to developmental interventions, this approach focuses on creating evidence-based longitudinal change intervention strategies for promoting long-term developmental change. The paper describes three broad challenges (theoretical, methodological, and meta-theoretical) that the authors faced in their efforts to develop and implement community-supported intervention programs built on this approach. The authors describe first the theoretical challenges they addressed in developing the conceptual framework for their community-supported intervention; second, the challenge of developing and refining a methodological framework for evaluating positive youth development interventions in “real-world” settings; and third, the meta-theoretical challenges that arose in the context of implementing community-supported positive development programs

A Developmental Intervention Approach to Promoting Positive Development: Pathways of Intervention Change

This paper describes work directed toward creating community-supported positive youth development interventions that draw on a developmental intervention science outreach research approach. With respect to developmental interventions, this approach focuses on creating evidence-based longitudinal change intervention strategies for promoting long-term developmental change. The paper describes three broad challenges (theoretical, methodological, and meta-theoretical) that the authors faced in their efforts to develop and implement community-supported intervention programs built on this approach. The authors describe first the theoretical challenges they addressed in developing the conceptual framework for their community-supported intervention; second, the challenge of developing and refining a methodological framework for evaluating positive youth development interventions in “real-world” settings; and third, the meta-theoretical challenges that arose in the context of implementing community-supported positive development programs

Promoting Positive Youth Development The Miami Youth Development Project (YDP)

The Miami Youth Development Project (YDP) had its beginnings in the early 1990s as a grassroots response to the needs of troubled (multiproblem) young people in the community (Arnett, Kurtines, & Montgomery, 2008, this issue). YDP is an important outcome of efforts to create positive youth development interventions that draw on the strengths of developmental intervention science outreach research in the development of community-supported positive development programs (i.e., an approach that focuses on meeting community needs as well as youth needs by generating innovative knowledge of evidence-based change intervention strategies that are feasible, affordable, and sustainable in “real world” settings, (Kurtines, Ferrer-Wreder, Cass Lorente, Silverman, Montgomery, 2008, this issue). Now completing its second decade, YDP represents an effort to bring together a more empowering model of knowledge development for research involvement in the community, a nuanced and contextualized notion of youth and their development, and methodologies that richly reflect rather than reduce the experiences of the young people whose development the authors seek to promote