| Popis: |
Research has shown that leading a life of purpose has a number of physical and psychological health benefits. Lack of a life purpose can be a risk factor for psychological disorders, especially during major life transitions such as going to college (Kim & Moen, 2001; Pin quart, 2002). However, most people do not report having a clear purpose in life. This is especially evident in young adolescents. Past studies suggest that while 87% of teens think they know their purpose, only about 20% can actually identify their purpose (Damon, 2008). Theorists also posit that purpose is a concept that one does not typically develop until late adolescence (i.e., when their sense of self has been established) (Burrow et al., 2018). However, with proper assistance, young people can develop a sense of purpose (Damon, 2008). Koshy and Mariano (2011) reviewed the literature promoting youth purpose in formal and informal educational settings and found that before 1980, there was very little research on curricula explicitly teaching for purpose. Moreover, earlier studies tended to use workshops and interviews administered by professionals when intervening in youth purposes. Such an approach is often comprehensive and effective but also time-consuming and labour-intensive. Institutions worldwide often lack the resources (e.g., mental health practitioners or professionals) to implement such purpose intervention programs. Inspired by Walton & Wilson (2018)'s WISE intervention and the self-affirmation intervention, we propose that a brief, semi-structured purpose-affirmation writing exercise may promote young people's purpose development, especially in regions with limited teaching resources. |
