A Grounded Theory Exploration of Environmental, Societal, and Contextual Factors Affecting Adolescent Identity Development in Dysfunctional Families: A School Counselor's Perspective
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Objective: The present study aimed to explore the environmental, societal, and contextual factors affecting adolescent identity development in dysfunctional families.
Methods and Materials: The research method of this study was grounded theory. The research population consisted of all school counselors in Tehran. A total of 10 school counselors (as key informants) were selected using purposive sampling in 2024 in Tehran. Data were collected using semi-structured, in-depth interviews. Data analysis was performed using a constant comparison method.
Findings: Analysis of the interview content yielded 36 open codes, 12 axial codes, and 5 selective codes, including key challenges faced by dysfunctional families (feeling of insecurity, public rejection, and the tendency towards risky behaviors), contextual conditions (parental socioeconomic status, community resources, and parenting coping style), intervening factors (public judgmental attitudes and learned helplessness), strategies (creating new structures and excessive compensation), and consequences (confused identity and playing adult roles).
Conclusion: The challenges faced by dysfunctional families can influence adolescents’ identity development processes in cognitive, emotional, and behavioral dimensions, potentially leading to multiple issues. Thus, recognizing these challenges and providing effective intervention strategies for school counselors and families is crucial.
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