A Scoping Review of Adolescent Identity: Formation and Its Role in Radicalization and Attraction to Militant Groups

1. Introduction 1.1 Background Life experiences shape an individual’s character and identity. According to Eriskon, these life experiences shape the building blocks of an individual’s identity. These experiences start as early as infancy and childhood, where trust, autonomy, and initiative are learned (Erikson, 1959). These early experiences and skills learned in that phase also become a vital part in the development of identity during adolescence. Furthermore, not all experiences in early life are positive. Experiences such as shame, guilt, feeling inferior, and mistrust increase the likelihood of identity confusion in adolescence. Infancy and childhood experiences are vital to the identity building process during adolescence. The process of identity building during adolescence relies on these experiences. Erikson describes these earlier experiences as a psychological residue of acquired strengths and weaknesses that directly shape the identity crisis during adolescence (Erikson, 1959). The identity crisis during adolescence is an essential process for building an individual’s identity. This phase is the most intense phase of identity building, despite the arisal of identity concerns in later stages in life (Erikson, 1959). This crisis is considered to be both a dangerous thing and an opportunity as difficult life experiences are essential for identity formation forcing them to integrate past their experiences (Erikson, 1959). In addition, the identity crisis acts as a bridge to adulthood. Building adult capacities is solely reliant on this stage because they are learned during this stage. Without a solid identity, there is no stable adulthood (Erikson, 1959). According to Marcia, the process of adolescent identity building consists of two processes. These processes are exploration and commitment (Marcia, 1980). The identity building process is reliant on both processes, and these processes can take individual identity via multiple developmental pathways. The outcome of this process can have various effects on self-esteem, intimacy, and anxiety (Marcia, 1980). 1.2 Rationale for a Scoping Review The aim for the scoping review is to find gaps in the existing literature about adolescent formation and its role in radicalization and attraction to militant groups. Several factors will be examined in their effect on identity formation: Parental relationship, self-control, school achievement, having deviant friends in the friend group, and basic acceptance of social and formal institutions. 1.3 Objectives • Mapping how adolescent identity processes are operationalized in relation to radicalization or attraction to militant groups • Identifying conceptual and methodological gaps 2. Eligibility Criteria 2.1 PCC Framework Target population: Adolescents between the ages of 10-19 years. Concept: Difficulties or challenges in identity status, formation, diffusion, the feeling of belonging, and discipline Context: The attraction or likelihood to join politically motivated armed/radical groups. 2.2 Source Types Relevant peer reviewed studies found on academic journal databases. The databases include the following: PsycINFO, PubMed/Medline, Scopus, Web of Science, Sociological Abstracts, Criminal Justice Abstracts, ERIC. Grey literature may also be included from relevant policy reports and research institutes. 3. Methods 3.1 Search Strategy An initial literature search will be conducted to find all relevant articles on the topic above. The following search strings may be used: adolescence OR adolescent OR youth; identity formation OR identity development OR identity status OR identity diffusion; belonging OR purpose OR meaning; radicalization OR violent extremism OR extremist; militant OR armed groups OR paramilitary; attraction OR appeal (adolescen* OR youth) AND (identity formation OR identity development OR identity status OR identity diffus*) AND (belong* OR purpose OR meaning) AND (radicali* OR “violent extremis*” OR extremist) AND (armed group* OR militant* OR paramilit* OR gang*) AND (appeal OR attract*) 3.2 Databases to be Searched PubMed, Web of Science, PsychINFO, Scopus, Google Scholar, ProQuest, and several others. 3.3 Study Selection Data found from the databases searched will be imported to a reference manager such as Zotero. Duplicates will be removed and then screen titles and abstracts will be reviewed to ensure compatibility. The compatible studies will then move on to the next steps. 3.4 Data Extraction Below is an outline of article data to be charted 1. Author Name 2. Title 3. Year 4. Full reference 5. Type of Article 6. Publication Details 7. Methodology 8. Risk of Bias 9. Risk Factors 3.5 Data Charting Bibliography details; Country/context; Population and age; Identity definitions and measures; Definitions of "radical/armed group" in the article; Indicators of "attraction/belonging/meaning"; Theoretical framework; Method and measures; Key findings; Possible mediating/moderating factors such as belonging, meaning, self-image, exposure to ideology; Limitations; Relevance to the question. Indication of whether the study examines attraction, intention to join, normative support, or actual joining will be mentioned as well. 3.6 Data Analysis The scoping review will take a descriptive and thematic synthesis approach including charting numerical data, identifying and grouping themes, and mapping findings. 4. Quality Assurance Any limitations, quality of reporting, and key biases will be reporting for transparency. 5. Syntax of Findings and Synthesis The findings will be mapped based on identity definitions, "attraction" indicators, cultural/political contexts, methods, and findings based on types of theoretical frameworks. Highlighting the study gaps is also essential. Possible gaps may be the following: consistent or inconsistent indicators, methodological limitations, and any unrepresented populations. *Note that this study is a scoping review, and not a systematic review, due to the heterogeneity of concepts and the explanatory nature of the field. This protocol will also be registered in the Open Science Framework site. Bibliography Erikson, E. (1959). Theory of Identity Development. E. Erikson, Identity and the Life Cycle. New York: International Universities Press. Marcia, J. E. (1980). Identity in Adolescence. Handbook of Adolescent Psychology, 9(11), 159-187.