Professor Daniel T. L. Shek, PhD, FHKPS, BBS, SBS, JP
Chair Professor of Applied Social Sciences,
The Hong Kong Polytechnic University,
Hong Kong
Title & Abstract of Keynote Speech:
Strengthening Positive Identity and Psychosocial Functioning in Young People through Positive Youth Development (PYD) Programs: The Project P.A.T.H.S. in Hong Kong and Mainland China
In view of the growing developmental problems in young people (e.g., mental health problems, Internet addiction and egocentrism), professionals and policy-makers are asking how to prevent adolescent problem behaviour and promote holistic development in young people. Based on the positive development (PYD) approach, it is argued that strengthening of adolescent development assets such as positive identity and psychosocial competence can help to promote psychosocial functioning in young people. Hence, many validated positive youth development programs have been developed in Western societies.
In contrast, there are very few validated PYD programs in different parts of China, with the exception of the P.A.T.H.S. Program. With funding from the Hong Kong Jockey Club Charities Trust, we conducted school-based and community-based P.A.T.H.S. programs in Hong Kong from 2004 to 2018, with a research grant of around HK$109 million. Evaluation using different evaluation strategies showed that the program was able to strengthen psychosocial competencies (such as resilience, emotional competence and self-efficacy) and positive identity in the program participants.
Because of its overwhelming success in Hong Kong, we have implemented the project in mainland China with financial support of Tin Ka Ping Foundation. In 2011-2018, we implemented the program in 30+ schools with the participation of 85,000+ students. Students and teachers generally perceived that the program was able to promote student holistic development. Student diaries also revealed that the program built up psychosocial competence and positive identity in the program participants. A quasi-experimental study also showed that the program nurtured psychosocial functioning and positive identity in students. Overall speaking, the P.A.T.H.S. Program is a promising program promoting positive identity and psychosocial functioning in young people.
Biographical Information:
Professor Daniel Shek (PhD, FHKPS, BBS, SBS, JP) is Associate Vice President, Chair Professor of Applied Social Sciences, and Li and Fung Endowed Professor in Service Leadership Education at the Hong Kong Polytechnic University. He is also Advisory Professor of East China Normal University, Honorary Professor of Kiang Wu Nursing College of Macau, Changjiang Scholar and Fellow of the Hong Kong Psychological Society.
During his stay at The Chinese University of Hong Kong, he was awarded two teaching awards. Besides, he has received several QS Reimagine Education Awards: Bronze Award (Ethical Leadership) and the Bronze Award (Social Enterprise) in 2016, Silver Award (Ethical Leadership) and Gold Award (Sustainability) in 2017, and Gold Award (Nurturing Well-Being and Purpose) in 2021. He also received the UGC Teaching Award in 2018.
He is Editor-in-Chief of Applied Research in Quality of Life and a Series Editor of Quality of Life in Asia published by Springer. He was past Consulting Editor of Journal of Clinical Psychology, Associate Editor of the Encyclopedia of Family Studies published by Wiley-Blackwell and Encyclopedia of Adolescent Development published by Wiley. He is Editorial Board member of several international journals, including Children and Youth Services Review and Journal of Adolescent Health. He was named one of the world’s most cited 2% scientists (ranked 30th out of 88,403 Education scientists) by Stanford University and Clarivate in 2022. In the 2023 edition of the Research.com Top 1,000 Scientists in Psychology, Professor Shek ranked #2 in China.
Professor Shek was Chairmen of the Action Committee against Narcotics (2009-2014) and the Family Council (2013-2021). He is Chairman of the Assessment Panel of Public Policy and Strategic Public Policy Research Funding Schemes of Chief Executive’s Policy Unit. He is also member of the Electoral Affairs Commission and Research Grants Council, University Grants Committee, HKSAR.
Professor Elisabetta Crocetti, PhD
Professor of Social Psychology,
Alma Mater Studiorum University of Bologna,
Italy
Title & Abstract of Keynote Speech:
Youth Identity Statuses: Theoretical and Practical Implications
Youth face the crucial task of developing their identities. Process-oriented theoretical models stress the dynamicity of this task and underline that the interplay of identity processes, such as commitment, in-depth exploration, and reconsideration of commitment, is at the basis of identity formation and consolidation iterative cycles. Importantly, specific combinations of these processes allow to distinguish different identity statuses (achievement, early closure, moratorium, searching moratorium, and diffusion) in multiple domains and their peculiar configurations. Youth in these identity statuses display differences in their personality, interpersonal relationships, mental health, and adjustment. Thus, each status, as well as the transition from one to another, has significant implications for youth adaptation to diverse and changing societies.
Biographical Information:
Elisabetta Crocetti is a Full Professor in Social Psychology at the Alma Mater Studiorum University of Bologna, Italy.
Her primary scholarly interest concerns the processes of identity formation in adolescence and emerging adulthood. She is interested in examining how identity is formed and revised over time and which individual (e.g., personality, social-cognitive strategies, anxiety), relational (e.g., family and peer relationships), social (e.g., civic participation), and cultural (e.g., migration) factors influence this dynamic. She is also strongly interested in methodological and statistical issues related to social research, such as cross-cultural validation of measurement instruments, longitudinal data analysis, systematic reviews and meta-analysis.
In 2009 she received the SRIF (Society for Research on Identity Formation) Biennial Best Doctoral Student Research Award; in 2011 she was awarded a Marie Curie grant, and she is now the PI of the ERC-Consolidator grant IDENTITIES “Managing Identities in Diverse Societies: A Developmental Intergroup Perspective with Adolescents” (2021-2026). Through an ambitious research program, the project aims to shed light on how the interactions that adolescents with and without a migrant background have in different spheres of life and socialization contexts affect their identities and their physical, psychological, and social well-being.
She is a member of various scientific associations and President-elect of the European Association for Research in Adolescence (EARA).
She is the Editor-in-Chief of Identity: An International Journal of Theory and Research and Associate Editor of European Journal of Personality.
Professor Sun W. Park, PhD
Professor,
School of Psychology,
Korea University,
South Korea
Title & Abstract of Keynote Speech:
Self-Identity as a Frame of Reference in Life
Self-identity refers to a clearly delineated self-definition based on one’s internalized goals, values, or beliefs. Once internalized, those goals, values, or beliefs provide a sense of purpose and orientation, serving as a guiding framework throughout life. Consequently, individuals possessing a well-defined self-identity tend to prioritize their internal value system over external influences when assessing themselves. This inclination becomes more pronounced as individuals transition from adolescence to young adulthood.
To explore this notion, my colleagues and I adopted a comprehensive approach, blending elements of social psychology and developmental psychology. In Studies 1 and 2, we examined the role of self-identity in the context of upward social comparison and its impact on self-evaluation. In Study 1, participants exposed to an upward social comparison displayed a tendency to assess themselves more critically than those in the control group. However, the influence of this comparison was contingent upon one’s level of self-identity. Specifically, individuals with lower self-identity were more susceptible to the negative effects of upward social comparison.
In Study 2, we probed the potential mediating role of self-threat in the relationship between social comparison and self-evaluation, while also considering the moderating influence of self-identity. Through moderated mediation analysis, we found that individuals with a well-established sense of self-identity experienced reduced self-threat when confronted with upward social comparison. As a result, they reported less negative self-evaluation compared to those lacking such clarity.
Moving on to Study 3, we recruited high school students and explored how the associations between dimensions of identity development and self-esteem evolved across different school years. Our findings revealed that the correlation between positive aspects of identity development and self-esteem was notably stronger among third-year students compared to their first-year counterparts. These results underscore the growing significance of self-identity in shaping self-evaluation as adolescents mature into young adults.
Biographical Information:
Dr. Park was born and raised in South Korea and studied philosophy as an undergraduate at Yonsei University. He already knew that he wanted to spend his life studying humanity and life, but financial constraints compelled him to seek employment to support his education. He served as an air force officer and then worked at three different positions over four years including as a role of a policy advisor to a congressman. During this time, Dr. Park realized that psychology, rather than philosophy, offered a more effective means of addressing his inquiries. Motivated by this realization, he relocated to the United States and enrolled in psychology courses at a community college for three semesters. He went on to earn his master’s degree at the University of Dayton under the guidance of Jack Bauer, where he encountered the concept of narrative identity.
Subsequently, Dr. Park embarked on a journey towards obtaining a Ph.D. at Northeastern University. Despite his enduring passion for narrative identity, his doctoral dissertation centered around the topic of narcissism. It was only after returning to Korea as a professor at Korea University that he delved deeply into the realm of identity research. Presently, Dr. Park’s research focuses on self-identity, examining both self-reported and narrative forms. His particular interest lies in understanding the individual’s internal power in relation to external circumstances. He firmly believes that self-identity serves as the core source of personal strength, enabling individuals to overcome challenging situations. In line with his research pursuits, Dr. Park authored a book titled Psychology of Identity, published by Book 21 in 2020.