ABSTRACT
Adapting to the developmental demands of adolescence requires negotiating perceptions of the self within the constraints of contextual expectations. Adolescents are confronted with a range of psychosocial tasks (e.g., identity formation) and environmental shifts (e.g., school transitions). Their interactions with the outside world increase, allowing them to further integrate cognitive skills, social skills, and emotions. Adapting to these normative developmental demands requires balancing aspects of the self (e.g., problem-solving skills or self-esteem) with the social environment (e.g., the availability of social support) (Dupree, Spencer, M. B., & Fegley, 2007; Swanson, 2010).
