Researchers’ interest in the effects of religion on adolescent development is on the rise again. Religion is seen as a major component of identity formation. Adolescents’ identity is formed when they discover their role or purpose in society. Religion provides a means for viewing events and gives life its meaning. In other words, adolescents learn through religion, morals and life goals. The effects of religion on adolescents’ development depend on the race and gender of the individual. In addition, adolescents’ involvement in religious practices is related to their nationality and gender (Markstrom, 1999, Youniss et al, 1999). Counselors play an important part in helping adolescents to continue their involvement in religious practices, activities, and services. They can also help adolescents understand their religion in ways that are not completely understood in the midst of a life crisis such as the death of a love one. In this research summary, the effects of religion on identity development will be discussed. 

 Depending on the ethnicity and gender of the individual, pubertal changes start to take place around ages ten and twelve. Adolescents experience physical, emotional, and psychological changes. In addition, adolescents start to wonder who they are and how they fit into society. Their curiosity causes them to explore the world. Some adolescents will engage in sexual behavior, take drugs, drink alcohol, or become delinquent; while other children will become involved in religious activities and other positive things. (Steinberg, 1999) 

A positive relationship exists between the importance of religion and the level of involvement in religion. This means that as the importance of religion increases, the level of involvement in religious activities increases. Young people usually become involved in bible study groups, church services, and youth groups that are affiliated with a church. People who believe that religion is important take it seriously; therefore, they become involved in activities that are associated with that religion. (Youniss et al, 1999) 

African American youth are more involved in religious services, activities, and practices than European American youth (Brewster, 1998, Markstrom, 1999). Furthermore, females are more involved in religion than males, however, among all youth the level of involvement in religious services, practices, and activities decreases with age. Adolescents’ level of involvement in religion is also related to their well-being, self-worth, participation in community service, academic performance/ school self-esteem, adjustment, and the probability that youth will use family and social support network as a means for coping with stressful situations. (Markstrom, 1999, Steward, 1998, Youniss et al, 1999). In addition, religious adolescents are less likely to have behavior problems or to be associated with negative events (Markstrom, 1999).  Adolescents who become involved with religion learn that stealing, truancy, vandalism, etc. are not good ways to behave. They also learn that helping others is important. 

In addition, African American youth view religion as a coping mechanism for dealing with stressful situations such as racism, inequality, poverty, violence, rejection, and substance abuse in the home. Religious practices provide youth with “a system for understanding and explaining life events [that are unexplainable]” (Steward, 1998, p.3). African American youth are able to lean on God for freedom from their stress. They know that God loves them and accept them for who they are, when others reject them in the world.  (Steward, 1998) In other words, African American youth find comfort in religion and are able to identify themselves with something in society. So when they are asked to identify themselves, they can say “We are Christian youth”. 

Although, religion is used as a coping mechanism for African American youth, this is not true for European Americans. In stead, they use religion as guidance for everyday living, but this is true for all adolescents. (Markstrom, 1999) For example, the onset of sexual behavior and females’ use of contraceptives during their first sexual experience depend on religion involvement.  Religious European American female (REAF) adolescents and African American female (RAAF) youth have a later onset of sexual activity than non-religious female adolescents. In addition, non-religious females are more likely than religious youth to use contraceptives when engaging in sexual intercourse for the first time.  However, REAF are more likely to use a form of contraceptive the first time she engages in sexual intercourse than RAAF youth. 

All adolescents do not have the opportunity or the choice to choose religion as a coping mechanism. Jewish youth view religion as a stressor. They are forced to eat certain foods, experience anti-Semitism, and are questioned about their religious beliefs. Peers that disagree with Jewish beliefs reject Jewish youth. These individuals must find other means for coping with stressful situations. (Dubow et al, 1999). Dubow et al (1999) believe that Jewish youth can use religion as a coping mechanism if they accept their religion and seek God for direction and support. Sometimes it is hard for Jewish youth to accept their religion. They believe that their social problems are related to their belief, which makes them very unhappy with their role and status in society.

The purpose of a counselor is to help patients handle life issues. The integration of religion in treating patients, especially adolescents, can help patients cope with stressful situations in a way that the patient desires to. (Griffith et al, 2001). Griffith et al (2001) discovered through questionnaires that many patients are religious and want to talk about their life crisis in relation to their religion. Counselors can help adolescents form an identity and maintain their current interest in religion by sharing with adolescents that traumatic events affect their religious beliefs. However, the traumatic event is not a result of their religious beliefs, and that what they believe in should be used to cope with their problems. For example, counselors can teach Jewish children that telling their peers about their religion is not bad, because it gives them the opportunity to share their beliefs with others. 

Conclusion

Researchers believe that identity formation is related to adolescents’ involvement in religious services, practices, and activities. Religion provides a purpose for living and an explanation for challenging life experiences. More African American youth are involved in religion, however, all youth involvement in religion decreases with age. Counselors can help adolescents maintain their religious beliefs over time by explaining to them those heartbreaking situations such as death is not necessarily related to your religion. Once adolescents learn and come to believe that horrible situations are not related to their religion, they will be able to deal with their situations through religion. 

Bibliography:

Brewster, K.L., Cooksey, E.C., Guilkey, D.K., & Rindfuss, R.R. (1998). The changing impact of religion on the sexual and contraceptive behavior of adolescent women in the United States. Journal of Marriage and the Family, 60 (2), 493-504.

Dubow, E.F., Paragment, K.I., Boxer, P., & Tarakeshwar, N. (1999). Religion as a source of stress, coping, and identity among Jewish adolescents. (Report No. PE-Q27-524). Bowling Green, OH: Bowling Green State University. (ERIC Document Reproduction Service No. ED430669)

Griffith, B.A. & Griggs, J.C. (2001). Religious identity status as a model to understand, assess, and interact with client spirituality. Counseling and Values, 46 (1), 14-28.

Markstrom, C.A. (1999). Religious involvement and adolescent psychosocial development. Journal of Adolescence, 22 (2), 205-221
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Steinberg, L.D. (1999). Adolescence (5th ed). New York: Mc Graw-Hill. 

Steward, R.J. (1998). Does spirituality influence academic achievement and psychological adjustment of African American urban adolescent? (Report No. UD-032-189). East Lansing, MI: National Center for Research on Teacher Learning. (ERIC Document Reproduction Service No. ED417248)

Youniss, J. Mclehha, J.A. & Yates, M. (1999). Religion, community service, and identity in American youth. Journal of Adolescence, 22 (2), 243-253.