The Role of Identity in the Relationship between PTSD and Executive Functioning

Abstract

The developmental period of late adolescence is when significant identity formation takes place, especially for college students (Erikson, 1968). However, traumatic experiences can affect identity development and lead to extreme identity distress. With exposure to trauma, executive functioning can also diminish, leading to a decrease in self-control and greater sensitivity. Although trauma affects both executive functioning and identity, the possible direct link between identity and executive function has not been adequately explored. Among a college sample (N = 507), those who experienced trauma reported higher levels of identity distress, ruminative identity exploration, and lower levels of executive functioning. It was hypothesized that identity variables plus PTSD would better predict executive functioning than PTSD alone. The hypothesis was supported, suggesting the incremental validity of using identity in addition to PTSD to predict executive functioning scores. Implications of this study include the need to consider identity development in the treatment and prevention of PTSD, as well as trauma history, in interventions aimed at promoting positive identity development in youth