Date of Conferral

2-9-2026

Degree

Ph.D.

School

Psychology

Advisor

Dr. Kia Cain

Abstract

This qualitative phenomenological study explored how individuals who experienced incarceration during emerging adulthood understood and made meaning of their developmental, emotional, and psychosocial experiences. Emerging adulthood, defined as ages seventeen through twenty-five, is a critical developmental stage, and incarceration during this period may disrupt identity formation and emotional maturation. The purpose of the study was to examine the perspectives and coping mechanisms of individuals incarcerated during this stage to better understand how early adult imprisonment shapes trauma responses, identity development, and reintegration. Social learning theory served as the conceptual framework. Data was collected through interviews with six formerly incarcerated adults and analyzed using inductive coding. Findings revealed that incarceration created significant developmental disruption, including trauma imprinting, hypervigilance, mistrust, emotional detachment, and altered attachment patterns. Participants also described family relationship shifts, social stigma, and lasting impacts on emotional functioning. Coping strategies included intellectual engagement, structured routines, emotional withdrawal, selective social interaction, and meaning-making processes that supported resilience. The study concluded that incarceration during emerging adulthood has enduring developmental effects while also revealing adaptive strengths among participants. Recommendations include implementing trauma-informed and developmentally responsive practices within correctional and reentry settings and improving support for emerging adults affected by incarceration to promote positive social change.

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