Development of writing talent in emerging adulthood

Research on talent development has focused on K–12 and adult eminence. This investigation addressed the gap in knowledge regarding talent development between the ages of 18 and 27. The purpose was to explain how a group of emerging adults continued to develop their writing ability into talents valued by themselves and society. The key questions investigated the role of self-perception of high ability in writing in the process of talent development as a lived experience, and the relationship of high ability to adult identity formation. The study also investigated how changes in family relationships and the establishment of independence related to talent development in emerging adulthood. It was a multiple case study of 7 creative writers from top-20 MFA programs. The study results indicated a number of findings. Development of writing talent in emerging adulthood is related to achieving adult identity and independence. Self-perception of high ability was universal, as was creativity. Achievement represented the confluence of intention, intellect, volition, knowledge, and imagination expressed as original work. The psychological process of differentiation and integration was used in adapting to achieve individual goals. Achieving identity for these writers and poets meant finding their voices. Ability was a pervasive factor in achieving identity. Parents, teachers, and peers guided and believed in the subjects’ ability. Family support was generally unconditional. Family mental health issues did not prevent talent development and fathers had a strong impact on sons and daughters. Independence was related to identity and represented having established primacy of self-authority. Contrary to theory, participants benefited from continued institutional support.