Abstract
The effectiveness of an intervention using LEGO® SERIOUS PLAY® (LSP), a reflective tool using LEGO® building bricks, to speed the development of narrative identity in economically disadvantaged college students was studied. A longitudinal experimental study with nonequivalent experimental/ control groups (N = 45) was conducted to examine whether an 8-week LSP program could enhance narrative identity formation. Findings show that participants taking part in the program reported higher levels of narrative coherence, agency (autonomy), and communion (relationship) compared to the control group. Additionally, the LSP participants reported significantly lower anxiety and depression than did those in the control group, both at the posttest and at followup after 1 month. Mediation analyses show that the impact on economically disadvantaged college students’ narrative identities led to decreased anxiety and depression as well as increased wellbeing. Limitations of these results are discussed, and implications for counseling practice, research, and theory are offered.