Most studies of adolescents placed in foster care due to severe conduct problems have focused on their problems, while adolescents with healthy adulthood condition remain understudied. In Finland, adolescents with severe conduct problems are placed in reform schools (RS). The purpose of this study was to examine how former RS adolescents’ narrative identity and capability construction interact in different phases of their life-stories. Semi-structured life-story interviews were conducted with 13 former RS adolescents with healthy adulthood condition. Data were analyzed using a narrative constructivist method. We found a story in which the theoretical elements found from the research material were especially rich and thick and decided to present it as a case example of our findings—Anna’s story. The analysis showed that capabilities were closely related to RS adolescents’ identity construction and well-being. Strengthened capabilities provided material for identity construction, such as identities of meaning making, agency, redemption, and communion. The findings of the study point out that out-of-home care adolescents’ stable and trusting relationships should be supported as they may strengthen capabilities and help develop feelings of meaningfulness, belonging, experienced parity of participation and senses of coherence.

大多数关于因严重行为问题而被寄养的青少年的研究都集中在他们的问题上，而成年健康状况良好的青少年仍未得到充分研究。在芬兰，有严重品行问题的青少年被安置在改革学校（RS）。本研究的目的是研究前 RS 青少年的叙事身份和能力建设如何在他们生活故事的不同阶段相互作用。对 13 名成年健康状况良好的前 RS 青少年进行了半结构化的生活故事访谈。使用叙事建构主义方法分析数据。我们发现了一个故事，其中从研究材料中发现的理论元素特别丰富和厚实，并决定将其作为我们的发现的一个案例——安娜的故事。分析表明，能力与 RS 青少年的身份建构和幸福感密切相关。增强的能力为身份构建提供了材料，例如意义创造、代理、救赎和交流的身份。研究结果指出，应该支持户外护理青少年的稳定和信任关系，因为它们可以增强能力并帮助培养有意义感、归属感、经验丰富的参与平等和连贯感。