In psychology, identity crisis is a stage theory of identity development which involves the resolution of a conflict over eight stages of life. [1] [2] The term was coined by German psychologist Erik Erikson.
The stage of psychosocial development in which identity crisis may occur is called identity cohesion vs. role confusion. During this stage, adolescents are faced with physical growth, sexual maturity, and integrating ideas of themselves and about what others think of them. [3] They therefore form their self-image and endure the task of resolving the crisis of their ego identity. Successful resolution of the crisis depends on one's progress through previous developmental stages, centering on issues such as trust, autonomy, and initiative. [3]
Erikson's interest in identity began in childhood. Born Ashkenazi Jewish, he felt that he was an outsider. His later studies of cultural life among the Yurok of northern California and the Sioux of South Dakota helped formalize his ideas about identity development and identity crisis. Erikson described those going through an identity crisis as exhibiting confusion. [2]
Adolescents may withdraw from normal life, not taking action or acting as they usually would at work, in their marriage or at school, or be unable to make defining choices about the future. They may even turn to negative activities, such as crime or drugs since from their point of view having a negative identity could be more acceptable than none at all. [2] On the other side of the spectrum, those who emerge from the adolescent stage of personality development with a strong sense of identity are well equipped to face adulthood with confidence and certainty.
Erikson studied eight stages that made up his theory. To him, ego identity is a key concept to understanding what identity is, and it plays a large role in the conscious mind that includes fantasies, feelings, memories, perceptions, self-awareness, sensations, and thoughts; Each contributing a sense to self that is developed through social interaction. [4] He felt that peers have a strong impact on the development of ego identity during adolescence. He believed that association with negative groups such as cults or fanatics can actually "redistrict" the developing ego during this fragile time.
The basic strength that Erikson argued should be developed during adolescence is fidelity, which only emerges from a cohesive ego identity. Fidelity encompasses sincerity, genuineness and a sense of duty in relationships with other people. [2] Erikson defined the crisis as an argument between identity and confusion. Confusion lies between the younger generation, teenagers, and during adolescence he states that they "need to develop a sense of self and personal identity". If they do not develop this sense, they will be insecure and lose themselves, lacking confidence and certainty in adult life. [5]
He described identity as "a subjective sense as well as an observable quality of personal sameness and continuity, paired with some belief in the sameness and continuity of some shared world image. As a quality of unself-conscious living, this can be gloriously obvious in a young person who has found himself as he has found his commonality. In him we see emerge a unique unification of what is irreversibly given—that is, body type and temperament, giftedness and vulnerability, infantile models and acquired ideals—with the open choices provided in available roles, occupational possibilities, values offered, mentors met, friendships made, and first sexual encounters." [6]
James Marcia's research on identity statuses of adolescents also applies to Erikson's framework of identity crises in adolescents.
Identity foreclosure is an identity status which Marcia claimed is an identity developed by an individual without much choice. "The foreclosure status is when a commitment is made without exploring alternatives. Often these commitments are based on parental ideas and beliefs that are accepted without question".[ citation needed ] Identity foreclosure can contribute to identity crises in adolescents when the "security blanket" of their assumed identity is removed. These "foreclosed individuals often go into crisis, not knowing what to do without being able to rely on the norms, rules, and situations to which they have been accustomed". [7] An example of this would be a son of a farmer who learns that his father is selling the farm, and whose identity as an heir to a farm and the lifestyle and identity of a farmer has been disrupted by that news.
Identity diffusion is a Marcian identity status that can lead to identity crises in adolescents. Identity diffusion can be described as "the apathetic state that represents the relative lack of both exploration and commitment". [7] Identity diffusion can overlap with diagnoses such as schizophrenia and depression, and can best be described as a lack of identity structure. An example of an identity crisis emerging from this status is an adolescent who becomes reclusive after his identity as a star athlete is destroyed by a serious injury.
Identity moratorium is the status that Marcia theorizes lasts the longest in individuals, is the most volatile, and can be best described as "the active exploration of alternatives".[ citation needed ] Individuals experiencing identity moratorium can be very open-minded and thoughtful but also in crisis over their identity. [8] An example of this would be a college student who lacks conviction in their future after changing majors multiple times but still cannot seem to find their passion.
Identity achievement is the resolution to many identity crises. Identity achievement occurs when the adolescent has explored and committed to important aspects of their identity. [9] [10] [ full citation needed ]
Developmental psychology is the scientific study of how and why humans grow, change, and adapt across the course of their lives. Originally concerned with infants and children, the field has expanded to include adolescence, adult development, aging, and the entire lifespan. Developmental psychologists aim to explain how thinking, feeling, and behaviors change throughout life. This field examines change across three major dimensions, which are physical development, cognitive development, and social emotional development. Within these three dimensions are a broad range of topics including motor skills, executive functions, moral understanding, language acquisition, social change, personality, emotional development, self-concept, and identity formation.
Adolescence is a transitional stage of physical and psychological development that generally occurs during the period from puberty to adulthood. Adolescence is usually associated with the teenage years, but its physical, psychological or cultural expressions may begin earlier or end later. Puberty typically begins during preadolescence, particularly in females. Physical growth and cognitive development can extend past the teens. Age provides only a rough marker of adolescence, and scholars have not agreed upon a precise definition. Some definitions start as early as 10 and end as late as 30. The World Health Organization definition officially designates an adolescent as someone between the ages of 10 and 19.
In medicine and the social sciences, a young adult is generally a person in the years following adolescence, sometimes with some overlap. Definitions and opinions on what qualifies as a young adult vary, with works such as Erik Erikson's stages of human development significantly influencing the definition of the term; generally, the term is often used to refer to adults in approximately the age range of 18 to 40 years, with some more inclusive definitions extending the definition into the early to mid 40s. The young adult stage in human development precedes middle adulthood.
In sociology, a peer group is both a social group and a primary group of people who have similar interests (homophily), age, background, or social status. The members of this group are likely to influence the person's beliefs and behaviour.
Erik Homburger Erikson was an American child psychoanalyst known for his theory on psychosocial development of human beings. He coined the phrase identity crisis.
Identity is the set of qualities, beliefs, personality traits, appearance, and/or expressions that characterize a person or a group.
Erikson's stages of psychosocial development, as articulated in the second half of the 20th century by Erik Erikson in collaboration with Joan Erikson, is a comprehensive psychoanalytic theory that identifies a series of eight stages that a healthy developing individual should pass through from infancy to late adulthood.
In psychology, developmental stage theories are theories that divide psychological development into distinct stages which are characterized by qualitative differences in behavior.
James E. Marcia is a clinical and developmental psychologist. He taught at Simon Fraser University in British Columbia, Canada and the State University of New York at Buffalo in Upstate New York.
The imaginary audience refers to a psychological state where an individual imagines and believes that multitudes of people are listening to or watching them. It is one of the mental constructs in David Elkind's idea of adolescent egocentrism. Though the term refers to an experience exhibited in young adolescence as part of development, people of any age may harbor a fantasy of an imaginary audience.
Identity formation, also called identity development or identity construction, is a complex process in which humans develop a clear and unique view of themselves and of their identity.
In psychology, maturity can be operationally defined as the level of psychological functioning one can attain, after which the level of psychological functioning no longer increases much with age. However, beyond this, integration is also an aspect of maturation, such as the integration of personality, where the behavioral patterns, motives and other traits of a person are gradually brought together, to work together effectively with little to no conflict between them, as an organized whole, e.g., bringing a person's various motives together into a purpose in life. Case in point: adult development and maturity theories include the purpose in life concept, in which maturity emphasizes a clear comprehension of life's purpose, directedness, and intentionality, which contributes to the feeling that life is meaningful.
Joan Mowat Erikson was well known as the collaborator with her husband, Erik Erikson, and as an author, educator, craftsperson, and dance ethnographer.
Psychodynamic models of emotional and behavioral disorders originated in a Freudian psychoanalytic theory which posits that emotional damage occurs when the child's need for safety, affection, acceptance, and self-esteem has been effectively thwarted by the parent.
Ethnic identity development includes the identity formation in an individual's self-categorization in, and psychological attachment to, (an) ethnic group(s). Ethnic identity is characterized as part of one's overarching self-concept and identification. It is distinct from the development of ethnic group identities.
The theory of narrative identity postulates that individuals form an identity by integrating their life experiences into an internalized, evolving story of the self that provides the individual with a sense of unity and purpose in life. This life narrative integrates one's reconstructed past, perceived present, and imagined future. Furthermore, this narrative is a story – it has characters, episodes, imagery, a setting, plots, and themes and often follows the traditional model of a story, having a beginning, middle, and an end (denouement). Narrative identity is the focus of interdisciplinary research, with deep roots in psychology.
Adolescent egocentrism is a term that child psychologist David Elkind used to describe the phenomenon of adolescents' inability to distinguish between their perception of what others think about them and what people actually think in reality. Elkind's theory on adolescent egocentrism is drawn from Piaget's theory on cognitive developmental stages, which argues that formal operations enable adolescents to construct imaginary situations and abstract thinking.
Child Identity is not only a psychological structure, but also a complex subject of contemporary humanitarian science. Identity formation is a complex process that is never completed. When we research the problems of identity we want to answer questions "Who we are?", "Do we choose our identity?", "Is identity given to us or do we create our own?", etc. In a world of change, children are faced with many questions and struggles as they sort out their multiple identities. Children begin to ask identity questions at an early age. "Who am I?" "Who is my family?" "Where do I belong?" "Why does my family celebrate some holidays and not others?". These are all standard questions children ask to determine how they fit into their world.
Gwendolyn Thomas Sorell was an American academic, rising to associate professor of human development and family studies at Texas Tech University.
Political identity development focuses on the process by which an individual decides on how they define themselves. Political identity development is the process how an individual decides on their identity around political issues. Political identity is not limited to partisan identification, but deals with many aspects of how individuals define their political beliefs, attitudes, issue preferences and how an individual relates to their political environment.
