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1 Erik Erikson, James Marcia, and Ego-Identity Status in Early Adolescents Jessica Lambert

1 Erik Erikson, James Marcia, and Ego-Identity Status in Early Adolescents Jessica Lambert

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Erik Erikson, James Marcia, and

Ego-Identity Status in Early Adolescents

Jessica Lambert

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Who am I?Who am I?

Where am I going?Where am I going?

What do I believe in and why?What do I believe in and why?

What do I want to do with my life?What do I want to do with my life?

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• Born illegitimately in 1902 in Germany. Ethnically Danish-Jewish. (May have also been part German, but biological father is uncertain.)

• Struggled in school, and after finishing high school, alternately traveled around Europe and took a few college-level art classes, trying to figure out his life.

• At the age of 25, was given a position teaching children at a school founded by Anna Freud and Dorothy Burlingham in Vienna; and began to study child psychoanalysis with Anna Freud.

• Married at 27; then in 1933, took his wife and children and moved from Germany to Boston to escape Hitler.

• In the United States, worked as a psychoanalyst; taught at universities, including Harvard; and conducted original research. Continued teaching until his death in 1994.

Erik Erikson (1902 – 1994):

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Erikson was a Freudian, yet he found Freud’s theory of development imperfect, particularly because its focus on body zones is too specific and hence limiting. Erikson believed that “for each libidinal zone we can also speak of an ego mode,” a more general “mode of activity” (Crain 279). Erikson also added stages to Freud’s theory: for Erikson, development continues on some level even into old age.

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For Erikson, there are eight stages of human development – not only five as according to Freud. At each stage, something new is introduced, and the individual is faced with an unique crisis specific to this stage.

“Each successive step . . . is a potential crisis because of a radical change in perspective. Crisis is used here in a developmental sense to connote not a threat of catastrophe, but a turning point, a crucial period of increased vulnerability and heightened potential, and therefore, the ontogenetic source of generational strength and maladjustment. The most radical change of all, from intrauterine to extrauterine life, comes at the very beginning of life. But in postnatal existence, too . . . radical adjustments of perspective . . . must all be accomplished in their own good time. With them, the interpersonal perspective also changes rapidly and often radically. . . [D]ifferent capacities use different opportunities to become full-grown components of the ever-new configuration that is the growing personality.”

--Erikson, 1968

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The 8 stages of life according to Erikson:1. The oral stage:

● incorporation, and biting or grasping: first passive taking in, then active taking. trust vs. mistrust

2. The anal stage:● holding on and letting go autonomy vs. shame and doubt

3. The phallic (Oedipal) stage:● intrusion initiative vs. guilt

4. The latency stage: industry vs. inferiority

5. Puberty (the genital stage): ● new social conflicts and

demands ego identity vs. role confusion

6. Young adulthood ● adolescent is self-centered: centered with who he is and how the world sees him intimacy and solidarity vs. isolation

7. Adulthood generativity vs. self-absorption and stagnation

8. Old age ● life review ego integrity vs. despair

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The crisis in the life of the adolescent is that of forming an ego-identity, a clear sense of who one is, what one’s place in the world is, what one wishes to do with one’s life, what one believes, etc.

There are many domains in identity formation – not all will reach identity achievement status at the same time. For example, an adolescent will not necessarily reach identity achievement in the domains of religion, political views, desired college major, etc., at the same time – in fact, he probably will not.

The Ego-Identity Crisis:

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“With a good initial relationship to skills and tools, and with the advent of puberty, childhood proper comes to an end. The rapidly growing youths, faced with the inner revolution of puberty and with as yet intangible adult tasks, are now primarily concerned with their psychosocial identity and with fitting their rudimentary gifts and skills to the occupational prototypes of the culture.

“The integration of an identity is more than the sum of childhood identifications. It is the accrued confidence that the inner sameness and continuity gathered over the past years of development are matched by the sameness and continuity in one’s meaning for others, as evidenced in the tangible promise of careers and life-styles.

“The adolescent’s regressive and yet powerful impulsiveness alternating with compulsive restraint is well known. In all of this however, an ideological seeking after an inner coherence and a durable set of values can be detected. The particular strength sought is fidelity—that is, the opportunity to fulfill personal potentialities . . . in a context which permits the young person to the true to himself and to significant others.”

--Erikson, 1968

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“In times of unrest, the adolescent mind becomes an

ideological mind in search of an inspiring unification of ideas. Youth needs to be affirmed by peers and confirmed by teachings, creeds, and ideologies which express the promise that the best people will come to rule and that rule will develop in the best people. A society’s ideological weakness, in turn, expresses itself in weak utopianism and in widespread identity confusion.

“Fidelity, then, is the ability to sustain loyalties freely pledged in spite of the inevitable contradictions of value systems. It is the cornerstone of identity and receives inspiration from confirming ideologies and ‘ways of life.’ ”

--Erikson, 1968

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Ego-Identity Status is determined by:● Exploration ● Commitment.

Exploration is determined by:

● knowledgeability

● activity directed toward gathering information

● evidence of consideration of alternative possible identity elements

● emotional tone

● desire to make an early decision

Commitment is determined by:

● knowledgeability

● activity directed toward implementing the chosen identity element

● emotional tone

● identification with significant others

● projection into one’s personal future

● resistance to being swayed

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4 possible identity statuses with regard to a particular domain:● Diffusion (low exploration, low

commitment)- lack of commitment to any career- little or no urgency is felt- may demonstrate knowledge, but lack enthusiasm and hope; may be apathetic- Identity diffusion in the domain of family vs. career priorities is more characteristic of younger adolescents.

● Foreclosure (low exploration, high commitment)- expresses a genuine commitment to one vocation without ever having seriously considered alternatives: this selection often made at an early age- activities and knowledge tend to be restricted to this (prematurely) chosen field- emotional tone is one of assurance - anticipates no conflict between the options of family and / or career; usually relies on a parent or older sibling as a model for choice of priorities in this domain

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4 possible identity statuses with regard to a particular domain (continued):

● Moratorium (high exploration, no commitment yet)- simultaneously or sequentially selecting from among several alternatives- able to assess personal skills in the context of the needs of the job - anxiety probably more prevalent among older than younger adolescents- family and career roles important consideration

● Identity Achievement (high exploration, high commitment)- has successfully resolved the moratorium and is presently committed to the vocational alternative that feels most personally expressive- resists enticements toward “better” career options, although flexible statements are typically made - able to discuss the pros and cons of expected career as well as of those discarded - may continue to express anxiety if concerned about ability to implement preference successfully

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Into which of Erickson’s four categories of identity achievement – diffusion, moratorium, foreclosure, or identity – do middle-school aged children fall when asked about their plans for the future, especially intended college majors, intended careers, and plans for marriage and family? Is there a significant difference between the thinking or identity statuses of males and females in this age category?

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The research was carried out in the form of personal interviews with volunteers from the eighth-grade class at Holy Family of Nazareth Catholic School in Irving Texas. My interview was a smaller-scale version based on interviews used in research conducted by the psychologist James Marcia, a student of Erikson’s philosophy, and his colleagues.

The study was guided by an examination of the participants’ levels of exploration and commitment in the topics discussed. The level of exploration was determined by examining each participant’s knowledgeability, activity directed toward gathering information, consideration of alternatives, emotional tone, and desire to make an early decision. The level of commitment was determined by examining knowledgeability, activity directed towards implementing the chosen identity element, emotional tone, identification with significant others, projection into the future, and resistance to being swayed.

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Hypotheses based on reading: Few if any eighth graders will demonstrate ego-identity

achievement. Females will demonstrate greater sophistication in decision-making

about family and career priorities, and will be more likely to let relationships play a role in the decision-making.

Identity-formation, if present at all at this age, will be less difficult for males.

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Identity Status Results for 9 Respondents:R 1 M 14; 3 Career: M

Marriage / Family: F

R 2 F 13; 10 Career: M

Marriage / Family: F / M

R 3 F 13; 11 College choice: F; Career: D

Marriage / Family: F

R 4 M 13; 10 Career: D

Marriage / Family: F

R 5 F 13; 10 College / Career: D / M

Marriage / Family: F / M

R 6 M 14; 6 College choice/ going to college: F; Major / Career: D

Marriage / Family: F

R 7 F 14; 6 College / Career: D / M

Marriage / Family: D / F

R 8 M 14; 1 College / Career: F

Marriage / Family: F / D

R 9 M 13; 11 D / F for all domains

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Conclusions: None of the respondents had fully reached a status of Identity

Achievement in the domains studied. A status of Moratorium was far more common among female than

among male respondents. Female respondents were slightly more likely than male

respondents to appear to have given thought to the possibility of family and career priorities conflicting, and to how to potentially resolve that conflict.

Many respondents exhibited borderline identity states (D/F; D/M, F/M, F/D, M/D). Especially in the case of the respondents who appeared to be in borderline moratorium states, this evidence seems to confirm the theory that it is not until adolescence that identity formation really begins in earnest. In other words, the respondents exhibited borderline states because they were becoming aware of the complexities involved in decision-making, becoming more mature, and as they transitioned into adolescence, becoming capable of the early stages of identity formation.

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A point of interest. . .

According to my interview respondents, the majority of parents support their children in whatever their interests are, without pushing any one career over others. Among the parents who do have a preference for what career their child will pursue, and who make that preference known to the child, the most common preference is that the child will grow up to be a. . .

DOCTOR.

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“Whenever we try to understand growth, it is well to remember the epigenetic principle which is derived from the growth of organisms in utero. Somewhat generalized, this principle states that anything that grows has a ground plan, and that out of this ground plan the parts arise, each part having its special ascendancy, until all parts have arisen to form a functioning whole. . . [I]n the sequence of his most personal experiences the healthy child, given a reasonable amount of proper guidance, can be trusted to obey the inner laws of development, laws which create a succession of potentialities for significant interaction with those persons who tend and respond to him and those institutions which are ready for him. . .

“[T]he social institution which is the guardian of identity is what we have called ideology. One may see in ideology also the imagery of an aristocracy in its widest possible sense, which connotes that within a defined world image and a given course of history the best people will come to rule and rule will develop the best in people. In order not to become cynically or apathetically lost, young people must somehow be able to convince themselves that those who succeed in their anticipated adult world thereby shoulder the obligation of being best. For it is through their ideology that social systems enter into the fiber of the next generation and attempt to absorb into their lifeblood the rejuvenative power of youth. Adolescence is thus a vital regenerator in the process of social evolution, for youth can offer its loyalties and energies both to the conservation of that which continues to feel true and to the revolutionary correction of that which has lost its regenerative significance.”

--Erikson, 1968

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————————————————————Nature Erikson Nurture

(Rousseau) (Locke)

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What I would do differently:

Use a larger sample, with greater variety in age, SES, race, etc. Be more careful in the phrasing of my questions. In a few cases, ask the respondent to elaborate more on an answer. Try to appear in the classroom and interact with the children on

several occasions prior to doing the interviewing hopefully this would lead to less nervousness and more openness on the part of some of my respondents.

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Quotables:

“I just want to get out of the country [when I finish high school] – [go to] Japan, [and] get an English major.”

“At one point I wanted to be a doctor, but that became a strain when I noticed that blood is pretty scary.”

“[The most unattractive thing about marriage is] um. . . well the biggest thing is probably um, debt. Spending. If [my wife’s] credit’s really bad, then, um, I’m in hot water.”

“[My parents] want me to um, be a surgeon. . . I don’t really have a problem with it, because like, I’m able to like mold stuff and everything; like I’m really good at art. . .”

“[I don’t plan to get married because] I’d just rather think about myself.”

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Sources: Crain, William. Theories of Development: Concepts and

Applications, 5th ed, chapter 12. Pearson: Upper Saddle River, NJ, 2005. 277-302.

Erikson, Erik H. “The Human Life Cycle.” 1968. A Way of Looking at Things: Selected Papers from 1930 to 1980. Ed. Stephen Schlein. 595-610. New York: Norton, 1987.

Erikson, Erik H. Identity: Youth and Crisis, chapter 3. 91-141. New York: Norton, 1968.

Marcia, et al. Ego Identity: A Handbook for Psychosocial Research. New York: Springer-Verlag, 1993.