DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

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without yet committing to a new role. This supports the findings of Mezirow (1991) and Horton (2002), who both found that further study in adulthood is often used as a transformative tool and is linked to significant life change. A New Flexible Life Balance and an Evolving Self In order to create a new life structure, the individual must once again take on the challenge of commitment, of role and restriction, but this time with the fruits of an extended period of self-examination, experimentation, enhanced selfunderstanding, and a renewed intrinsic orientation. Post-crisis roles are different from those of pre-crisis. New relationships taken on are more reciprocal and less controlling, and new jobs are less all-consuming and more closely aligned with interests and identity. Almost all individuals moved from their moratorium to commit to new roles, and this brought a new life structure equilibration (arguably Jack, Angela and Violet still showed ongoing evidence of being in Phase 3). Pre-crisis, there was typically a split between these two sides of self, with various descriptions of “hiding” interests, of living behind a “façade”, playing “a false role” or suppressing true feelings. After the crisis, passions, interests, and private dimensions of self are more closely aligned with actions and careers, leading to a more integrated life structure, or what Denne and Thompson called a “more balanced relation between self and world” (1991, p.123). The self after crisis changes from being role-defined to being open to development than before; identity is no longer a static role-based label, but an ongoing, open-ended process of opening to potential, and exploring possible selves. Many of the respondents, such as Mary, Rob, Guy and Jack, explicitly say that they now live without a solid identity, but continue to let themselves grow and change. This is congruent with Rogers’ conception of how the self develops and matures: “Thus to an increasing degree he becomes himself – not a façade of conformity to others, not a cynical denial of all feeling, not a front of intellectual rationality, but a living, breathing, feeling, fluctuating process – in short, he becomes a person.” (Rogers, 1961, p.122) 6.8 Summary and Reflections This chapter has not only introduced a substantial amount of data, but has also introduced new theory, in the form of the persona / false self. This theoretical construct was first considered in real time after data collection and during the analysis 119
process in order to help account for regularities in the data (such as reference to disparity between inner and outer selves) that could not be explained within the theoretical scheme of the literature review. The report was correspondingly structured to reflect this real-time post-hoc interpretive change, rather than imply a theoretical scheme that was unchanged from the outset. This evolving analysis is further explored and discussed in Chapter 10. In summary, the crises in this study have a definable phase-based form and relate to a variety of constructs that exist in the literature. A strength of this study has been the integration of multiple-cases into generic themes and common patterns, and the identification of an underlying crisis dynamic. A corresponding limitation has been that the study has given little attention to the within-case chronological and developmental flow of individual crises. In the following chapter, this limitation is addressed by the presentation of a single case study. 120
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DEVELOPMENTAL CRISIS IN EARLY ADULT
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Acknowledgements I would like to th
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7 Study 2: Rescuing the Hijacked Se
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considered to be a constructive par
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models, psychodynamic theory, socia
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This literature review will act as
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stable structures, by the assimilat
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goal-directed sense, but there is a
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“Where such a Dream exists, we ar
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Table I. Caplan’s Four Phases of
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Table III. O’Connor and Wolfe’s
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“Having a crisis at the time is n
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1. Undergoing stressful experiences
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The store of self-knowledge provide
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has, according to Booker (2005), ev
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of which represents a more complex
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isolated set of me-facts but is dee
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terms. These kind of popularised th
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involves genuine integration of com
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Figure 5. Births within marriage an
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ecorded by the US Bureau of Labor S
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group data and statistical analysis
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cognitive dissonance theory on a si
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testing and theory-exemplification
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human agendas that shape knowledge.
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4. A Composite Qualitative Methodol
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thesis, and I shall later in this c
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Nonetheless it could also be argued
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IPA can employ any written data sou
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ecommended to use a homogenous samp
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Case summaries are another written
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similarities that bind clusters tog
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conclusions and findings in order t
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d) Resonance / Impact / Applicabili
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3. A consent form detailing the key
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Dear all, I am currently in the 1 s
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Page 75 and 76: for the whole gender, and then with
Page 77 and 78: Neil 30 IT manager N.A. Violet 36 A
Page 79 and 80: areas were covered spontaneously as
Page 81 and 82: indication of important development
Page 83 and 84: starting with female clusters and t
Page 85 and 86: 6. Study 1 Results: An Emerging Cri
Page 87 and 88: This vignette is illustrative and i
Page 89 and 90: “By the time I moved into my own
Page 91 and 92: New vocational role In Phase 4, cri
Page 93 and 94: As Mary’s crisis emerges in her l
Page 95 and 96: Angela similarly learned to stand u
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Page 99 and 100: of my building, heated through by i
Page 101 and 102: married with two children and was a
Page 103 and 104: acceptable.” (p.8). George was li
Page 105 and 106: “You know, I’d failed, it was t
Page 107 and 108: Phase 4 - Post-Crisis: Resolution A
Page 109 and 110: Phase 1 - Early Crisis: Constrictio
Page 111 and 112: In his early thirties, Leon finally
Page 113 and 114: Phase 1 - Early Crisis: Locked In A
Page 115 and 116: Phase 3 and 4: Exploration and Reso
Page 117 and 118: 6.6 Summary of the 4-Phase Pattern
Page 119 and 120: can also subtly undermine personal
Page 121 and 122: George developed a party-guy person
Page 123: sense of self, but meanwhile the se
Page 127 and 128: Data Collection In order to gain su
Page 129 and 130: Brainstorm memo #2 - “Guy: proces
Page 131 and 132: Results 7.3 Summary of Key Events i
Page 133 and 134: “That’s a realisation looking b
Page 135 and 136: efore the crisis Guy had lost the f
Page 137 and 138: that were pushing upon me that this
Page 139 and 140: Guy relates this behaviour to his s
Page 141 and 142: “I’ve stopped allowing myself t
Page 143 and 144: ecause an over-riding life emphasis
Page 145 and 146: transformation and development, rat
Page 147 and 148: 8. Study 3: Crisis, Persona and the
Page 149 and 150: Peer pressure Need for social acce
Page 151 and 152: At the time of the crisis, Frank wa
Page 153 and 154: Frank’s young Dream was to become
Page 155 and 156: sham or an act. This dissonant dysf
Page 157 and 158: the ranks. Nobody tells you that yo
Page 159 and 160: “What I often refer to is a dress
Page 161 and 162: Claire described the business world
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Page 169 and 170: understanding early adult crisis. T
Page 171 and 172: it leads to a lack of inner-outer b
Page 173 and 174: they can be channelled to support a
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9. A Conjectural Model of Early Adu
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The motivation for entering into th
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Phase 2: Separation Life Situation:
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training programme, a philosophy de
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“But I am going for jobs for diff
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9.3 Eight Theoretical Precepts on C
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homogeneity. For Jung, the removal
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assertiveness, for to act in accord
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throughout, and while this may glos
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lifespan and the context of relatio
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oth phases there is the description
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“In order to make commitments to
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Interactive Model and Smith’s Int
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economic groups get married earlier
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The Participant Feedback Exercise Y
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Question 3 asked whether the model
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10.9 Reflexive Considerations: The
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work that suggested crisis does occ
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may be of benefit to bring others i
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In sum, the current study provides
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References Ainsworth, M. (1967). In
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Cabrera, N.J., Tamis-LeMonda, C.S.,
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Festinger, L., Riecken, H.W. & Scha
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Hudson, W.C. (1978). Persona and De
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Lincoln, Y.S. & Guba, E.G. (1985).
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Polkinghorne, D.E. (1988). Narrativ
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Smith, J. (1991). Conceiving Selves
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Appendices 224
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SELF - process and structure • Wh
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“Dancing became absolutely phenom
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STUDY 3 - First Interview Schedule
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o How would you describe your new j
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Materialism • How do you think yo
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• Are you still as driven by mone
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Mark Interview 2 Schedule Pre-Crisi
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Victoria - Interview 2 guide Pre-Cr
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Claire - Interview 2 guide Pre-cris
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Lilly - Interview 2 Schedule Pre-Cr
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Information Sheet for Studies 1 and
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APPENDIX C School of Psychology Bir
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and so there was unused freedom. Lo
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5/02/05 As the crisis progresses, G
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Violet memos 09.02.05 Once again we
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acceptance of genuine possibility,
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All these ladies and gents went bac
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accompany the post-partition state.
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lack of available time to pursue an
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Pragmatism and Pluralism properties
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Cyclical and iterative nature of re
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Gemma Interview 10 Case Summary Gem
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Coding Frame and Quotes 1. Backgrou
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were trying to crush it too.” 4
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3d) Separation from old self 3e) Ne
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Rob kids Working as advertising exe
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Table XIX: Case Ordered Matrix of P
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