DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

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ather refers to a sense of being purposively connected to others during an activity and contributing as part of a collective to a higher goal by one’s actions. A sense of competence comes from tasks that are optimally challenging – demanding and testing while demonstrating good ability. Self-determination relates to the phenomenological sense that an activity was undertaken of one’s own accord, out of no coercion or pressure, but on one’s own terms, from a choice (Deci and Ryan, 1991). The various problems associated with materialistic goals were found in Guy’s story. Time with family and friends had depleted radically, his ability to find fulfilment in his family and non-work activities had lessened and he had lost an appreciation of small things. The recapture of the enjoyment of small things after the crisis was encapsulated by his experience in the Rockies, during which he felt at one with the beauty of the mountains. After a lessening of his materialistic pre-crisis values, the activities that Guy takes up in the latter stages of the crisis transition, such as dancing, reading, walking, spending time with his children, are enjoyable and rewarding in themselves and are therefore intrinsically motivated. These had been sidelined in Guy’s pre-crisis extrinsically-focused quest to make money and to climb the corporate ladder. So over the period of crisis there would seem to be a clear shift away from an extrinsic orientation towards intrinsically motivated activities. When intrinsic motivation is very strong, it is also expressed as a “passion” for an activity (Amiot, Vallerand & Blanchard, 2006) and may lead to “passionate involvement” (Waterman et al., 2003). Guy correspondingly describes “pursuing with a passion” (Emails, p.2) his new career of applying spiritual principles in the workplace. Inter-Relating Findings from Study 1 and Study 2 From Study 1 emerged a pattern of phases, which cut across the flow of a crisis episode to divide a crisis into four definable segments. Phase 1 was referred to as “Locked In” and described the early crisis experience of being trapped and frustrated at home and/or at work. This was followed by separation and upheaval in Phase 2, called “Separation”. Phase 3 is “Exploration”, in which a search for new ideas and experimental activities occurs, and finally a new “Resolution” is found in Phase 4. This phase structure holds for Guy’s case in the current study, but this is not further validation of the model as his was one the cases from which the model was derived. In this study, developmental themes were developed to organise codes into a structure run alongside time, rather than across it, and so represent domains of 139
transformation and development, rather than temporal slices of crisis. These represent four key domains of development; - The development of self and identity away from a persona towards a more integrated and open form of being - The development of cognition in the direction of self-reflection and cognitive flexibility - The development of a more balanced gender identity - A renegotiated relationship with materialism as an ideology and a lessening of extrinsic motives These developmental themes inter-relate with the phases found in Study 1, for some of them are particularly characteristic of a Study 1 phase. These inter-relations are represented in Table XII below; the life structure features of Guy’s case are to be found in the middle column, while the self-related features with which these experiences correlate are in the right hand column. Table XII: Inter-Relation of Study 1 Phases and Study 2 Developmental Meta-themes in Guy’ Case Phase Life Structure Self 1: Early Crisis In executive role Married with two children Masculinised and hard persona Materialistic, conventional values 2: Mid Crisis Wife asks for divorce Changes role within bank 3: Late Crisis Less time at work More time with children Exploratory activities including dancing 4: Post Crisis Freelance consultancy New relationship Better relationship with children Aggressive temperament Sense of being annihilated and pole axed Forced to question life Developing femininity Developing sense of selfreflection Developing sense of presence Evolving, open sense of self Balanced gender identity Losing persona, leading to more authentic relationships The persona, the materialist mentality, masculinity are lack of self-reflection are all defining of Phase 1. In Phase 2, development is less salient, as resources are focused on dealing with the emotional trauma of separation, loss and uncertainty, therefore no themes particularly correspond to this phase. Phase 3 is a period of exploration into self and here we see the emergence of a new expression of femininity, 140
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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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accurately restructure the events,
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for the whole gender, and then with
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Neil 30 IT manager N.A. Violet 36 A
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areas were covered spontaneously as
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indication of important development
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starting with female clusters and t
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6. Study 1 Results: An Emerging Cri
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This vignette is illustrative and i
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“By the time I moved into my own
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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 103 and 104: acceptable.” (p.8). George was li
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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
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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
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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
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Page 139 and 140: Guy relates this behaviour to his s
Page 141 and 142: “I’ve stopped allowing myself t
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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
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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
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Page 175 and 176: 9. A Conjectural Model of Early Adu
Page 177 and 178: The motivation for entering into th
Page 179 and 180: Phase 2: Separation Life Situation:
Page 181 and 182: training programme, a philosophy de
Page 183 and 184: “But I am going for jobs for diff
Page 185 and 186: 9.3 Eight Theoretical Precepts on C
Page 187 and 188: homogeneity. For Jung, the removal
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Page 191 and 192: throughout, and while this may glos
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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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