DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

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APPENDIX A <strong>IN</strong>TERVIEW TOPIC GUIDES STUDY 1 Interview Guide Introduction and explanation of approach • Ensure confidentiality • Describe and explain research approach • Deal with questions, concerns etc • Build rapport and relaxed atmosphere • Ask if respondent can introduce self – name, age, occupation, family • What do you understand by the term ‘crisis’? • Personal definition Facts about episode • How long ago did the episode occur? • How long did it last? Background - Could you tell me a bit about the events and circumstances in your life leading up to the specific incident that we are here to talk about, that set the scene for what happened • What was going on in your life before it happened? ⎯ Probe for Relationships, jobs, social situation, moods, health, living arrangements, belief system The episode in process • Could you tell me about the …….. event, starting at the beginning, in your own time as it unfolded…. • Probe for ecological circumstances, including social players • Probe for role • Keep it running until resolution (check time scale of occurrences as they are related) Emotions and feelings • How did it make you feel at the time? • Can you relate how the emotions you experienced changed over time? • Probe for negative and positive emotions • Also more generic feelings, such as trapped, out of control, despair Stress - Was the event stressful? • In what way did it cause you stress? • Did you feel conflicted? • What was stressful about it? (look for compromised key goals and key values) Coping - How did you deal with it/cope with it at the time? • How did you cope at the time? • Did you ever think that you might not cope with it? • Did you see a therapist or a specialist during the time? Meaning and appraisal – What did the event mean to you at the time? • Why do you reflect on the time as one of crisis? • What goals or values were compromised by the experience • How did it affect you sense of self at the time? • Did it affect your confidence and self-esteem? What did? Why? 225
SELF – process and structure • What parts of life that are important to you as a person were compromised or lost at the time? Sense of personhood 8. Did the experience change you as a person in any way? How? a. Was this change enduring or temporary? b. Did you take up anything new? Give up anything? c. Metamorphosis? Looking back, were you before the episode and you after different in any way? d. Do you see the you before and you after as different people? e. Describe you before the crisis f. And you after… g. Did your goals change at all? What do you want out of life? Self-understanding 9. In retrospect, did you learn anything about yourself from the episode? a. Do you think you know yourself any better now? b. What parts of you were you not free to express? b. What do you know about yourself that you did not know before? c. How did the way you perceive yourself change from during the episode to now? Beliefs and attitudes 10. Did the event / episode / experience change the way you perceive the world? a. Probe for a change in perspective b. Relative unimportance of everyday hassles c. Did it affect your belief system? 11. Did you learn anything from the episode about other people or the world in general? a. What and why? Life and Lifestyle 12. Did your lifestyle change as a result? 13. In what ways is your life different now to what it might have been if you had not gone through the episode? 14. Did your relationships with other people change as a result? <strong>CRISIS</strong> AND DEVELOPMENT SUMMARY c. Do you think that the ideal life is a life without crisis? d. In sum, what part do you think this crisis played in your development as a person? Thank participant for taking part and close 226
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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
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As Mary’s crisis emerges in her l
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Angela similarly learned to stand u
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university to do a degree in psycho
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of my building, heated through by i
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married with two children and was a
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acceptable.” (p.8). George was li
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“You know, I’d failed, it was t
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Phase 4 - Post-Crisis: Resolution A
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Phase 1 - Early Crisis: Constrictio
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In his early thirties, Leon finally
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Phase 1 - Early Crisis: Locked In A
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Phase 3 and 4: Exploration and Reso
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6.6 Summary of the 4-Phase Pattern
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can also subtly undermine personal
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George developed a party-guy person
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sense of self, but meanwhile the se
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process in order to help account fo
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Data Collection In order to gain su
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Brainstorm memo #2 - “Guy: proces
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Results 7.3 Summary of Key Events i
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“That’s a realisation looking b
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efore the crisis Guy had lost the f
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that were pushing upon me that this
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Guy relates this behaviour to his s
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“I’ve stopped allowing myself t
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ecause an over-riding life emphasis
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transformation and development, rat
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8. Study 3: Crisis, Persona and the
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Peer pressure Need for social acce
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At the time of the crisis, Frank wa
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Frank’s young Dream was to become
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sham or an act. This dissonant dysf
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the ranks. Nobody tells you that yo
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“What I often refer to is a dress
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Claire described the business world
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a cellar, it’s really suffocating
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environment, during which time she
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and is no longer so concerned with
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understanding early adult crisis. T
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it leads to a lack of inner-outer b
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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
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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Page 199 and 200: Interactive Model and Smith’s Int
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Page 203 and 204: The Participant Feedback Exercise Y
Page 205 and 206: Question 3 asked whether the model
Page 207 and 208: 10.9 Reflexive Considerations: The
Page 209 and 210: work that suggested crisis does occ
Page 211 and 212: may be of benefit to bring others i
Page 213 and 214: In sum, the current study provides
Page 215 and 216: References Ainsworth, M. (1967). In
Page 217 and 218: Cabrera, N.J., Tamis-LeMonda, C.S.,
Page 219 and 220: Festinger, L., Riecken, H.W. & Scha
Page 221 and 222: Hudson, W.C. (1978). Persona and De
Page 223 and 224: Lincoln, Y.S. & Guba, E.G. (1985).
Page 225 and 226: Polkinghorne, D.E. (1988). Narrativ
Page 227 and 228: Smith, J. (1991). Conceiving Selves
Page 229: Appendices 224
Page 233 and 234: “Dancing became absolutely phenom
Page 235 and 236: STUDY 3 - First Interview Schedule
Page 237 and 238: o How would you describe your new j
Page 239 and 240: Materialism • How do you think yo
Page 241 and 242: • Are you still as driven by mone
Page 243 and 244: Mark Interview 2 Schedule Pre-Crisi
Page 245 and 246: Victoria - Interview 2 guide Pre-Cr
Page 247 and 248: Claire - Interview 2 guide Pre-cris
Page 249 and 250: Lilly - Interview 2 Schedule Pre-Cr
Page 251 and 252: Information Sheet for Studies 1 and
Page 253 and 254: APPENDIX C School of Psychology Bir
Page 255 and 256: and so there was unused freedom. Lo
Page 257 and 258: 5/02/05 As the crisis progresses, G
Page 259 and 260: Violet memos 09.02.05 Once again we
Page 261 and 262: acceptance of genuine possibility,
Page 263 and 264: All these ladies and gents went bac
Page 265 and 266: accompany the post-partition state.
Page 267 and 268: lack of available time to pursue an
Page 269 and 270: Pragmatism and Pluralism properties
Page 271 and 272: Cyclical and iterative nature of re
Page 273 and 274: Gemma Interview 10 Case Summary Gem
Page 275 and 276: Coding Frame and Quotes 1. Backgrou
Page 277 and 278: were trying to crush it too.” 4
Page 279 and 280: 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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