DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

More documents

Recommendations

Info

Question 22 Metaphor: page 7 “the acorn drops from the oak but then turns to mulch and just when it looks like its destroyed, then something blossoms out of it, that to me seemed like a very strong metaphor, because everything had to break away, everything had to be washed away and then the new me could emerge out of it.” Why did the old have to be washed away before the new could emerge? ---------------------------------------------------------------------------------------- STUDY 2 List of Email Questions 1. You said in the interview on page 20: “It was like a different life. It really was a rebirth in many ways.” In what ways FOR YOU was before the crisis like "a different life"? What brought about this sense of rebirth? 2. You said on page 20, final paragraph “I’ve stopped allowing myself to be hijacked”. What did you mean by that interesting phrase? 3. How would you describe yourself now? Could you give me a quick sketch describing yourself as you are now? 4. It seems like the Keith before the crisis was typically "male" in lifestyle and values. Do you see the crisis as "getting in touch with your feminine side" at all? If so, in what sense? Was this relevant to the episode? 5. How does one know when one is living authentically? What were the signs for you (inner / outer) ? 6. What is the "escalator theory of life" that you are no longer locked in to? 7. Why do you think it was that you would never dance prior to the crisis? 229
STUDY 3 - First Interview Schedule Introduction and explanation of approach • Ensure confidentiality and anonymity • Describe and explain research • Deal with questions, concerns etc • Build rapport and relaxed atmosphere • Ask if respondent can introduce self – name, age, occupation, family Background • How long ago did the episode occur? • How long did it last? - 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 - home life - relationships - jobs - social situation - moods - health - living arrangements The episode in narrative • Could you tell me about the …….. event, starting at the beginning, in your own time as it unfolded…. • Use the following to help aid and probe into narrative (check time scale of occurrences as they are related) Early Crisis (before turning point, first sense of a problem) WORK • Can you tell me about your work life at the time o Probe: pressure / easy, satisfying / not satisfying, stressful / unstressful o Did the job suit you as a person? o What was a typical day in your work life? o How do you remember feeling in the office? o Do you remember any specific incidents that stand out in that job as very good or very bad? o What were you aiming for in that job? o Did you have a perspective on your job and yourself? • Did you feel at all trapped / held back / hindered at work? • Did you ever consider leaving? • How were you coping at the time? b. How do you think a work colleague might have described you at the time? c. How would you have described yourself at work at the time? d. How did your work life affect your home life? HOME • Were you in a relationship in the period leading up to the crisis? • Were you married? • How would you have described that relationship? • What do you think you got out of the relationship? • How did your relationship affect your work life? • What sort of things did you do with your other half? • What did you have in common? 230
Page 1 and 2:
DEVELOPMENTAL CRISIS IN EARLY ADULT
Page 3 and 4:
Acknowledgements I would like to th
Page 5 and 6:
7 Study 2: Rescuing the Hijacked Se
Page 7 and 8:
considered to be a constructive par
Page 9 and 10:
models, psychodynamic theory, socia
Page 11 and 12:
This literature review will act as
Page 13 and 14:
stable structures, by the assimilat
Page 15 and 16:
goal-directed sense, but there is a
Page 17 and 18:
“Where such a Dream exists, we ar
Page 19 and 20:
Table I. Caplan’s Four Phases of
Page 21 and 22:
Table III. O’Connor and Wolfe’s
Page 23 and 24:
“Having a crisis at the time is n
Page 25 and 26:
1. Undergoing stressful experiences
Page 27 and 28:
The store of self-knowledge provide
Page 29 and 30:
has, according to Booker (2005), ev
Page 31 and 32:
of which represents a more complex
Page 33 and 34:
isolated set of me-facts but is dee
Page 35 and 36:
terms. These kind of popularised th
Page 37 and 38:
involves genuine integration of com
Page 39 and 40:
Figure 5. Births within marriage an
Page 41 and 42:
ecorded by the US Bureau of Labor S
Page 43 and 44:
group data and statistical analysis
Page 45 and 46:
cognitive dissonance theory on a si
Page 47 and 48:
testing and theory-exemplification
Page 49 and 50:
human agendas that shape knowledge.
Page 51 and 52:
4. A Composite Qualitative Methodol
Page 53 and 54:
thesis, and I shall later in this c
Page 55 and 56:
Nonetheless it could also be argued
Page 57 and 58:
IPA can employ any written data sou
Page 59 and 60:
ecommended to use a homogenous samp
Page 61 and 62:
Case summaries are another written
Page 63 and 64:
similarities that bind clusters tog
Page 65 and 66:
conclusions and findings in order t
Page 67 and 68:
d) Resonance / Impact / Applicabili
Page 69 and 70:
3. A consent form detailing the key
Page 71 and 72:
Dear all, I am currently in the 1 s
Page 73 and 74:
accurately restructure the events,
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
Page 97 and 98:
university to do a degree in psycho
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 and 124:
sense of self, but meanwhile the se
Page 125 and 126:
process in order to help account fo
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
Page 163 and 164:
a cellar, it’s really suffocating
Page 165 and 166:
environment, during which time she
Page 167 and 168:
and is no longer so concerned with
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
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
Page 189 and 190: assertiveness, for to act in accord
Page 191 and 192: throughout, and while this may glos
Page 193 and 194: lifespan and the context of relatio
Page 195 and 196: oth phases there is the description
Page 197 and 198: “In order to make commitments to
Page 199 and 200: Interactive Model and Smith’s Int
Page 201 and 202: economic groups get married earlier
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 and 230: Appendices 224
Page 231 and 232: SELF - process and structure • Wh
Page 233: “Dancing became absolutely phenom
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
Page 281 and 282: Rob kids Working as advertising exe
Page 283 and 284: Table XIX: Case Ordered Matrix of P
show all

DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

Create successful ePaper yourself

Delete template?

Save as template?