DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

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• How did that new perspective come about? • How would you compare your mindset now with before the crisis? o What do you have perspective on now? Value Shift – Beyond Materialism • How would you describe your aims in life before the crisis? • Were you motivated by o Money o Status o Position o Power • If so…What did you hope those things would bring? • Where / who do you think you had got those values from? o Probe for: culture, parents, peers, business world, social pressures etc. • Would you consider yourself at the time to be a materialistic person? • Are you still as driven by money as you were then? • Has there been a change in your attitude towards money? • What are you aiming for now? • What is important to you now? o Probe for: Relationships and family Positive contribution Spiritual aspect of life Gender Identity: Animus and Anima • In the first interview, there is a sense that when you were younger, you were a bit of a tomboy, ie. cricket and rugby, and also hanging out with boys. Would you say that’s fair? • Before crisis, would you have described yourself as “in touch” with your feminine side? • How would you describe your relationship with your femininity? • How would you describe your masculine side? • How would you describe your feminine side? • Why do you think it had remained latent/hidden before the crisis? • How did you feel / think when it started to become more apparent? o Did it worry you at all? • What was your first reaction? • How did the new masculinity / femininity express itself? o Did it make you act / think differently? o Friends / activities? • Did you become more aware of your own emotions and feelings? o Was this linked to the change in sense of your femininity? Development • You mentioned that you see yourself as constantly changing – that the self now is different from the self then and will be different from the self in ten years. 245
Information Sheet for Studies 1 and 2 APPENDIX B <strong>IN</strong>FORMATION SHEETS School of Psychology Birkbeck College University of London London WC1E 7HX 0207 7631 6520 PhD investigation: Crisis, Development and the Self Information Sheet The PhD investigation that I am conducting studies the developmental effects of crisis episodes on people’s lives between the ages of 25 and 40. Have you had an experience that you would be willing to discuss or do you know someone who has? For an episode to qualify it must meet the following criteria: • It must be considered a time of crisis • It was at least a month long • It originated in problems at work, at home, or both • It occurred at least a year ago • You experienced significant and prolonged stress during it • You felt out of control at times • It did not involve a bereavement • It did not involve a chronic or life-threatening illness or health condition on your part If you can determine such an episode in your life, and you would be willing to confidentially discuss this episode, then I ask that you contact me on my phone number or email address below. Interviews are 45-minutes long, and are conducted in the comfort and privacy of your home or in my office at Birkbeck. Your name would not be attached to any published material – the process is completely confidential. While interviews will be taped for analysis purposes, only the researcher will hear the tape and all names will be changed. Dr. Jonathan Smith is supervising the project. Feel free to contact me to discuss any issues further. Olly Robinson Phone: 07939 158686 Email: o.robinson@ psychology.bbk.ac.uk 246
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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
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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
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 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: Lilly - Interview 2 Schedule Pre-Cr
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
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