DEVELOPMENTAL CRISIS IN EARLY ADULTHOOD: A ...

More documents

Recommendations

Info

Table VII: Target Sample Frame: Gender and Age of Crisis Onset (N=20) Male Female 25 – 32 5 5 33 – 40 5 5 Corresponding to this target, 20 people were initially recruited and interviewed. Early analysis of these interviews established that 5 of the 20 did not qualify for inclusion based on the criteria described in section 5.3. Two of these exclusions were made as they were about post-natal crises; two were excluded for the reason that their crisis episode was triggered and sustained by health problems; one crisis did not qualify on the criterion of time, for the crisis was less than the minimum duration of a month. After making the above exclusions one more interview was conducted in order to bring the sample to 16, with 4 in each cell. This was considered sufficient for analysis based on the high quality of data gathered and so no further sample was acquired. Table VIII shows the achieved sample frame after the five exclusions and one addition. Table VIII: Achieved Sample Frame after Exclusions (N=16) Male Female 25 – 32 4 4 33 – 40 4 4 Pseudonyms of the participants, occupations at the time of interview, age at time of crisis, and the course they were doing if a student, are listed in Table IX below. Table IX. Details of Study 1 Participants (in chronological order of interviewing) Name Age at Time of Crisis Current Occupation Currently Studying Rachel 25 Retired N.A. Mary 38 Lecturer N.A. Lynne 39 HR Consultant N.A. Angela 34 Art teacher training Art teacher training Gemma 31 Primary care advisor N.A. Dan 34 Film lecturer and plumber Plumbing Course, PGCE George 29 Trainee teacher Psychology BSc Camilla 25 Professional carer Psychology BSc 71
Neil 30 IT manager N.A. Violet 36 Artist and mother Art Degree Frances 29 Teacher and volunteer N.A. Vern 31 IT consultant N.A. Leon 34 Market Researcher N.A. Guy 36 Business Consultant N.A. Jack 26 Unemployed Chemistry degree Ben 35 Retired Academic N.A. 5.13 Study 1 Interviews and Transcripts I myself conducted all sixteen of the interviews. Each one lasted approximately 45 minutes and was recorded on minidisk. The interview question schedule was created based on existing literature, and is shown in full below. Study 1 Interview Schedule 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? 72
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: for the whole gender, and then with
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 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
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 ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?