Case Study Analysis
Case Study Analysis: Identity Development- Final Draft
Based on Erik Erikson’s groundbreaking work on identity and psychosocial development in the 1960s, Canadian developmental psychologist James Marcia refined and extended Erikson’s model, primarily focusing on adolescent development (Berk, 2010).
Addressing Erikson’s notion of identity crisis, Marcia posited that the adolescent stage consists neither of identity resolution nor identity confusion, but rather the degree to which one has explored and committed to an identity in a variety of life domains from vocation, religion, relational choices, gender roles, and so on (Berk, 2010). Therefore, Juan’s identity development would be affected negatively if he follows his parents’ wishes. But if he doesn’t do so and does go away to school, he must keep being in touch with the cultures and to Spanish in order to protect the identity that has been created in his childhood. He might have to still read Spanish books and poetry. He also need to be close to his family by visiting them regularly and not isolate himself form his culture and family. His identity development will develop while exploring his new life and connecting to his original culture (Berk, 2010). Marcia’s theory of identity achievement argues that two distinct parts form an adolescent’s identity: crisis (i. e. a time when one’s values and choices are being reevaluated) and commitment (Berk, 2010). He defined a crisis as a time of upheaval where old values or choices are being reexamined. The end outcome of a crisis leads to a commitment made to a certain role or value (Berk, 2010). If Marie followed her parents’ wishes, her identity development will be affected negatively as well. According to Marcia, developing an internal, as opposed to external, locus of self-definition is extremely important for Marcia’s identity development (Berk, 2010). Maria might have to get married young and raise her children while completing her 4 years education to reach
Based on Erik Erikson’s groundbreaking work on identity and psychosocial development in the 1960s, Canadian developmental psychologist James Marcia refined and extended Erikson’s model, primarily focusing on adolescent development (Berk, 2010).
Addressing Erikson’s notion of identity crisis, Marcia posited that the adolescent stage consists neither of identity resolution nor identity confusion, but rather the degree to which one has explored and committed to an identity in a variety of life domains from vocation, religion, relational choices, gender roles, and so on (Berk, 2010). Therefore, Juan’s identity development would be affected negatively if he follows his parents’ wishes. But if he doesn’t do so and does go away to school, he must keep being in touch with the cultures and to Spanish in order to protect the identity that has been created in his childhood. He might have to still read Spanish books and poetry. He also need to be close to his family by visiting them regularly and not isolate himself form his culture and family. His identity development will develop while exploring his new life and connecting to his original culture (Berk, 2010). Marcia’s theory of identity achievement argues that two distinct parts form an adolescent’s identity: crisis (i. e. a time when one’s values and choices are being reevaluated) and commitment (Berk, 2010). He defined a crisis as a time of upheaval where old values or choices are being reexamined. The end outcome of a crisis leads to a commitment made to a certain role or value (Berk, 2010). If Marie followed her parents’ wishes, her identity development will be affected negatively as well. According to Marcia, developing an internal, as opposed to external, locus of self-definition is extremely important for Marcia’s identity development (Berk, 2010). Maria might have to get married young and raise her children while completing her 4 years education to reach
References: Berk, L. E. (2010). Exploring Lifespan Development (2nd Ed.). Boston, MA: Allyn & Bacon.