Psychology 101, Development and Learning

Discussion of Erikson’s “Identity vs Confusion”Emma Laubscher, 612L2506Sarah Beningfield, 612B0366Manale Manuse, 612M5009

Magdelena de Beer, 612D2851Monday, 23 April 2012

There are many aspects of Erik Erikson’s “Identity vs. Confusion” stage of psychosocial

development that relate to the challenges that the members of our group faced during

adolescence. Erik Erikson’s fifth stage of psychosocial development centers around the

search for identity and concerns “working out a stable concept of oneself as a unique

individual and embracing an ideology or system of values that provides a sense of

direction” (Erikson, 1968). While in adolescence, many challenges must be overcome

before one becomes a unique individual.

An important challenge that faces most teenagers, and which every member of our group

came across in high school, is peer pressure. When friends and people around you who

are your age are experimenting with alcohol, smoking and possibly drugs, it is very

difficult to resist the temptation of trying those things also. Most of our group could not

deny wanting to experiment, even when we knew the risks, and that those things are

harmful and unhealthy.

Another possible challenge is the fact that adolescence is a time where you find your

sexuality and are attracted to the opposite sex, or in some cases, the same sex (Sapa,

2010). Erikson’s theory centers on confusion, and many people become confused about

their sexuality at that age. Members of our group experimented with either the same sex

or with the other sex during high school and it contributed towards determining our

identities. Many people have their first romantic relationships during high school.

Becoming who we are today also stemmed from trying out different ways of dressing and

speaking. Members of our group dyed their hair, experimented with fashion trends and

tattoos.

A final challenge would be the possibility depression, as this could lead to other problems

like cutting your wrists or eating disorders. Depression happens in adolescence because

the teenagers are confused and asking questions like “Who am I, and where am I going in

life?” (Erikson, 1968) which are difficult to answer at such a young age, especially

because we have so many options open to us.

What are some examples of teenagers struggling to define their identity?

Teenagers, or young adults, are in a period of their lives during which they are attempting

establish themselves in the adult world. Often this results in activities to gain experiences

that will help them bridge from childhood to adulthood (Boeree, 2006). This is not an

easy process for many people, and people from different cultural groups handle the

process of development differently, as dictated by the norms of their surroundings

(Shafer, Boonzaier, & Kiguwa, 2006).

Due to South Africa’s political history, some cultures that were oppressed in the past now

feel a pressure to study high-ranking professional fields (Bayever, 2006). In the Indian

culture many adolescents feel a great pressure from their families to study subjects such

as medicine and law (Shafer, Boonzaier, & Kiguwa, 2006). Often this pressure can lead

to depression, low self-esteem, shame, rebellion, frustration, and mention suicide

(McQueen & Henwood, 2002).

In South Africa, like America and other Western influenced countries, teenagers suffer

with issues that have to do with appearance. With South Africa’s culture surrounding

rugby many young boys have started to use steroids to gain a body that looks similar to

the professional rugby players (Sapa, 2010).

Due to a lack of self-esteem often associated with developing identity, some teenagers

look for attention from external sources, such as friends and people of the opposite sex.

In the case of friendship it could lead to giving into peer pressure, which can lead to

addictive habits such as binge drinking, cigarette smoking and drugs (Sapa, 2010). This

behaviour starts as early as the age of 12 (Sapa, 2010). Statistics in South Africa shows

that 1 in every 2 teenagers are addicted to drugs or alcohol. (Bayever, 2006)

Why do they think an identity crisis occurs for most people during their

teenage years?

The teenage years are a time during which children make the transition to adulthood.

They reach physical maturity but not emotional or economic maturity, which is confusing

(Weiten, 2010). They make decisions that will impact the rest of their lives. This is the

time during which they determine the course of their lives and establish their values,

making it a time when an identity crisis is most probable (Weiten, 2010). Identity crises

mostly occur during times of great transition (Erikson, 1968)

During the teenage years people experience physiological changes, there is a sudden

growth spurt at the beginning of puberty (Weiten, 2010). Puberty creates hormonal

imbalances, which drastically influence the individual’s moods. These physical changes

set off confusion about self-image, which leads to experimentation and deviant behaviour

(Weiten, 2010). During this phase individuals ask themselves questions relating to who

they are, and what they are meant to do this initiates the process of trying to “find

themselves” (Weiten, 2010).

An identity crisis occurs because at this age individuals do not yet have clear sense of

self, and try to find themselves. They explore different things to help establish their

unique individuality, this should build their confidence give them a sense of direction

(Weiten, 2010). Teenager are often over whelmed by their quest to find not only their

purpose, but also their place in society and ultimately themselves. They attempt to

accomplish this whilst facing peer, social, and family pressure. The large amounts of

pressure combined with the insecurity they face due to their changing life circumstances

and bodies combine to create identity crises (Weiten, 2010).

What are the basic skills and values necessary to sufficiently resolve an

identity crisis?

According to Erikson (1958, cited in Weiten, 2010) “the premier challenge of

adolescence is the struggle to form a clear sense of identity.” As part of the process of

establishing an identity an individual will experience several identity crises (Marcia,

1980). James Marcia (1980) suggests that these crises contribute to the development of a

solid, defined identity – a state he terms “identity achievement.” There are a number of

personality characteristics that tend to fluctuate depending upon the identity status that an

individual occupies. The acquisition, or reduction, of these personality traits can be seen

as an indicator of an individual’s ability to overcome and successfully resolve identity

crises.

The first of these personality characteristics is anxiety (Marcia, 1980). Teenagers

occupying the “identity achievement” status display lower levels of anxiety and are better

able to cope with stressful situations which illicit anxiety (Marcia, 1980). This suggests

that the ability to deal with anxiety is a coping mechanism necessary for the successful

resolution of an identity crisis.

“Identity achievement” individuals have higher self-esteem levels (Marcia, 1980),

whereas those teenagers who are unable to cope with their identity crises display lower

levels of self esteem (McQueen & Henwood, 2002). Factors such as academic success

and extra mural participation play a large role in a teenager’s self esteem (Murtaugh,

1988). Culture, as well as the values established by an individual’s culture, also plays a

significant role in self-esteem levels and the successful resolution of identity crises

(Thom & Coetzee, 2004). According to Kilpatrick (1974, cited in Thom & Coetzee,

2004) the ideal balance is to “develop a unique identity without rejecting the cultural

heritage.” In South Africa, black adolescents seem to occupy a higher level of identity

development and self esteem than white adolescents (Thom & Coetzee, 2004). Thom &

Coetzee (2004) explain this as a result of the recent societal change towards “black

pride.” Conversely, research done by Koneru, Weisman de Mamni, Flynn, & Betancourt,

(2007) on Latino American teenagers suggests that cultural confusion is a “stressor

contributing to engagement in risky behaviour.” The Latino American teenagers growing

up in a country removed from their cultural origins are more likely to engage in deviant

behaviour consistent with an identity crisis (Koneru, Weisman de Mamni, Flynn, &

Betancourt, 2007). From this it is clear that defined cultural values are necessary to

successfully resolve identity crises.

The next personality trait outlined by Marcia (1980) is autonomy. Teenagers without

defined personalities are “the most endorsing of authoritarian values” (Marcia, 1980).

According to Marcia it is necessary for developing teenagers to learn to be independent

and capable of making their own decisions (Marcia, 1980). Their confidence in their

ability to make decisions and deal with problems directly contributes to their ability to

resolve identity crises and reach “Identity Achievement” (Marcia, 1980).

Connecting with the personality trait of autonomy is the skill of moral reasoning.

According to Marcia, “development of moral reasoning seems to accompany the

development of identity.” The skill of distinguishing right from wrong is necessary for

teenagers’ ability to resolve their own identity crises (Cohen & Cohen, 1995).

A teenager’s style of cognition also directly affects their ability to resolve identity crises

(Marcia, 1980). Those adolescents who occupy the “Identity Achievement” status and

who have therefore resolved their identity crises have a “future-orientated time

perspective” (Marcia, 1980). This suggests that the ability to plan and think ahead is

necessary to overcome an identity crisis (Cohen & Cohen, 1995).

“One aspect considered critical to constructive development is the formation of positive

emotional bonds to parents, to peers and to society” (Cohen & Cohen, 1995). The ability

to form and maintain successful intimate relationships is crucial in resolving identity

crises (Cohen & Cohen, 1995). Intimate relationships form a support structure; those

adolescents who have formed successful relationships are more likely to overcome

identity crises as they have people to rely on during difficult periods (McQueen &

Henwood, 2002). Directly connected to the ability to form successful interpersonal

relationships with a high level of attachment, is the ability to communicate feelings

(McQueen & Henwood, 2002). In a study conducted on suicidal teenagers McQueen &

Henwood (2002) discovered that those teenagers who felt unable to connect and who

were unwilling to share their intimate feelings were more likely to attempt suicide. As

suicide is an indicator of teenage identity crises, this suggests that the ability to

communicate is a skill necessary for the successful resolution of such an event (McQueen

& Henwood, 2002).

In summary, skills necessary to overcome identity crises include the ability to manage

anxiety, the ability to make decisions and act autonomously, moral reasoning, the ability

to plan ahead and the capability of communicating personal feelings and establishing

intimate relationships (Marcia, 1980). Defined cultural values also contribute to an

established identity and the ability to overcome identity crises (Thom & Coetzee, 2004).

Works Cited

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