E MERGING A DULTS T HEORY AND I DENTITY D EVELOPMENT Diane J. Wolter, Ph.D. APCA Indianapolis March 31, 2014

APA CONTINUING EDUCATION CREDITS Accuracy and utility of information Basis of statements Limitations of content Severe and most common risks Conflict of interest statement

I DENTITY D EVELOPMENT Outline  Identity development theories  Emerging Adults  Examples from study  Meg Jay’s “Defining Decade”  Discussion

C HICKERING AND R EISSER Vectors  Developing competence  Managing emotions  Moving through autonomy toward interdependence  Developing mature interpersonal relationships  Establishing identity  Developing purpose  Developing integrity

C HICKERING AND R EISSER Developing competence  intellectual competence  physical and manual skills  interpersonal competence Managing emotions  the ability to recognize and accept emotions, and to appropriately express and control them

C HICKERING AND R EISSER Moving through autonomy toward interdependence  This vector is characterized by increased emotional independence Developing mature interpersonal relationships  Developing intercultural and interpersonal tolerance as well as an appreciation of differences

C HICKERING AND R EISSER Developing purpose  Includes establishing clear vocational goals, making commitments to specific personal interests and activities as well as interpersonal commitments Developing integrity  Includes three sequential but overlapping stages: humanizing values, personalizing values, and developing congruence

C HICKERING AND R EISSER Establishing identity  Builds on each of the tasks accomplished in the other vectors

M ARCIA Foreclosure  Students commit to an identity without exploring their options Identity diffusion  Students have not explored, have certainly not committed, and may have little interest in exploring or making decisions about their lives

M ARCIA Moratorium  Students are actively exploring alternatives, although they have not made a commitment Identity achievement  Have overcome their identity crises, explored alternatives in moratorium, and made commitments to identity

S AMPSON & P ETERSON Career Development Cycle  Engage  Understand  Explore  Evaluate  Act  Reflect

E MERGING A DULTS Jeffrey Jensen Arnett  Background  Development

E MERGING A DULTS Five “features”  The age of instability  The most self-focused age  The age of feeling in-between  The age of possibilities  The age of identity exploration

E MERGING A DULTS Current state: National Association (biennial conferences—six) New Journal

D ESCRIPTION OF S TUDY Purpose Participants Methodology Data analysis

S UBJECTS Pam—physical therapy, has already chosen PT program, next six years planned out  Dancer, needed physical therapy

S UBJECTS Kelly—loves fish  Asked for an aquarium for eighth birthday

S UBJECTS Abbi—baby doctor  Likes babies, doctors make good money

D ISCUSSION What facets of identity development do these students display? What might be some challenges or advantages of each student’s situation, and what is our role in helping them move forward? Have you encountered students like these?

M EG J AY “ The Defining Decade: Why Your Twenties Matter, and how to Make the Most of Them Now ”  Your twenties are a time for exploring  Don’t get “serious” about life until 30

Q UESTIONS ?