Ebook Adolescent identities - A collection of readings: Part 2
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Ebook Adolescent identities - A collection of readings: Part 2
9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2oach, identity formation comprises complex processes with agcntic and communal aspects. Whereas the agentic facet has been more often at the foreground in conceptualizations and empirical studies of identity formation in adolescence, the relational facet has been in the background. Indeed, in the tr Ebook Adolescent identities - A collection of readings: Part 2aditional approach, the process of separationindividuation has been viewed as a hallmark of adolescent development (Bios. 1967). This emphasis reflectEbook Adolescent identities - A collection of readings: Part 2
s a conception of mature selfhood that is achieved through separation and marked by autonomy and independence. The relational context of development i9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2proach, connectedness to family members is mostly interpreted as a source of dependency and as an obstacle to autonomy, individuation. and personal identity development.More recently, some researchers contextualized the formation of identity in a relational context. Feminists and researchers of wome Ebook Adolescent identities - A collection of readings: Part 2n's development (Gilligan. 1982; Gilligan. Lyons. & Hammer. 1990; Jordan. Kaplan. Miller. Sliver. & Surrey. 1991; Jossclson, 1987; Lyons. 1983) emphasEbook Adolescent identities - A collection of readings: Part 2
ize the role of relatedness in women's identity. Similarly, research that refers to the lirikso-nian conception of identity, with attention to related9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 21996; Guisingcr & Blatt, 1994; Marcia. 1993), and gives an empirical basis to conceptualizations that stress the interplay between connectedness and identity development for both sexesFrom: Journal of Social and Personal Relationships. Vol. 19(4). 2002. pp. 527-548. Copyright © Sage Press. Reprinted Ebook Adolescent identities - A collection of readings: Part 2 with permission of Sage Press and Hanoch Flum./57/58Hanoch F/um and Michal Lavi-Yudelevitch(Allen & Hauser. 1996; Allen. Hauser. Bell. & O’Connor. 19Ebook Adolescent identities - A collection of readings: Part 2
94; Grolcvanl & Cooper. 1985. 1986; Josselson. 1994; Kroger. 1997: Mellor, 1989). Indeed, this interplay echoes complex dynamics of intrapsychic proce9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2 formation of the individuals identity.This latter approach, which assumes complex reciprocity in these processes. is reflected in the present study. Adolescents’ relational experiences are brought to the fore, and the departure point of this investigation is a distinction between adolescents w ho d Ebook Adolescent identities - A collection of readings: Part 2o not shy away from having a dialogue with the self and their peers w ho lend to avoid such a dialogue. The overall purpose of this research is to expEbook Adolescent identities - A collection of readings: Part 2
lore how qualities of connection with others are related to identity formation in adolescence. Guided by this general purpose, we probe the interperso9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2dialogue.This distinction follows a finding in an earlier study. In the course of a study of adolescents' development, we identified two distinctive patterns of response by adolescents to a situation in which they are alone. Whereas some tend to use this time mostly for introspection and reflection, Ebook Adolescent identities - A collection of readings: Part 2 to engage in dialogue with the self about the self or about interpersonal issues (e.g.. “I used the time to think about myself," "I thought about myEbook Adolescent identities - A collection of readings: Part 2
friend and felt..."), others respond by doing and planning, focusing on initiative behavior and accomplishment of an objective (e.g., ‘T planned a pro9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2ecessarily mutually exclusive and many young people combine both, but there arc clearly those who prefer one set of responses to the other.Evidence from previous studies indicates that when a positive perception of a being-alone situation is reported, it is associated with exploration and higher dev Ebook Adolescent identities - A collection of readings: Part 2elopmental level of identity formation (Hum, 19941 Marcoen & Goosscns. 1993). This link with identity formation is not surprising in light of findingsEbook Adolescent identities - A collection of readings: Part 2
by Larson and Csikszcnlmihalyi (1978) that lime spent alone can be perceived by the adolescent as "lime out" that serves as a vehicle to self-discove9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2 Larson (1984) conclude that time spent alone enables adolescents to develop autonomous functioning. They discuss the possible impact of solitude on individuation if the adolescent utilizes the situation to learn about the self. Csik-szentmihalyi and Larson conclude: "One must learn to give oneself Ebook Adolescent identities - A collection of readings: Part 2feedback, as well as to use feedback from others" (p. 196). All in all. being alone is a situation that offers a potential developmental benefit if thEbook Adolescent identities - A collection of readings: Part 2
e adolescent is able to turn to the self and explore.Adolescents' Relatedness and Identity Formation159Is the capacity 10 be alone and can y on a dial9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2nal connection and does this difference relate to their experience of themselves? The focus of the present study was not on with whom (c.g., parent, friend, teacher) the adolescent interacts as much as on the relational quality of the interaction. This represents a shift in perspective, because many Ebook Adolescent identities - A collection of readings: Part 2 studies of adolescents' relationships (e.g., Berndt & Ladd. 1989: Kirchler. Palmonari. & Pombeni. 1993: Youniss. 1980: Youniss& Smollar. 1989) lend tEbook Adolescent identities - A collection of readings: Part 2
o examine relationships based on group categories (c.g., peers vs. parents), on the role or the position of the other, rather than focus on different 9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2ngle concept to stand for a variety of forms of rclalcdness. In the present study, we elected to listen to adolescents’ descriptions of relationships that arc important to them. The phenomenology of the actual relational experience of the adolescent as it is represented in the narrative, with all th Ebook Adolescent identities - A collection of readings: Part 2e relational complexity that is articulated by the young person, reflects various qualities of connection. In order to address the research questions,Ebook Adolescent identities - A collection of readings: Part 2
our objective is to detect these qualities, differentiate among them on the one hand, and look into the ways they combine on the other hand.Dimension9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2o components termed "dimensions of related ness** (i.c.. the aforementioned "relational qualities*’). The eight relational dimensions arc primary ways "in which we reach through the space that separates US to make connections’* (p. 5). Most of these modalities are based on descriptions in various ps Ebook Adolescent identities - A collection of readings: Part 2ychological conceptualizations and are further explored and clarified by Josselson (1992) and others. Developmentally. the first four dimensions arc:Ebook Adolescent identities - A collection of readings: Part 2
holding, attachment, passionate experience, and validation; the next four lend to appear later: identification, mutuality, embeddedness, and lending (9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2ap more than others.Holding refers to the primary experience of feeling “arms around.” a secure sense of enclosure and groundedness that protects the infant from falling. An adequate “holding environment’* promotes growth (Winnicoll. 1965). Developmentally, holding becomes more symbolic and emotiona Ebook Adolescent identities - A collection of readings: Part 2l than physical. and is experienced as support. Typically, the other person is there to serve as an emotional container, as a person who is protectingEbook Adolescent identities - A collection of readings: Part 2
and directing, while accepting and lending emotional support. Fear of falling or a sensation ofỉ 60Hanoch Flurn and Michal Lavi-Yudelevitchgroundedne9Adolescents’ Relatedness and Identity FormationA Narrative StudyHANOCH FLUM AND MICHAL LAVI-YU DELEV ITCHIn Erikson’s (1950, 1968) psychosocial appro Ebook Adolescent identities - A collection of readings: Part 2osselson. 1994).Attachment is an active relational process of keeping proximity with an attachment figure, an expression of the individual’s need for closeness and security to reduce anxiety and loneliness (Bowlby, 1982). To review the mounting research evidence of the significance of attachment wou Ebook Adolescent identities - A collection of readings: Part 2ld be beyond the scope of this article: however, it should be noted that much of the controversy about adolescents’ connectedness and individuality (BEbook Adolescent identities - A collection of readings: Part 2
engtson & Grotevant, 1999; Grotevant & Cooper. 1986) centers on empirical studies of attachment to parents vis-à-vis the separation-individuation deveGọi ngay
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