2. • Erik Erikson believed that the primary psychosocial task of
adolescence was establishing an identity. Erikson referred to life’s fifth
psychosocial task as one of identity versus role
confusion when adolescents must work through the complexities of
finding one’s own identity.
• This stage includes questions regarding their appearance, vocational
choices and career aspirations, education, relationships, sexuality,
political and social views, personality, and interests. Erikson saw this
as a period of confusion and experimentation regarding identity and
one’s life path
3. • Individual identity development is influenced by how they resolved all
of the previous childhood psychosocial crises, and this adolescent
stage is a bridge between the past and the future, childhood, and
adulthood.
• Thus, in Erikson’s view, an adolescent’s central questions are, “Who
am I?” and “Who do I want to be?” Identity formation was highlighted
as the primary indicator of successful development during
adolescence (in contrast to role confusion, which would be an
indicator of not successfully meeting the task of adolescence).
• This crisis is resolved positively with identity achievement and the
gain of fidelity (ability to be faithful) as a new virtue when adolescents
have reconsidered the goals and values of their parents and culture.
4. Marcia’s Identity Statuses
• Expanding on Erikson’s theory, Marcia (1966) described identity formation during
adolescence as involving both exploration and commitment with respect to ideologies and
occupations (e.g., religion, politics, career, relationships, gender roles). Identity
development begins when individuals identify with role models who provide them with
options to explore for whom they can become. As identity development progresses,
adolescents are expected to make choices and commit to options within the confines of
their social contexts. In some cases, options are not provided or are limited, and the
individual will fail to commit or will commit without the opportunity to explore various
options (Marcia, 1980).
• Identity confusion/diffusion occurs when adolescents neither explore nor commit to any
identities. Foreclosure occurs when an individual commits to an identity without exploring
options. A moratorium is a state in which adolescents are actively exploring options but
have not yet made commitments. As mentioned earlier, individuals who have explored
different options, discovered their purpose, and have made identity commitments are in a
state of identity achievement.
6. • The least mature status, and one common in many children, is identity
diffusion. Identity diffusion is a status that characterizes those who have
neither explored the options nor made a commitment to an identity.
• Marcia (1980) proposed that when individuals enter the identity formation
process, they have little awareness or experience with identity exploration
or the expectation to commit to an identity. This period of identity diffusion
is typical of children and young adolescents, but adolescents are expected
to move out of this stage as they are exposed to role models and
experiences that present them with identity possibilities.
• Those who persist in this identity may drift aimlessly with little connection
to those around them or have little sense of purpose in life.
• Characteristics associated with prolonged diffusion include low self-esteem,
easily influenced by peers, lack of meaningful friendships, little
commitment, or fortitude in activities or relationships, self-absorbed, and
self-indulgent.
7. • Those in identity foreclosure have committed to an identity without
having explored the options. Often, younger adolescence will enter a
phase of foreclosure where they may, at least preliminarily, commit to
an identity without an investment in the exploration process. This
commitment is often a response to anxiety about uncertainty or
change during adolescence or pressure from parents, social groups, or
cultural expectations.
• Characteristics associated with prolonged foreclosure well-behaved
and obedient children with a high need for approval, authoritarian
parenting style, low levels of tolerance or acceptance of change, high
levels of conformity, and conventional thinking.
8. • Identity moratorium is a status that describes those who are actively
exploring in an attempt to establish an identity but have yet to have
made any commitment.
• This time can be an anxious and emotionally tense period as the
adolescent experiments with different roles and explores various
beliefs. Nothing is guaranteed, and there are many questions, but few
answers.
• This moratorium phase is the precursor to identity achievement.
During the moratorium period, it is normal for adolescents to be
rebellious and uncooperative, avoid dealing with problems,
procrastinate, experience low self-esteem, feel anxious, and uncertain
about decision
9. • Identity achievement refers to those who, after exploration, have
committed. Identity achievement is a long process and is not often
realized by the end of adolescence. Individuals that do reach identity
achievement feel self-acceptance, stable self-definition, and are
committed to their identity.
