James Marcia Theory of Identity crisis.pptx

In this presentation, James Marcia's theory of identity crisis is described.

1. Marcia Theory of Identity crisis Presented by: Mrs. Shashikala Patel Assistant Professor R.R. Educational Trust’s B.Ed. College, Mulund East Mumbai

2. Adolescent are confused about who they are as they are neither child not adult. Parents treat them differently in different situations. And they are also confused about their identity.

3. 1. Identity Diffusion/ स्‍व पहचान प्रसार-विस्‍तार This is the opposite of identity achievement. The individual has not yet resolved his identity crisis, failing to commit to any goals or values and establish future life direction. In adolescent, this stage is characterized by disorganized thinking, procrastination and avoidance of issues and action. Here adolescents neither explore nor commit to the alternatives. Such people are socially withdrawn. They appear carefree but their lack of commitment impairs their ability to form coles relationship.

4. 2. Identity Foreclosure/ स्‍वपहचान शोध प्रतिबंध This occurs when teenagers accept traditional values and cultural norms rather than determining their own values. In other words, the person confirms to an identity without exploration as to what really suits him or her best. For instance, teenagers might follow the values and roles of their parents or cultural norms. They might also foreclose on a negative identity, the direct opposite of their parent’s values or cultural norms.

5. 3. Identity Moratorium/ स्‍थगन काल This postpones identity achievement by providing temporary shelter. This status provides opportunities for exploration, either in breadth or in depth. Here adolescents explore some alternatives but make no commitments. They experience high anxiety and psychological conflict. They are lively and appealing and seek intimacy with others.

6. 4. Identity Achievement/ स्‍व पहचान उप‍लब्धि This status is attained when the person has solved the identity issue by making commitments to goals, believes and values after extensive exploration of different areas.

7. Educational Implication/ शैक्षणिक महत्‍व/ शैक्षणिक फलितार्थ Guidance and Counselling Friendly behaviour Classroom interaction Organize seminar on career Individual differences

8. References: https://www.risas.org/poc/view_doc.php?type=doc&id=41164&cn=1310