SELF & IDENTITY. Perspectives across the lifespan. (International Library of Psychology)

Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Dedication......Page 6
Contents......Page 7
Notes on contributors......Page 9
Preface......Page 12
Acknowledgments......Page 13
Primary relationships—the emergence of self......Page 14
Childhood—the conservation and evolution of self......Page 15
Adolescence—the consolidation of self......Page 18
Beyond adolescence—institutional demands and personal resolutions......Page 19
References......Page 21
Part I  Primary relationships—the emergence of self......Page 22
Biological mirroring......Page 23
Imitation......Page 24
D.W.Winnicott......Page 25
Kohut, self psychology and mirroring......Page 26
Lacan......Page 27
Maurice Merleau-Ponty......Page 28
Mirroring and early peer-relations......Page 29
Negative mirroring......Page 30
References......Page 31
3  Empathic relating and the structure of the self: Parallels in mother-infant and patient-therapist interaction......Page 33
References......Page 39
Integration from holding......Page 41
False self......Page 42
The true self......Page 43
Disorders of the self......Page 44
Mirroring mergers......Page 45
Integration of a true and cohesive self......Page 46
Potential for a creative, true, cohesive self......Page 47
Continuity of being allows creative gestures......Page 48
An emerging self copes with internal and external impingements and deficient tension regulation: Attempts at self-regulation and self-definition......Page 49
An emerging self copes with external impingements and deficient mirroring: A true self attempts to emerge with self-esteem and its own ambitions......Page 50
References......Page 52
5  Mothers’ attributions to their young children......Page 54
Method......Page 56
Frequency distributions for separate dimensions......Page 57
Cross-tabulations between variables......Page 59
References......Page 61
Part II  Childhood—the conservation and evolution of self......Page 62
The phenomenon of constancy......Page 63
Expectations of sameness......Page 64
Perceived consistency of essential features......Page 65
Inferred qualities viewed as foundations for later, different qualities......Page 66
References......Page 67
Numerical identity......Page 70
A proposed typology of possible continuity warrants......Page 71
Realistic relational arguments......Page 73
5.  Narrative or best-explanation warrants......Page 74
Results......Page 75
References......Page 76
Components of identity......Page 78
Research problems......Page 79
Method......Page 81
Conclusions......Page 82
References......Page 83
Methods used in the present studies......Page 85
Characteristics’ distinctiveness and their salience in the self-concept......Page 86
Social aspects of self-space......Page 88
Self-concept differences as revealed by the ontogeny of verbs......Page 89
References......Page 90
10  The self as observer of the self: A developmental analysis of the subjective self......Page 92
Research design......Page 93
References......Page 97
Part III  Adolescence—the consolidation of self......Page 99
The identity statuses......Page 100
Theoretical propositions concerning identity......Page 101
Current salient issues in identity research from an Eriksonian perspective......Page 103
References......Page 104
Global self-esteem......Page 106
The impact of major social and biological changes on adolescent selfesteem......Page 108
School change......Page 109
Independence......Page 110
‘Arena of comfort’......Page 111
Girls versus boys......Page 112
Notes......Page 113
References......Page 114
Identity......Page 117
Violation of self-expectation......Page 118
Physiological and physical expectations......Page 119
Other depersonalisation events......Page 120
The experience of self-change......Page 121
References......Page 122
Content and outcomes of gendered development in adolescence......Page 124
Processes of gender socialisation......Page 125
Current gender differences in violence......Page 126
Gender equality and violence......Page 127
Findings......Page 130
Discussion......Page 131
References......Page 133
Introduction: Personal projects and action theory......Page 136
Project elicitation: What do adolescents think they’re doing?......Page 137
Project ratings: How’s it going?......Page 139
The triple contexts of personal projects......Page 141
References......Page 143
Statistical versus analytic inference......Page 145
Case study and situation analysis......Page 146
Research programme: School-leavers’ coping strategies and identity development......Page 147
General interview 2......Page 149
Social Identity Inventory: Further interview with Jane......Page 150
Conclusions......Page 151
References......Page 152
Part IV  Beyond adolescence— institutional demands and personal resolutions......Page 153
17  Stability and change in the self-concept from adolescence to adulthood......Page 154
Processes of self-concept formation......Page 156
Stability and change in the self-concept......Page 157
From adolescence to adulthood in the life course......Page 158
Evidence from two longitudinal studies......Page 159
Notes......Page 161
References......Page 162
Introduction......Page 165
Research findings......Page 167
Conclusions......Page 172
References......Page 173
The theoretical framework......Page 175
The research design......Page 178
An illustrative case......Page 179
General findings......Page 180
References......Page 182
20  Perceived change of self among adults: A conspectus......Page 183
Results......Page 185
Discussion......Page 186
References......Page 190
Controversial issues......Page 192
Purpose of the chapter: Questions and hypotheses......Page 193
The system of meaning......Page 194
Findings and conclusions......Page 196
Attempts at some answers......Page 200
References......Page 201
Adoption and the theory of the ‘identity crisis’......Page 203
The social identity of adoption......Page 207
Notes......Page 208
References......Page 209
Subject Index......Page 210
Author Index......Page 212