Myers-Briggs testing information is available via :
http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/
Talking Points for the concept of Core Identity (Erickson)
The Main question for this age (14-20) is WHO AM I?
Looking for the organizing principles for answering that question, I use the following guidelines:
I am (awareness, and “being-ness”)
I think
I feel
I believe
+ I do___________
I am the sum of these
We did a Guided Meditation exploring this and allowing for inner experience, and then shared our observations as a group.
Other concepts related to the development of Identity include:
Mirror Concept: We can’t see ourselves without reflective surfaces. This means we need feedback from others and the world around us in order to understand ourselves (CT concept/tool of Self Identity)
Developmental model of identity from unity Consciousness -> individual Consciousness correlating this with Erikson, (percept/concept). The infant is merged with the caregivers and the world and perceives the world without concept for the first year. As language develops, a sense of separateness begins to emerge, a process that takes several years to complete.
Dependency>counter-dependence>independence>interdependence Model (failure of one of these tasks may lead to Co-dependency).
*Although most descriptions of this developmental stage in textbooks are “condescending” in my viewpoint, this following one contains the salient concepts needed to understand the developmental crisis faced in adolescence. Sections in bold type are the key concepts we covered in class.
~Ann Wright
5. Learning Identity Versus Identity Diffusion (Fidelity)
During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of "Who am I?" But even the best - adjusted of adolescents experiences some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self - doubts flood the youngster, and so on.
Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency). He actually anticipates achievement, and achieves, rather than being "paralyzed" by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity - manhood or womanhood - is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American children. They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully find the one most suitable for them.
Taken from: ChildDevelopmentInfo.com/development/erickson.shtm
Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency). He actually anticipates achievement, and achieves, rather than being "paralyzed" by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity - manhood or womanhood - is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American children. They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully find the one most suitable for them.
Taken from: ChildDevelopmentInfo.com/development/erickson.shtm