Identity, defined mainly from Psychology, is understood as that nucleus of which the self is formed. It is a fixed and coherent nucleus that together with reason allow the human being to interact with other individuals present in the environment.
Identity formation is a process that begins to take shape based on certain conditions of the person, present from the moment of birth, along with certain basic facts and experiences. From the above, identity is formed by giving us a complex image of ourselves, which allows us to act coherently according to what we think.
According to some authors, identity behaves as something relative, as a plastic core capable of modifying itself throughout life and development, which would allow the human being to have the ability to behave in different ways depending on the context in which it must Act.
As it is possible to intuit, the sociocultural context in which the individual finds himself inserted is fundamental and decisive in the formation of his identity. However, it is not the only factor that determines it. The human identity is formed from the interaction with the environment and the own individual operation of the subject, including forming a dynamic tension that drives the configuration of identity in a certain direction. Thanks to this it is possible that the human being is able to notice, that beyond what it is, it is part of a something greater outside of itself.
As we can see, identity formation is only carried out as a function of interaction with the external environment, since in a situation of isolation, individual characteristics are absolutely irrelevant and transparent. It is only in relation to interaction with significant others that individual differences and characteristics acquire value and behave as a contribution to social interaction.
The image that man forms of his person throughout life has been the subject of research analysis by numerous personality and motivation theorists. This interest is not accidental, but is based on the enormous importance of this psychological training, in the process of regulation and self-regulation of behavior.
Among the first scholars on this subject is William James, who called this formation "I", conceiving its organization at different hierarchical levels; that is to say, the "material self", the "social self" and the "spiritual self". This author pointed out the close link between personality and self-consciousness, and assumed an essentially functionalist position. The role of the "I" was interpreted from the perspective of the process of adaptation of the individual to the environment, ignoring the analysis of their internal characteristics, properly psychological.
The psychoanalytic school also addressed this problem. For Sigmund Freud, the "I" constitutes a mediator between the opposing forces of the id, the superego and reality. The main function of this instance continues to be understood in an adaptive way, since the "I" must "manage" objective relationships and strategies aimed at self-improvement.
I would like to approach identity from a stage of life in which we find ourselves with the formation of our personality, I am talking about adolescence.
According to Erik Erikson, the greatest obstacle that adolescent development must face is the establishment of an identity.
It is a knowing of who you are, where you are going in life and how you fit into society. It refers to the stability that a person requires to achieve the transition from dependence on others to dependence on himself.
In other words, it is the feeling of being a unique individual, a kind of feeling of individual uniqueness that one experiences as someone unrepeatable. Integration and unification of the different self-descriptions and their stability in the course of time would constitute the core of the identity.
At the end of adolescence, identity begins to act as a molding force that guides life plans and projects.
The content of identity has to do with commitments, choices, job occupation, values, ideologies, critical awareness, roles, sexuality.
Four important points to consider about identity
1.- Identity is built in interaction with others.
2.- Identity is a socially constructed definition of being.
3.- Identity is an eminently subjective phenomenon, with a strong emotional component.
4.- The formation of identity implies a process of recognition and appreciation of one's own individuality Self-esteem.
The most complete theory of identity development is Erikson's
Some development experts consider that Erikson is the approach on adolescent development that has most influenced their study, Who am I? What do I do in life? Where am I going? What is it that makes me different? These questions are very common during adolescence. Adolescents seek answers to these questions that revolve around the concept of identity. Erikson was the first to point out how important these questions are for understanding adolescent development. Therefore, identity is considered a key concept for adolescent development and we owe it to Erikson's ideas.
Identity vs. Identity confusion is Erikson's fifth psychosocial state. In this stage, the person faces the discovery of who he is, what he does in life and where he is going. Adolescents must adopt new adult roles such as having a profession.
Psychosocial death is the term proposed by Erikson to define the gap between the security of childhood and the autonomy of adulthood. It is a stage that adolescents experience as part of the construction of their identity. As adolescents search for their identity, they experiment with different roles. Young people who explore contradictory identities in a healthy way emerge with a new, socially acceptable sense of self. In contrast, adolescents who do not effectively resolve this identity crisis experience what Erikson calls confusion. The confusion can follow one of two possible paths: The individual withdraws, isolates himself, or immerses himself in the world of equals, losing his identity.Erikson's ideas about identity development during adolescence reveal a deep understanding of the way adolescents think and feel.
Two fundamental ingredients of Erikson's theory are personality and role experimentation. Adolescents are considered to face a large number of choices and at some point in their youth in the period of psychological moratorium. During this psychological moratorium they experiment with different roles and personalities until they achieve a stable sense of self. As they realize that they are going to take responsibility for themselves and their lives, adolescents consider what their lives will turn into. Likewise, most adolescents end up discarding undesirable roles.
There are literally hundreds of different roles teens can experience, and there are probably many different ways to explore them as well.
Cognitive: Thanks to logical reasoning on hypothetical questions, they are able to imagine and consider future identities. Consequently, they are more likely to raise and resolve identity issues.
Parenting styles: The relationships that adolescents have with their parents give them the opportunity to identify with one of them and acquire desirable qualities.
Also, how they are educated will be an important part of establishing an identity.
Schoolchildren: There is controversy here because it helps to forge an identity but at the same time not, what is seen is only belonging to a group in early adolescence and a disintegration in late adolescence.
Sociocultural: Finally, identity formation is strongly influenced by the social and historical context. Wanting to be somehow has changed for generations. One of those changes led to the extinction of the “punks”.
One of the fundamental tasks that an adolescent must do is to find their identity. This means looking for what kind of person you want and can be. Although this task can take a lifetime, adolescence is a very strong stage in this sense and ends up laying the foundations of their character and way of being. Hence the intensity with which it is lived.
Bibliography
AGUIRRE B, Ángel (1994). Psychology of adolescence. Barcelona: Ed. Alfaomega.
ERIKSON, Erik (1974) identity, youth and crisis. Paidos
SHAFFER, David (2000). Developmental psychology. Childhood and adolescence. 5th edition. Thomson. Mexico.
SANTROCK, Jhon (2003). Developmental psychology. Adolescence. 9th edition. McGraw-Hill. Spain.
