The achievement of identity is a cognitive process that refers to exploring an identity and developing an understanding of the meaning of that identity in one's own life. The achievement of identity is the psychological term to describe the stage of life in which a person finds and accepts their true sense of self. It occurs in adulthood, after having gone through a series of life experiences and having overcome the stages of identity development typical of adolescence. Achievement has been associated with balanced thinking, mature interpersonal relationships, and careful consideration of possible life options.
People with foreclosure status are inflexible and on the defensive. They have been associated with high self-esteem, but also with rigidity, close-mindedness and authoritarianism. The moratorium is the state of identity with the lowest level of well-being and characterizes young people in identity crisis. In many ways, they resemble people with achievements in their cognitive complexity and their higher levels of moral reasoning, but they also demonstrate a greater openness to experience.
However, this status has a double characteristic, so that an individual in moratorium can be an explorer, but also suffer from paralysis. Dissemination is less homogenous as a group, but people with this status share the inability to make definitive commitments and refuse to explore options. Some individuals who are diffusers can live life without worry and without involvement, while others manifest severe psychopathology and great loneliness. Once the person finds the path that best suits their chosen lifestyle and decides to make it work while feeling satisfied with their decision, they return to their identity with a greater sense of satisfaction.
Using a variety of different creativity measures, Dollinger, Clancy Dollinger, and Centeno (200) built on previous studies and considered both Berzonsky's identity styles and Cheek's AIQ. A much more concerted effort has been devoted to the study of identity states than to research on Eriksonian stages. While the initial method for obtaining evidence of these states was the identity status interview, whose approach was deliberately qualitative and developmental, later research used questionnaires. Someone can be in a happy thirty-year marriage, and that's their achievement of identity until they want to explore a different sexual preference or maybe they realize that the relationship they're currently in is no longer working or thriving.
The moment of identity development refers to the specific time in a person's life when identity activities are carried out in different domains. To help them overcome the process of developing an identity, teens can try different identities in different social situations. If you return to the moratorium phase after achieving your identity, and the exploration stage takes time, you may feel like you're losing hope. By selecting the areas of vocation, ideology and, later, the sexual roles and values that Erikson (196) had described as the main identity concerns of adolescence, Marcia developed the interview on the state of identity to identify which approach to identity (or state of identity) best described how the adolescent should approach the adolescent in the decisions that define identity.
In all studies on the above-mentioned topics, gender differences in identity development continue to predominate. Marcia (1966, 196) used the variables of exploration and commitment that Erikson had considered fundamental for the development of identity in adolescence to propose two ways of establishing commitments that define identity and two ways of not doing so. The group excluded from identity (without crisis, but with commitment) meaningfully sought a less threatening consultation. Instead of conceptualizing the task of confusion between identity and roles in terms of a continuum, identity being an entity that has “more or less”, Marcia, on the other hand, proposed qualitatively different ways through which late adolescents approach the task of identity formation.
At this point, adolescents tend to affirm that they know and understand themselves and that they are committed to an identity based on what they see in the models to follow or on the factors that are presented to them; however, it is without analyzing other possibilities. The identity blocking stage often occurs in adolescence, when a child believes he knows who he is, but hasn't analyzed or explored various options. .