Redefinition of self-other system in adulthood: a narrative approach

The aim of this study was to analyse the relational identity formation processes during transition school - university/work in emerging adults (Arnett, 2004).Different theoretical approaches have emphasized the role of context and significant others in self-construction and the role of individual's interpretation of context and further mediating events that may be associated with identity status resolutions ( Erikson, 1968; Harter, 1985; Damon & Hart, 1988; Kroger,& Haslett, 1988; Meeus, 1994; Andersen, Chen, Miranda, 2002). In particular the search investigated if different trajectories of transition (to university or work) and different steps of transition (Time1:school-end/ Time2:beginning of university/school) have an impact on redefinition of self relational system. We used a narrative approach (Bruner, 1995; McAdams, 1995; 1996; Smorti, 1997): to 16 emerging adults (from 18 to 22 years) from an Italian country (Naples) (50% male and 50% female) was assessed the life-stories interview (Mc Adams, 1995). Both the content and lexical structure were examined in qualitative analyses.The open-ended responses were coded by two coders, jointly, using the N-vivo software (Richards, 2000), with a index of agreement on differences of 87%. The results showed a different configuration of the self-other system in function of the trajectories of transition, in conformity with our hypothesis. The transition trajectory impact was more evident in the dimension of the affective and relational peers system. The role played by the transition, in the subjects belonging to T2 step of transition, was more complex and had much more than just one dimension.