This work is part of a larger research project on the transition school-university/job (2005) in order to identify some aspects of Self development during some significant turning point, coinciding with some stages of construction of adulthood identity (Aleni Sestito, Menna, Parrello, 2006). The end of high school can be considered as a marker of the transition from adolescence to adulthood, which can organizer experiences, prefiguring the Self representation and Others' expectations and its numerous and substantial changes that have a specific developmental value (Silbereisen, Eyferth, Rudinger, 1986; Fonzi, 2002). The transition process is therefore a critical situation, which involves a temporary state of disorganization, often characterized by a difficulty of facing events using strategies that usually occurs in the face of arising problems (Schulenberg, Maggs, Hurrelmann, 1997). the theoretical frame of this study considers the identity formation process in a psychosocial and developmental perspective (Erikson, 1968; March, 1980,1993; Coté, Levine, 1983), and in particular it refers to those paradigms that conceptualize the Identity like development of a theory of Self (Berzonsky, 1986) and as exploration work in different and important ambits. In particular, in line with the most recent literature on guidance, we believe that during this transition, in addition to providing information, is essential a support for the Self in transition. The path school ending, reassuring in its continuity, represents a threshold beyond which the possibilities could be seen as much confusing and frightening, or as extremely limited: then is necessary a guide for these adolescence supporting their ability to connect internal resources with context opportunities and limitations, in order to facilitate decision-making and development for professional and personal future. In this study, aimed at identifying subsequent guidance structuring guidelines, we want to explore the dynamics choice using a questionnaire and a specific narrative mode, to help the adolescence to give meaning to turning point (Bruner, 2002) in their school and existential experience To achieve these goals we intend to use "mixed" data analysis method (Mazzara, 2002), also known as "triangulation" (Cardano, 2004), in which the qualitative approach, characterized narrative instruments, will be complemented by a quantitative approach.

IDENTITY FORMATION AND EXPECTATIONS ABOUT SCHOLASTIC AND PROFESSIONAL FUTURE DURING THE TRANSITION TO ADULTHOOD

MENNA, PALMA;COZZOLINO, MARIA DOMENICA;PARRELLO, SANTA
2008

Abstract

This work is part of a larger research project on the transition school-university/job (2005) in order to identify some aspects of Self development during some significant turning point, coinciding with some stages of construction of adulthood identity (Aleni Sestito, Menna, Parrello, 2006). The end of high school can be considered as a marker of the transition from adolescence to adulthood, which can organizer experiences, prefiguring the Self representation and Others' expectations and its numerous and substantial changes that have a specific developmental value (Silbereisen, Eyferth, Rudinger, 1986; Fonzi, 2002). The transition process is therefore a critical situation, which involves a temporary state of disorganization, often characterized by a difficulty of facing events using strategies that usually occurs in the face of arising problems (Schulenberg, Maggs, Hurrelmann, 1997). the theoretical frame of this study considers the identity formation process in a psychosocial and developmental perspective (Erikson, 1968; March, 1980,1993; Coté, Levine, 1983), and in particular it refers to those paradigms that conceptualize the Identity like development of a theory of Self (Berzonsky, 1986) and as exploration work in different and important ambits. In particular, in line with the most recent literature on guidance, we believe that during this transition, in addition to providing information, is essential a support for the Self in transition. The path school ending, reassuring in its continuity, represents a threshold beyond which the possibilities could be seen as much confusing and frightening, or as extremely limited: then is necessary a guide for these adolescence supporting their ability to connect internal resources with context opportunities and limitations, in order to facilitate decision-making and development for professional and personal future. In this study, aimed at identifying subsequent guidance structuring guidelines, we want to explore the dynamics choice using a questionnaire and a specific narrative mode, to help the adolescence to give meaning to turning point (Bruner, 2002) in their school and existential experience To achieve these goals we intend to use "mixed" data analysis method (Mazzara, 2002), also known as "triangulation" (Cardano, 2004), in which the qualitative approach, characterized narrative instruments, will be complemented by a quantitative approach.
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11588/358124
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