College Students' Self - Identity Status And Intervention

Ego identity is the core concept of Erikson’s ego psychoanalytic theory. Egoidentity is essentially the continuity, maturity and identity of personalitydevelopment. Since Erikson introduced the concept of identity to psychology, andset up the concept of ego identity, western psychologists had paid much attention toit, especially the studies on teenagers’ development of ego identity attracted quite alot of researchers, but localized research are relatively poor. Current studies at homeand abroad concerning self-identity status of university students, not yet involvingspecific intervention program, is only of theoretical importance, unable to giveguideline in mental-health education. In this study, we investigated thedevelopmental trends and characteristics of self-identity in university students undercurrent situation and, how they were affected by parental rearing styles. Based onthe results of investigation, specific interventions were given to students who haveproblems with self-identity using psychoanalytic therapy. The effectiveness ofintervention was evaluated in order to provide theoretical and empirical evidence inimproving self-identity status and mental health of university students.This study includes two parts:In study partⅠ,about378undergraduates were investigated, using themodified measures of ego identity status questionnaire and parenting stylequestionnaire, in order to explore the characteristics of the ego identity developmentof undergraduates, and the relationship between parenting style and ego identity.Based on the results from partⅠ, in study partⅡ, intervention was applied byusing psychoanalytic therapy to two students, student A and B, who were in theself-identity iffusion and moratorium status. The parameters such as measures of egoidentity status questionnaire、SCL-90、MMPI were determined. During the period of6months, the two students received treatments for56and61times, respectively.Quantitative and qualitative analysis of the data obtained from the examinedstudents before and after intervention showed statistically significant difference,suggesting the effectiveness of the therapy. Re-examination one and a half months after intervention demonstrated the reliability and validity of the outcomes.Based on the above results, conclusions were drawn as follows:1. For the undergraduates，the distributions of ego identity statuses areunbalanced. Whether from the view point of different grades or from the wholesample, most of the undergraduates are in the identity moratorium status,accounting for55.1%, and identity diffusion, foreclosure and achievement in turn．No significant gender differences are found in the comparison of developmentof ego identity statuses; the trends of ego identity development among the fourgrades are basically uniform, with the exception of a low percentage of grade onestudents in achievement status; differences are only found in foreclosure statusbetween single children and children with siblings.2. Four parenting styles have significant influences on following three identitystatuses: diffusion, foreclosure and achievement.Parenting authoritativeness has a significant gender difference, no significantdifferences are found between single children and children with siblings. There aresignificant negative relationships between parenting authoritativeness andideological diffusion, interpersonal diffusion, interpersonal foreclosure, interpersonalmoratorium, total diffusion and foreclosure.3.Psychoanalytic therapy has positive effects in improving self-identitymoratorium status of university students.Psychoanalytic therapy plays a role in improving overall mental health ofuniversity students.