In the 8th grade, my peer group expanded to a crowd of classmates, of a minimum of 15-20 students at any given time. During this time, I saw myself beginning to develop a sense of self, and starting to take on positive qualities of the other people around me. Around this time my relationship with school began to change because as my peer group excelled academically, I did not, but I slowly began to see myself make strides in do better, but I still felt my special education inhibited me from improving (Broderick & Blewitt , The Life Span p. 371). For middle School I attended New York City Lab School For Collaborative studies, which also had a high school, which most students made the transition to, unless specialized high schools were an option
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During this time in my late high school/ early college years, I began to thrive and explore more options in my world. Although I had a distinct friend group, I often made acquaintance with others, a started joining clubs and extracurriculars such as Model United Nations, and Track, and participating in school events such as “Sports Day” and other special projects around the school. During this time especially in late high school my academic achievements began to flourish as I was just beginning to discover my intellectual capabilities. In the middle 10th grade I was able to discontinue attending “Skills Classes,” with the understanding that I maintain high grades and keep up with the general population students. In the interim I explored new styles ranging from girl, to soft punk to sporty, and even wore a fox tail to distinguish myself. Meanwhile when in college I began to gain a better sense of how I was, I was still using my early college years to explore different friend groups and try new things. Like most young adults, the party scene was something that I had not experienced before, and was soon emerged in the idea of going to the …show more content…
My grades at this stage in my life were inconstant and fluctuated as new and other activities consumed me, indubitably this was all an attempt to develop a sense of what Marcia calls, constructed identity. Contracted Identity refers to the idea that identity epitomizes personal goals and values, which integrate factors such as moral bringing and environment, but are not completely composed by outside elements. Marcia’s Last category of identity includes, identity achievement, which refer to individuals who have completed exploration and are beginning to commit future plan that they themselves have created. As I am only 23 and am still in young adulthood, I feel that I am in the amidst of identity formation at the moment. I have committed a future that involves pursuing a career in counseling psychology, I am beginning to gain a sense of autonomy, as I drive into adulthood. Despite the seemingly linear progression I made between Marcia Identity formation stages, none of this is simple and straightforward as it seems, there were many times during my high school years that I did enter small courses of moratorium, despite the overarching category at the time may have been foreclosure. Although in elementary and middle school I was predominately in
During this time in my late high school/ early college years, I began to thrive and explore more options in my world. Although I had a distinct friend group, I often made acquaintance with others, a started joining clubs and extracurriculars such as Model United Nations, and Track, and participating in school events such as “Sports Day” and other special projects around the school. During this time especially in late high school my academic achievements began to flourish as I was just beginning to discover my intellectual capabilities. In the middle 10th grade I was able to discontinue attending “Skills Classes,” with the understanding that I maintain high grades and keep up with the general population students. In the interim I explored new styles ranging from girl, to soft punk to sporty, and even wore a fox tail to distinguish myself. Meanwhile when in college I began to gain a better sense of how I was, I was still using my early college years to explore different friend groups and try new things. Like most young adults, the party scene was something that I had not experienced before, and was soon emerged in the idea of going to the …show more content…
My grades at this stage in my life were inconstant and fluctuated as new and other activities consumed me, indubitably this was all an attempt to develop a sense of what Marcia calls, constructed identity. Contracted Identity refers to the idea that identity epitomizes personal goals and values, which integrate factors such as moral bringing and environment, but are not completely composed by outside elements. Marcia’s Last category of identity includes, identity achievement, which refer to individuals who have completed exploration and are beginning to commit future plan that they themselves have created. As I am only 23 and am still in young adulthood, I feel that I am in the amidst of identity formation at the moment. I have committed a future that involves pursuing a career in counseling psychology, I am beginning to gain a sense of autonomy, as I drive into adulthood. Despite the seemingly linear progression I made between Marcia Identity formation stages, none of this is simple and straightforward as it seems, there were many times during my high school years that I did enter small courses of moratorium, despite the overarching category at the time may have been foreclosure. Although in elementary and middle school I was predominately in