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Successful Navigation of the Stormy Seas: What factors lead to a successful transition from the Quarterlife Crisis?
Abstract
The aim of this study is to understand what factors allow for a successful transition from the quarter life crisis. An identity crisis at the core, the quarter life crisis is experienced as a stressful time of life re-evaluation that leads to a change in life structure. This research study interviewed four participants who had experienced a quarterlife crisis in order to understand what helped them to navigate that difficult period and make a successful transition. Thematic analysis on the data pointed to themes such as change of environment, increased self awareness, and access to support as some of the factors that were critical during this period. Coaching implications are considered in conclusion.
... Často je prežívaná ako stresujúce obdobie prehodnocovania, ktoré smeruje k zmene životnej a osobnostnej štruktúry. Neraz vedie k pochybnostiam o sebe samom, čo môže vyústiť do anxiety či depresie (Dabis & Yates, 2014). Autorky Robbinsová a Wilnerová (in Rossi & Membert, 2011) opisujú ťažkosti, ktorým mladí ľudia čelia počas realizácie dôležitých životných rozhodnutí, týkajúcich sa kariéry, financií, bývania či vzťahov. ...
... V termínoch akademického výskumu je táto oblasť stále v začiatkoch a teoretické aj empirické medzery sú značné (Dabis & Yates, 2014). Tento poznatok platí aj pre slovenskú a českú akademickú pôdu. ...
... Smékal, 2004;Kanel, 2010). Nastupujúca dospelosť ako obdobie prechodu do dospelosti je spájaná s celým spektrom rozporuplných emócií (Macek, Bejček, & Vaníčková, 2007), kladie zvýšené nároky na adaptačné mechanizmy (Nurmi, 2004;Wrosch, Scheier, Carver, & Schulz, 2003) a niektorí autori (Dabis & Yates, 2014) ju priamo označujú ako krízu identity. Rossi a Mebert (2011) dokonca tvrdia, že neexistuje kríza stredného veku, ale zdôrazňujú vážnosť krízy v období medzi 20. ...
The following contribution is a theoretical study focusing on the difficulties which young
people are experiencing during a life period called emerging adulthood. We believe, emerging
adulthood is a transitive and heterogeneous developmental stage. It is not universal for every
young person and it is mostly typical in developed countries. Based on social changes, Arnett
suggests that developmental tasks typical for adolescence are nowadays more suitable in
emerging adulthood (20-30 years of age). Tasks, such as financial and housing independence,
getting married, starting a family, and finding a dream job can put a lot of pressure on a young
person, especially if he or she is not able to fulfill them. Robbins and Wilner state that this
could create conditions for so called “quarterlife crisis”. Quarterlife crisis is considered to
be a crisis of the identity and life goals. It is a stressful period of rethinking, which can lead
to structural changes of personality and values. Social and psychological causes can many
times result in anxiety, depression, feelings of inadequacy and failure. In addition, Robbins
and Wilner indicate feelings of indecision, helplessness and panic. There are several problems
in the research, which arise mainly from the difficulty of defining the main concept. Clear
criteria for when it would be possible to indicate with certainty whether a particular person
is experiencing the crisis or not, are missing. Therefore, we have not found methods, which
could measure quarterlife crisis and the level of its experiencing. In previously published researches was this blank space replaced by the qualitative methodology, with the interviews
aimed on acquiring basic characteristics and symptoms of the quarterlife crisis. In our
opinion, the research could now be moved forward on this basis. The spectrum of symptoms
obtained in previous research is the starting point for constructing a tool to detect the
intensity of experienced difficulties, typical for the quarterlife crisis. Such instrument could
be a time-saving alternative for the interviews. In our opinion, the way for constructing
a new method could be focusing on aforementioned characteristics and symptoms, which are
particular for this period of life. The new instrument could therefore be based on variables
such as developmental tasks in the period of emerging adulthood and their (non)achievement,
depressive symptomatology, anxiety, coping, self-esteem and overall subjective well-being.
The topic of difficulties in emerging adulthood is a new issue that arouses interest. The fact
that the quarterlife crisis is currently more popular than a scientific term is not considered
as a disadvantage. Exactly this popularity of the concept suggests that the authors Robbins
and Wilner noticed a new, previously unnamed, trend among young people. Relatively new
research issue is despite the many problems and obstacles a potential area in which research
findings can be helpful in coping with the transitive developmental stage of emerging
adulthood and related difficulties.
Rational Coaching is based on the Rational Emotive Behavioural Approach developed by Albert Ellis. It is suitable for personal/life, performance, executive and health coaching. This paper covers the basic theory and practice of Rational Coaching and includes the ABCDEF coaching framework for assessment and intervention.
Citation: Palmer, S. (2009). Rational Coaching: A cognitive behavioural approach. The Coaching Psychologist, 5, 1, 12-18.
Guidelines for determining nonprobabilistic sample sizes are virtually nonexistent. Purposive samples are the most commonly used form of nonprobabilistic sampling, and their size typically relies on the concept of “saturation,” or the point at which no new information or themes are observed in the data. Although the idea of saturation is helpful at the conceptual level, it provides little practical guidance for estimating sample sizes, prior to data collection, necessary for conducting quality research. Using data from a study involving sixty in-depth interviews with women in two West African countries, the authors systematically document the degree of data saturation and variability over the course of thematic analysis. They operationalize saturation and make evidence-based recommendations regarding nonprobabilistic sample sizes for interviews. Based on the data set, they found that saturation occurred within the first twelve interviews, although basic elements for metathemes were present as early as six interviews. Variability within the data followed similar patterns.
Theme identification is one of the most fundamental tasks in qualitative research. It also is one of the most mysterious. Explicit descriptions of theme discovery are rarely found in articles and reports, and when they are, they are often relegated to appendices or footnotes. Techniques are shared among small groups of social scientists, but sharing is impeded by disciplinary or epistemological boundaries. The techniques described here are drawn from across epistemological and disciplinary boundaries. They include both observational and manipulative techniques and range from quick word counts to laborious, in-depth, line-by-line scrutiny. Techniques are compared on six dimensions: (1) appropriateness for data types, (2) required labor, (3) required expertise, (4) stage of analysis, (5) number and types of themes to be generated, and (6) issues of reliability and validity.
Thematic analysis is a poorly demarcated, rarely acknowledged, yet widely used qualitative analytic method within psychology. In this paper, we argue that it offers an accessible and theoretically flexible approach to analysing qualitative data. We outline what thematic analysis is, locating it in relation to other qualitative analytic methods that search for themes or patterns, and in relation to different epistemological and ontological positions. We then provide clear guidelines to those wanting to start thematic analysis, or conduct it in a more deliberate and rigorous way, and consider potential pitfalls in conducting thematic analysis. Finally, we outline the disadvantages and advantages of thematic analysis. We conclude by advocating thematic analysis as a useful and flexible method for qualitative research in and beyond psychology.
A general theoretical taxonomy of career decision-making difficulties, based on decision theory, has been developed. To examine the proposed taxonomy empirically, a questionnaire was constructed in which the various possible difficulties in the theoretical model were represented by respective statements. The questionnaire was administered to a sample of 259 young Israeli adults (aged 19–23 yrs) who were at the beginning of their career decision-making process and to an American sample of 304 university students (aged 17–23 yrs). The observed relations among the 10 scales, which represent the 10 theoretical categories of difficulties, and those among the items within 2 selected categories, were similar in the 2 samples and compatible with the expected relations derived from the theoretical model. The implications for career counseling and research are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A theory of vocational choice is presented "in terms of the occupational environments, the person and his development, and the interactions of the person and the vocational environment." Research problems stemming from this theory are suggested and discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A motivational, self-regulatory conceptualization of job search was used to organize and investigate the relationships between personality, expectancies, self, social, motive, and biographical variables and individual differences in job search behavior and employment outcomes. Meta-analytic results indicated that all antecedent variables, except optimism, were significantly related to job search behavior, with estimated population correlations ranging from -.15 to .46. As expected, job search behavior was significantly and positively related to finding employment. Several antecedents of job search were also significantly related to employment success, although the size of these relationships was consistently smaller than those obtained for job search. Moderator analyses showed significant differences in the size of variable relationships for type of job search measure (effort vs. intensity) and sample type (job loser vs. employed job seeker vs. new entrant).
"For constructive personality change to occur, it is necessary that these conditions exist and continue over a period of time: (1) Two persons are in psychological contact. (2) The first, whom we shall term the client, is in a state of incongruence, being vulnerable or anxious. (3) The second person, whom we shall term the therapist, is congruent or integrated in the relationship. (4) The therapist experiences unconditional positive regard for the client. (5) The therapist experiences an empathic understanding of the client's internal frame of reference and endeavors to communicate this experience to the client. (6) The communication to the client of the therapist's empathic understanding and unconditional positive regard is to a minimal degree achieved." (PsycINFO Database Record (c) 2006 APA, all rights reserved).
This paper was presented at the 1st International Coaching Psychology Conference, London, December, 2006.
This paper shares a research-based model of a significant life transition experienced by individuals in their late 20s and early 30s, termed a ‘turning 30’ transition. It reviews psychological and social drivers of this transition for today’s generation (commonly known as Generation Y), and explores a range of emotional and behavioural outcomes. A coaching model is presented, which is designed to support coaches and therapists working with individuals in this age group. It is derived from positive and coaching psychology, and has been applied in individual and organisational contexts.
Cognitive behavioural coaching is an integrative approach which combines the use of cognitive, behavioural, imaginal and problem-solving techniques and strategies within a cognitive behavioural framework to enable coachees to achieve their realistic goals. It can improve performance, increase psychological resilience, enhance well-being, prevent stress and help to overcome blocks to change.
It is a dual systems approach as it uses problem-solving, solution-seeking and cognitive behavioural methodology to help clients overcome practical problems and deal with emotional, psychological and behavioural blocks to performance and goal achievement. An important aspect of cognitive behavioural coaching is the principle of parsimony, i.e. applying the least effort to achieve the most benefit (also known as the principle of Occam’s razor).
Developmental Coaching explores many of the common transition points we experience throughout life, including teenage transitions, becoming a parent, mid-life and retirement. The book sets these transitions in their social context and reviews them in the light of generational factors.
The book is introduced with key psychological concepts from areas such as lifespan development and positive psychology, in addition to insights from other disciplines, including management theory and sociology. The main topics of discussion are:
coaching tools and techniques
broader societal and generational trends
how coaching can help individuals to realise positive growth.
With case studies throughout, Developmental Coaching offers an essential resource for practising coaches, coaching psychologists, counsellors and other professionals who wish to further their knowledge of the developmental aspects of coaching and dealing with life transitions.
Details: https://www.routledge.com/Developmental-Coaching-Life-Transitions-and-Generational-Perspectives/Palmer-Panchal/p/book/9780415473606
This reputedly qualitative approach will provide not only representative samples, data analysis and proof, but direct access to the level of social relations which constitutes the very substance of sociological knowledge. The papers look in turn at the choice of topic, hypotheses, the research design, and writing and publishing. -J.Sheail
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
A cohort of 172 high school leavers were followed over a 2-year period to determine factors that affect well-being throughout transition. High school leavers are those individuals who are graduating from high school and are progressing to further schooling, to work, or are unemployed. Employment and school continuation were unrelated to self-esteem and depression. Factors that influenced the transition process included money and activity problems, internality, stability, and controllability both of attributions about general transition difficulties at specific time periods and of external attributions about unemployment. The need for new approaches to career theory and practice is discussed.
This study investigates the experiences and processes that characterise crisis episodes occurring between the ages of 25 and 40. The methodology is a composite of Interpretative Phenomenological Analysis (Smith & Eatough 2006) and Miles and Huberman's Interactive Model (1994). Analysis of interview data found a four-phase pattern in all the crisis episodes sampled, starting with a precrisis description of an externally controlled identity and being stuck in a domestic and/or vocational role that is no longer wanted but is maintained out of passivity or obligation. This is followed by the peak of the crisis, which is characterised by an emotional separation from that role and/or relationship and by a confused and undefined identity. The third phase involves exploration of new intrinsically motivated activities and an experimental search through alternative self-conceptions and activities. The fourth postcrisis phase brings a new commitment to a life structure in which identity, life roles, and social contexts are in equilibrium, and an enhanced sense of consent and control. The study demonstrates that the careful hybridisation of qualitative approaches is a fruitful enterprise, while the resultant four-phase model is proposed for further validation with other samples and demographics.
The objective of the current study was to explore the structural, temporal and experiential manifestations of crisis episodes in early adulthood, using a holistic-systemic theoretical framework. Based on an analysis of 50 interviews with individuals about a crisis episode between the ages of 25 and 35, a holistic model was developed. The model comprises four phases: (1) Locked-in, (2) Separation/Time-out, (3) Exploration and (4) Rebuilding, which in turn have characteristic features at four levels—person-in-environment, identity, motivation and affect-cognition. A crisis starts out with a commitment at work or home that has been made but is no longer desired, and this is followed by an emotionally volatile period of change as that commitment is terminated. The positive trajectory of crisis involves movement through an exploratory period towards active rebuilding of a new commitment, but ‘fast-forward’ and ‘relapse’ loops can interrupt Phases 3 and 4 and make a positive resolution of the episode less likely. The model shows conceptual links with life stage theories of emerging adulthood and early adulthood, and it extends current understandings of the transitional developmental challenges that young adults encounter.
Conducted a longitudinal study with 2 cohorts of 124 undergraduates and 157 recent graduates to examine antecedents and outcomes of career decidedness. Using aspects of psychological well-being as dependent variables, the study demonstrates how research design can be improved and empirically examines the value of these improvements. Decidedness and well-being were significantly related especially around graduation, when sustaining a decision led to high levels of well-being. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The Latack-Dozier (1986) model of career growth through job loss was examined using a sample of 515 involuntarily displaced professionals. Results supported the model and identified variables most predictive of career growth for men and women. The results also partially supported the hypothesis that men and women rely on different forms of social support after job loss. The Latack-Dozier model is discussed in light of the findings. In addition, implications for dismissed workers, for career development specialists, and for practitioners are discussed.
A new developmental stage called the quarter-life is proposed, extending from approximately 18–29years of age and sometimes
later. The emergence of this period is believed to be the result of several social, historic and economic factors that occurred
post WWII. This article explores these changes in terms of the experiences of affluent young people in today’s Western society.
A typology of adaptational responses are presented and explored as the quarter-lifers attempt to navigate their way to adulthood
within the context of this ‘new’ affluent society. Implications for family therapists are considered.
This longitudinal study tested students in Grade 8 and again in Grade 10 on career (maturity, barriers, indecision, decision-making and self-efficacy), well-being (self-esteem, life satisfaction, and coping), and social (school achievement, paid work experience) variables. Students were allocated to decided or undecided conditions at T1, T2 and across T1-T2, based on self-reported global decidedness ratings. As predicted, the undecided students had poorer career, well-being, and social outcomes than the decided students at T1 and T2. The undecided group was also less likely to report having paid work experience at T1, and to be overrepresented by females at T2. Students who were undecided at T1 and T2 (i.e., continuously undecided) fared poorer than students who were decided at T1 and T2 (continuously decided) and students who changed decision status from T1 to T2 (i.e., developmentally undecided). Females were more likely to be continuously undecided, although continuously undecided males were more complacent and more likely to use maladaptive strategies than females. Implications of being temperamentally versus developmentally undecided are discussed.
(This reprinted article originally appeared in the Journal of Consulting Psychology, 1957, Vol 21, 95–203. The following abstract of the original article appeared in PA, Vol 33:842.) For constructive personality change to occur, it is necessary that these conditions exist and continue over a period of time: (1) Two persons are in psychological contact. (2) The first, whom shall be termed the client, is in a state of incongruence, being vulnerable or anxious. (3) The 2nd person, whom shall be termed the therapist, is congruent or integrated in the relationship. (4) The therapist experiences unconditional positive regard for the client. (5) The therapist experiences an empathic understanding of the client's internal frame of reference and endeavors to communicate this experience to the client. (6) The communication to the client of the therapist's empathic understanding and unconditional positive regard is to a minimal degree achieved. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Recent theories and studies have gradually clarified some of the psychological processes of middle age. Most interesting are the contributions that maintain different developmental processes for women and men. Three of the major theories in the area seem to converge in proposing a process of gradual cross-sex transition in adulthood, the result of which may be a more integrated or androgynous personality structure in the second half of life. A different model of adult development, centered on midlife crisis, was proposed by Levinson et al. as a universal stage in men's life cycle. Similar theory and research about women are not as conclusive. The present study investigated in depth the life history of twenty-five American career women at midlife. Such women sociologically combine feminine and masculine roles and may be considered as a test case for the theories. The transitions experienced by these women during their lifetimes were categorized into "masculine" or "feminine" types. It was found that they were distributed about equally between the two types of transitions, thus excluding a simple biological approach. Acute midlife crisis was reported by only about a third of the sample. It is proposed that the double role protects these women from acute crisis.
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