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Transforming Our Lives through Self Reflection and Psychology
A psychology professor's collection of lessons fostering self-discovery through online activities, hands-on classroom experiences, engaging lectures, and effective discussion prompts.
Online Activity by Katie Hope Grobman
Who Am I? How I Fit in the World?
Some people seem to be born with a clear sense of who they are. Others struggle to figure out our identities. Still others just don't care so much about the roles they could play. Where are you in finding your identity? Psychology Key Concepts: Identity Status; Identity State; Moratorium; Foreclosure
Some people seem to be born with a clear sense of who they are. Others struggle to figure out our identities, sometimes finding them and sometimes continuing to explore. Still others just don't care so much about the roles they could play. In this activity, we'll consider how our identities are developing in 11 different contexts. In the feedback, you learn what research says about having each identity status.
🕰️ Estimating Time
🤸♀️ Activity (new tab): 6 to 12 minutes
📓 Reading (below): # to # minutes
✨ You can try this activity anytime! This page is holding space for a little essay to help make sense of your results. But I haven’t quite finished yet. If you already know the material, you might still find the activity useful on its own. I’m sharing these pieces one by one, hoping they might help in small, good ways. Thanks for waiting with me. 💛
🕰️ Estimating Time
🤸♀️ Activity (new tab): 6 to 12 minutes
📓 Reading (below): # to # minutes
✨ You can try this activity anytime! This page is holding space for a little essay to help make sense of your results. But I haven’t quite finished yet. If you already know the material, you might still find the activity useful on its own. I’m sharing these pieces one by one, hoping they might help in small, good ways. Thanks for waiting with me. 💛
A Picture Representing the Activity
with possibly additional information here
STOP
Please complete the activity before you continue reading; your certificate of completion links back here so while reading you can learn about what your results mean!
Start the Activity!
Start the Activity!
“
A quote at least kinda' related to the activity, creating a space before the reading about the activity
Rough Draft of Activity - What it Means
I originally created online activities with individualized results for my Psychology students. I'm creating versions online, accessible to everyone, with essays helping you interpret what your results mean. This activity works! I just haven't written the essay yet. In the meantime, Professors and teachers might like to use the activity and interpret results with their students.
Additional Information
Uneasy Feelings about Your Results?
Please remember your results with any activity are not who you are. Your results are a 'snapshot' of a moment when you did an activity. It's just one measure, a single thread, of the many strands of who you are. Any result is a guess with statistical error. And it's possible the measure is flawed in a way so it doesn't work for you. Please do not think of your results as definitive dogma. Instead they're a starting point for our self reflection. Please keep in mind too, self-reflection can feel uncomfortable. "Bad" feelings are not actually bad. They're information. So, even if your activity result is inaccurate and flawed, you might ask yourself what your feeling is trying to tell you? Trusted teachers, friends, and therapists can be helpful. I wrote an essay elaborating with concrete examples how we can appreciate uneasy feelings about our activity results.
Scholarly Information?
You're welcome to use Copernican Revolution activities and essays for your thesis and studies. Having information about scholarly aspects like psychometric data, activity design details, and norm calculations may help. The primary focus of my essays is connecting educated laypersons with psychology. To help people like you, with advanced academic interests, I add an appendix with each activity.
Please remember your results with any activity are not who you are. Your results are a 'snapshot' of a moment when you did an activity. It's just one measure, a single thread, of the many strands of who you are. Any result is a guess with statistical error. And it's possible the measure is flawed in a way so it doesn't work for you. Please do not think of your results as definitive dogma. Instead they're a starting point for our self reflection. Please keep in mind too, self-reflection can feel uncomfortable. "Bad" feelings are not actually bad. They're information. So, even if your activity result is inaccurate and flawed, you might ask yourself what your feeling is trying to tell you? Trusted teachers, friends, and therapists can be helpful. I wrote an essay elaborating with concrete examples how we can appreciate uneasy feelings about our activity results.
Scholarly Information?
You're welcome to use Copernican Revolution activities and essays for your thesis and studies. Having information about scholarly aspects like psychometric data, activity design details, and norm calculations may help. The primary focus of my essays is connecting educated laypersons with psychology. To help people like you, with advanced academic interests, I add an appendix with each activity.
References
Bennion, L. D. & Adams, G. R. (1986). A revision of the extended version of the objective measure of ego identity status: An identity instrument for use with late adolescents. Journal of Adolescent Research, 1(2), 183-197.
Grotevant, H. D. & Adams, G. R. (1984). Development of an objective measure to assess ego identity in adolescence: validation and replication. Journal of Youth and Adolescence, 13(5), 419-438
Kuhn, H. M. & McPartland, T. S. (1954). An empirical Investigation of self-attitudes. American Sociological Review, 19(1), 68-76.
Marcia, J. E. (1966). Development and validation of ego-identity state. Journal of Personality and Social Psychology, 3(5), 551-558.
Grotevant, H. D. & Adams, G. R. (1984). Development of an objective measure to assess ego identity in adolescence: validation and replication. Journal of Youth and Adolescence, 13(5), 419-438
Kuhn, H. M. & McPartland, T. S. (1954). An empirical Investigation of self-attitudes. American Sociological Review, 19(1), 68-76.
Marcia, J. E. (1966). Development and validation of ego-identity state. Journal of Personality and Social Psychology, 3(5), 551-558.
Citation
Grobman, K. H. (2012). Essay/Activity Title. CopernicanRevolution.org
Citation date reflects activity creation; essays are continually improved.
Grobman, K. H. (2012). Essay/Activity Title. CopernicanRevolution.org
Citation date reflects activity creation; essays are continually improved.
