Early Adulthood
According to Erikson, in the wake of the adolescent emphasis upon identity formation, 'the young adult, emerging from the search for and insistence on identity, is eager and willing to fuse his identity with that of others. He is ready for intimacy, that is, the capacity to commit...to concrete affiliations and partnerships.' To do so means the ability 'to face the fear of ego loss in situations which call for self-abandon: in the solidarity of close affiliations, in orgasms and sexual unions, in close friendships and in physical combat'. Avoidance of such experiences 'because of a fear of ego-loss may lead to a deep sense of isolation and consequent self-absorption'.
Where isolation is avoided, the young adult may find instead that 'satisfactory sex relations...in some way take the edge off the hostilities and potential rages caused by the oppositeness of male and female, of fact and fancy, of love and hate'; and may grow into the ability to exchange intimacy, love and compassion.
In modern societies, young adults in their late teens and early 20's encounter a number of issues as they finish school and begin to hold full-time jobs and take on other responsibilities of adulthood; and 'the young adult is usually preoccupied with self-growth in the context of society and relationships with others.' The danger is that in 'the second era, Early Adulthood...we must make crucially important choices regarding marriage, family, work, and lifestyle before we have the maturity or life experience to choose wisely.'
While 'young adulthood is filled with avid quests for intimate relationships and other major commitments involving career and life goals', there is also "a parallel pursuit for the formulation of a set of moral values". Erikson has argued that it is only now that what he calls the 'ideological mind' of adolescence gives way to 'that ethical sense which is the mark of the adult.'
Read more about this topic: Young Adult (psychology)
Famous quotes containing the words early and/or adulthood:
“Quintilian [educational writer in Rome around A.D. 100] thought that the earliest years of the child’s life were crucial. Education should start earlier than age seven, within the family. It should not be so hard as to give the child an aversion to learning. Rather, these early lessons would take the form of play—that embryonic notion of kindergarten.”
—C. John Sommerville (20th century)
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