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The Defining Decade. Мэг Джей
Читать онлайн.Название The Defining Decade
Год выпуска 0
isbn 9781782114932
Автор произведения Мэг Джей
Жанр Личностный рост
Издательство Ingram
Helen and I talked about how Erikson went from identity crisis to the Pulitzer Prize. Yes, he traveled around and slept under some bridges. That’s half the story. What else did he do? At twenty-five, he taught art and took some education classes. At twenty-six, he started training in psychoanalysis and met some influential people. By thirty, he’d earned his psychoanalytic degree and had begun a career as a teacher, an analyst, a writer, and a theorist. Erikson spent some of his youth having an identity crisis. But along the way he was also earning what sociologists call identity capital.
Identity capital is our collection of personal assets. It is the repertoire of individual resources that we assemble over time. These are the investments we make in ourselves, the things we do well enough, or long enough, that they become a part of who we are. Some identity capital goes on a résumé, such as degrees, jobs, test scores, and clubs. Other identity capital is more personal, such as how we speak, where we are from, how we solve problems, how we look. Identity capital is how we build ourselves—bit by bit, over time. Most important, identity capital is what we bring to the adult marketplace. It is the currency we use to metaphorically purchase jobs and relationships and other things we want.
Twentysomethings like Helen imagine that crisis is for now and capital is for later when, in fact, crisis and capital can—and should—go together, like they did for Erikson. Researchers who have looked at how people resolve identity crises have found that lives that are all capital and no crisis—all work and no exploration—feel rigid and conventional. On the other hand, more crisis than capital is a problem too. As the concept of identity crisis caught on in the United States, Erikson himself warned against spending too much time in “disengaged confusion.” He was concerned that too many young people were “in danger of becoming irrelevant.”
Twentysomethings who take the time to explore and also have the nerve to make commitments along the way construct stronger identities. They have higher self-esteem and are more persevering and realistic. This path to identity is associated with a host of positive outcomes, including a clearer sense of self, greater life satisfaction, better stress management, stronger reasoning, and resistance to conformity—all the things Helen wanted.
I encouraged Helen to get some capital. I suggested she start by finding work that could go on a résumé.
“This is my chance to have fun,” she resisted. “To be free before real life sets in.”
“How is this fun? You’re seeing me because you are miserable.”
“But I’m free!”
“How are you free? You have free time during the day when most everyone you know is working. You’re living on the edge of poverty. You can’t do anything with that time.”
Helen looked skeptical, as though I were trying to talk her out of her yoga mat and shove a briefcase into her hand. She said, “You’re probably one of those people who went straight from college to graduate school.”
“I’m not. In fact, I probably went to a much better graduate school because of what I did in between.”
Helen’s brow furrowed.
I thought for a moment and said, “Do you want to know what I did after college?”
“Yeah, I do,” she challenged.
Helen was ready to listen.
The day after I graduated from college, I went to work for Outward Bound. My first job there was as a grunt in logistics. I lived at a base camp in the Blue Ridge Mountains and spent the better part of a year driving vans all over the back-country, bringing granola and fuel to dirty, haggard groups of students on backpacking trips. I have incredibly fond memories of driving fifteen-passenger vehicles along washboard dirt roads, music blaring from the radio. I was often the only other person these groups would come across for days or weeks at a time. The students were always so happy to see me, because I reminded them that life was still happening elsewhere.
When an instructor job opened up, I jumped at it. I tromped all over the mountains in North Carolina, Maine, and Colorado, sometimes with war veterans and other times with CEOs from Wall Street. I spent one long, hot summer in Boston Harbor on a thirty-foot open sailboat with a bunch of middle-school girls.
My favorite trip—the one I led more than a dozen times—was a twenty-eight-day canoe expedition that ran the full length of the Suwannee River, about 350 miles from the black waters and cypress knees of the Okefenokee Swamp in Georgia, through northern Florida, to the sandy coast of the Gulf of Mexico. The students on these canoe trips were adjudicated youth, the official term for kids who were fondly (but unofficially) called “hoods in the woods.” These were either inner-city or deeply rural teenagers who had committed crimes: grand theft, assault and battery, drug dealing—anything short of murder. They were serving their sentence on the river with me.
The work was extraordinarily meaningful, and even more fun. I learned to play a mean game of Spades from the kids who frequented the detention centers. After they zipped themselves into sleeping bags at night, I sat outside the tents and read bedtime stories aloud from chapter books like Treasure Island. So often, I got to see these kids just get to be kids, jumping off the riverbanks, their troubles back home nowhere in sight. Reality, though, was never far away. When I was only about twenty-four, I had to tell one adjudicated girl—a fifteen-year-old mother of two—that her own mother had died of AIDS while she was stuck paddling down the Suwannee.
I thought my stint at Outward Bound might last one or two years. Before I noticed, it had been nearly four. Once, on a break between courses, I visited my old college town and saw an undergraduate mentor. I still remember her saying, “What about graduate school?” That was my own dose of reality. I did want to go to graduate school and was growing tired of Outward Bound life. My mentor said if I wanted to go, I needed to do it. “What are you waiting for?” she asked. It seemed I was waiting for someone to tell me to get going. So I did.
The clinical psychology interview circuit is a scene typically loaded with shiny recent grads toting brand-new leather portfolios and wearing ill-fitting suits. When I joined in, I had an ill-fitting suit and a portfolio too. Feeling somewhat out of place having spent the last few years in the woods, I crammed my portfolio with scholarly articles written by the faculty who would probably interview me. I was ready to talk smartly about their clinical trials and to pretend to be passionate about research I might never do.
But no one wanted to talk about that.
Almost invariably, interviewers would glance at my résumé and start excitedly with “Tell me about Outward Bound!” Faculty would introduce themselves to me by saying, “So, you’re the Outward Bound girl!” For years to come, even on residency interviews, I spent most of the time answering questions about what happened when kids ran away in the wilderness or whether it was safe to swim in a river with alligators. It really wasn’t until I had a doctorate from Berkeley that I started to be known for something else.
I told Helen some of my story. I told her the twentysomething years have a different economy than college. For some, life may be about neatly building on Phi Beta Kappa or an Ivy League degree. More often, identities and careers are made not out of college majors and GPAs but out of a couple of door-opening pieces of identity capital—and I was concerned that Helen wasn’t earning any.
No one was going to start off Helen’s next job interview by saying, “So tell me about being a nanny!” This gave me pause. If Helen didn’t get some capital soon, I knew she could be headed for a lifetime of unhappiness and underemployment.
After