The adolescent years, from about ages 12 to 18, have come to be identified with Erikson’s (1968) colorful description of them as the time of “identity versus identity confusion.” Recall from Chapter 2 that Erikson believed personality development occurred through a series of conflicts, both inner and outer, and that individuals emerge from each crisis with a greater sense of inner unity, an increase in good judgment, and a growing tendency to live by personally significant standards.

Erikson (1968) viewed the adolescent years as the end of childhood and the beginning of adulthood. Teenagers display an acute sensitivity about what others think of them, and peer opinion plays a large part in how they think of themselves. If uncertainty at this time results in identity confusion, a bewildered youth may withdraw, run away, or turn to drugs. Youngsters who are faced with the question “Who am I?” may be unable to answer it. The challenges are new; the tasks are difficult; the alternatives are bewildering. Needless to say, adults must have patience and understanding with youths of this age. Erikson noted that the primary developmental task of adolescence is construction of an adult identity (Table 61-1).

Faced with a combination of physical, sexual, and cognitive changes, joined with heightened adult expectations and peer pressure, adolescents understandably feel insecure about themselves—who they are and where they are going. By the end of adolescence, those who have resolved their personal crises have achieved a sense of identity: They know who they are. Those who remain locked in doubt and insecurity experience what Erikson calls identity confusion. Erikson’s views on identity have generated considerable speculation, theorizing, and research.