Prof. Joseph Levine

Conversation 76: "The Integrative Social Self Theory" as a Framework for Understanding the Construction of Self-Identity Throughout Life

By Prof. Levine & Dr. Salganik

Hello to our readers,

This time we will expand on the subject of self-identity and then try to understand it and its development throughout the individual's life in the light of the integrative social self theory (ISST) that we are developing.

In general, self-identity describes a person's overall perception of himself, that is, who he is and what makes him unique.

It is a complex system of beliefs, values, experiences, and emotions that shapes his inner image.

The development of self-identity is an ongoing process that is integrated with life experiences and personal challenges.

The environment, family, and social connections play a central role in defining this essence.

Ultimately, self-identity forms the basis for continued personal growth and the realization of meaning in one's life.

The literature on building self-identity throughout life

Self-identity is a dynamic process that develops throughout life, and is influenced by cognitive, emotional, social, and cultural factors.

Below, we will review key theoretical perspectives, including psychosocial and social identity theories, and examine empirical research that traces the developmental trajectories of self-identity from childhood to late adulthood.

We will explore the integration of narrative, relational, and cultural dimensions, and offer a framework for understanding how people construct and even reshape their identities in response to life transitions and social connections.

The process of constructing self-identity is central to understanding human development. Self-identity is not a static entity but an evolving construct that reflects an individual's personal narratives, social affiliations, and cultural contexts.

Scholars such as Erikson (1950) and Mercia (1966) have provided fundamental insights into identity development, emphasizing that self-identity is shaped through various developmental stages and psychosocial crises.

Theoretical Perspectives on Self-Identity

A] Psychosocial Developmental Theory

Erikson's (1950) seminal work posited that identity development is characterized by a series of crises, each corresponding to a developmental stage.

According to Erikson, successful resolution of these crises leads to the formation of a coherent identity, while failure can result in disruption of identity formation.

Marcia (1966) later expanded this framework by introducing the concept of identity statuses, which classify people based on their degree of exploration of their identity and commitment.

B] Social Identity Theory

This complements the psychosocial approach. Social identity theory emphasizes the role of group membership in shaping self-concept. Tajfel and Turner (1986) argued that people derive part of their identity from the social groups to which they belong, and intergroup comparisons influence self-esteem and social behavior. This perspective emphasizes the interplay between personal and collective identities.

C] Narrative Perspectives and Relational Experiences

McAdams (1993) and Herter (1999) have emphasized the importance of narratives and relational experiences in identity construction. According to McAdams, people develop their identities by integrating life events into coherent stories, which help them make sense of their experiences and plan for the future. Herter (1999) further argued that self-esteem and self-concept develop through interactions with significant others, reinforcing the relational nature of identity.

Developing Self-Identity Across the Lifespan

A] Childhood and Adolescence Experiences

Early childhood development sets the stage for identity formation by establishing basic self-concepts. During adolescence, identity exploration becomes particularly prominent as individuals encounter diverse social roles and expectations.

Erikson (1950) described adolescence as a period of “identity versus role confusion,” in which exploration and experimentation are critical to the formation of a stable sense of self.

B] Adulthood

In early and middle adulthood, identity construction is influenced by career choices, intimate relationships, and the pursuit of personal goals. The narrative approach suggests that adults continually modify their life stories to incorporate new experiences and adapt to changing social roles.

Damon (1990) emphasized that the search for meaning and self-definition is a lifelong process, with adults often returning to previous narratives of identity in light of new experiences.

C] Late adulthood

In later life, self-identity may undergo further transformation as individuals reflect on their past, reassess their life achievements, and adjust to retirement and other life transitions. Narrative continuity of identity helps adults maintain a sense of coherence, even as they face the challenges of aging and potential loss. Gerontological research has shown that maintaining a positive self-narrative can contribute to well-being in late adulthood.

Methodological Approaches to Researching Self-Identity

Researchers have used a variety of qualitative and quantitative methods to investigate identity construction.

Longitudinal studies allow for observation of identity development over time, while narrative interviews and life history methods provide in-depth insights into the subjective experiences that shape identity. The use of mixed methods is increasingly common, offering both statistical rigor and rich contextual detail.

In summary, the construction of self-identity is inherently multifaceted, influenced by the interplay of individual, relational, and social factors. The integration of psychosocial, social identity, and narrative perspectives offers a comprehensive framework for understanding identity formation across the lifespan. As individuals navigate different life stages, they continually engage in processes of inquiry, commitment, and reflection that shape their evolving self-concept.

Future research should continue to examine the intersections of cultural diversity and technological change, particularly how digital narratives and online communities contribute to contemporary identity formation.

Self-identity construction is thus a dynamic process across the lifespan shaped by developmental, relational, and cultural influences. The synthesis of theoretical perspectives and empirical findings highlights the complexity of identity formation and emphasizes the importance of context in shaping the self.

By continuing to explore the myriad of factors that influence self-identity, researchers could better understand the evolving nature of the self and contribute to interventions that support identity development throughout the life course.

References

Damon, W. (1990). The Path to Self-Definition: Meaning in Life.

Erikson, A. H. (1950). Childhood and Society.

Herter, S. (1999). The Construction of the Self: A Developmental Perspective.

Marcia, J. A. (1966). Development and Validation of Ego Identity Status.

McAdams, D. P. (1993). The Stories We Live By: Personal Myths and the Creation of the Self.

Tajpal, H., and Turner, J. C. (1986). The Social Identity Theory of Intergroup Behavior.

Damon, W. (1990). The path to self-definition: Meaning in life. In W. Damon (Ed.), The ontogenesis of self and identity: A theoretical approach (pp. 187–216). Lawrence Erlbaum Associates Publishers.

Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.

Harter, S. (1999). The construction of the self: A developmental perspective. Guilford Press.

Marcia, J. E. (1966). Development and validation of ego-identity status. Journal of Personality and Social Psychology, 3(5), 551–558. https://doi.org/10.1037/h0023281

McAdams, D. P. (1993). The stories we live by: Personal myths and the making of the self. The Guilford Press.

Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel & W. G. Austin (Eds.), Psychology of intergroup relations (pp. 7–24). Nelson-Hall.

Integrative Social Self Theory (ISST)

The integrative social self theory or model is discussed below as a framework for understanding the construction of self-identity across the lifespan. The model assumes that the entire process of individual socialization is driven by the interaction between innate brain structures and external groups.

Early in life, infants are thought to possess innate templates—internal matrices that help create internalized personas.

These characters may be based on real people, groups, or even fictional characters from stories and media. Their internalization results in dominant emotions, attitudes, and behaviors that reflect the original characteristics of these influences.

The model begins with the "biological primordial core," the "primordial self," a fundamental set of innate structures and instinctual processes that contribute to emotional reactivity, basic cognitive functions, and temperamental traits.

This core is not static; instead, it is subject to change throughout life due to factors such as trauma, substance use, or medical conditions. Importantly, it provides the platform for the development of higher-order intrapsychic structures. Developing superstructures include:

"Internalized figures’ group" or metaphorically "board of internalized figures": A hierarchical organization of internalized figures—both positive (e.g., nurturing and guiding influences) and negative (but not to the extreme extent that they would otherwise be classified as enemies)—who regulate attitudes and behavior. One member of this group, often referred to as the "inner leader," may exercise a censorial role by determining what attitudes or emotional responses are acceptable to this internalized group.

Internalized enemies’ group: Represents the internalization of figures perceived as threatening. Such figures generally remain outside the internal board unless they are activated or created by extreme or traumatic events, in which case they will sometimes invade the internal board.

Self-representations: These include developing images of the self (e.g., child, adolescent, adult) and contribute to a continuous stream of internal attitudes and behavioral scripts. Self-representations receive a flow of information mainly from the current board of directors but, in certain circumstances, also from the enemies’ group.

Illustration of our new integrative social self model.

Let us first consider in more detail the primary self (the biological fateful core): The primary self is composed of innate biological structures and instincts that form the innate basis of the parts of the personality and also includes cognitive and emotional processes.

This primary self has its own dynamics throughout the person's life and is subject to changes with age, following illness, trauma, drug use, addiction, etc.

Both the instincts and basic needs of each person change according to different periods of development and aging – hence their influence on behavior) and may be changed by drugs, trauma, diseases, etc.

Within the primary self there is the potential for innate instrumental abilities, but they can also be promoted, or conversely, suppressed, through the influence of reference groups.

The primary self also has cognitive abilities, some of which are innate and some of which depend on interactions with the environment in the first years of life.

In addition, it includes temperament and emotional intelligence, which are partly innate and partly dependent on interactions with the environment in the first years of life. Finally, it includes an energy charge that is largely innate but can be suppressed through the influence of reference groups, as well as through various situational factors.

The primary self also includes the seven channels of personal sensitivity: Individual Sensitivity Channels (ISC) that reflect our personal reactivity in response to stressors (both external and internal).

So far, we have identified seven sensitivity channels:

1. Sensitivity to one's status and location (status channel)

2. Sensitivity to changes in norms (norm channel)

3. Sensitivity to emotional attachment to others (attachment channel)

4. Sensitivity to threat of any kind – physical, economic, etc. (threat channel)

5. Sensitivity to changes in routine (routine channel)

6. Sensitivity to changes in energy level and the ability to act derived from it (energy channel)

7. Sensitivity to proprioceptive stimuli coming from the body (proprioceptive channel).

From the primary self as stated above, a number of structures on innate nuclei continue to develop that form the basis for the development of the infant and subsequently the person throughout his or her life with the figures around him or her: three structures that together make up the secondary self or the social self, these include:

a] the group of internalized figures, which is metaphorically called the board of directors or directorate of internalized figures,

b] the group of internalized enemies (the group of enemies),

c] the group of internalized self-representations.

The array of internalized figures consists of internalizations of influential figures in a person's life, arranged in a hierarchical order [as mentioned, we metaphorically call this group of internalizations the internalized figures’ board or the internalized figures’ directorate].

These figures have an ongoing dialogue between them and sometimes even conflicts, while one or more of the internalized figures has the greatest influence on the person's attitudes, feelings, and behavior, which we have called the "leader self" [a figure previously also called the "dictator self," see previous discussions].

The positions of the internal leader play a central role in making decisions about the internalization of information and figures. He decides whether to reject the internalization, or if it is accepted, in what form it will be internalized.

In other words, in a certain sense, we assume that this influential figure is also a type of internal censorship. It should be emphasized that these are not concrete hypotheses about the presence of internalized figures in the individual's inner world as a kind of "little people inside the brain," but rather their representation in various areas of the brain whose nature and manner of representation still require further research.

We should also note that although we call this figure the "inner leader," with the exception of a certain type, his characteristics are not the same as those of a ruler in a particular country, but rather this figure is dominant and influential among the "board of figures."

We note that the events and characters in the external world maintain a kind of dialogue mediated by the "experience coordinating agency" [see previous conversations] with the internalized characters on the board [or with the group of internalized enemies – see below] and may affect the expression and sometimes even the hierarchy of the characters on the board of internalized characters.

In addition, it is possible that, similar to short-term memory, parts of which are transferred to long-term memory, also with regard to the internalization of characters on the board, there is a short-term internalization that, depending on the circumstances, importance and duration of the character's influence, will eventually be transferred to long-term internalization in the board of internalized characters.

This consists of "secondary selves" that include the following types:

1) Representations of internalized figures that originate from the significant figures that the person has been exposed to during his or her life, but as mentioned, there may also be imaginary figures represented in books, films, etc. that have greatly influenced the person.

2) Internalized representations of "subculture" [subculture refers to social influences in the environment in which a person lives and are not necessarily related to a specific person].

We note that a person is usually unaware that his or her actions, feelings, and attitudes are caused by the dynamic relationships between these internalized figures.

We will add that internalized key figures in the board [usually human], usually refer to significant people in a person's life who have played a central role in shaping their attitudes, beliefs, values, and self-perception.

These figures may include family members, friends, mentors, teachers, or any other influential person who has left a lasting impression on the person's psyche. Sometimes, these will also include historical, literary, and other figures who have left a prominent mark on the person and have been internalized by them.

The term "internalized" implies that the influence of these key figures has been absorbed and incorporated into the individual's thoughts, attitudes, and behaviors. This internalization occurs through a process of observing, interacting with, and learning from these important people. As a result, the individual may adopt certain values, perspectives, and approaches to life that reflect those of the influential figures. These internalized figures can serve as guiding forces in decision-making, moral reasoning, and emotional regulation.

Now we will note, in addition, that from the primary self there develops a structure called the "enemies’ group." Thus, in addition to the palette of internalized characters, in the social self there also exists the "enemies’ group," and more precisely, the "internalized enemies’ group."

This is the place where the characters who significantly threaten the person are internalized, while the dominant characters in the character board prevent them from entering and internalizing within the characters (we have assumed the existence of this group in the past year in light of the thought of the evolutionary need of animals and humans to create such a group for their survival, see extensive reference to the subject of enemies below).

The characters in the "enemies’ group" are characters with negative emotional value and are represented schematically in relation to the characters in the internalized character board.

We note that the transition between the internalized character board and the enemies’ group is usually not common or even rare and usually occurs following a traumatic or threatening event for the person. In addition, from the primary self, as mentioned, a super-group of "self-representations" develops at different life stages [e.g., self-representation as a child, teenager, adult, etc.], including body representations. The self-representation in a certain sense is also a kind of container for the flow of information of emotional attitudes and behaviors from the dynamics in the characters’ board.

We note that each of the internalized characters in the character board and the internalizations in the enemies’ group and the self-representations’ group have their own attitudes.

While the leader figure (or figures) on the internalized board represent the most senior and dominant positions in the hierarchy of board figures, they may censor figures from joining or not joining the board if their positions conflict with those of the leader or leaders, and sometimes even join the enemies’ group if they pose a significant threat to the internalized leader or leaders on the board.

We now note that self-identity according to our model is represented primarily by the current self-representation.

This representation receives input primarily from the board of internal figures but is also influenced by the primary self and its sensitive channels.

The following are suggestions for an integrative social self-model and early to late adult internalizations that contribute to the formation of self-identity.

An individual creates representations of the self at different life stages (e.g., “I am a child” representation, “I am an adolescent” representation) combining feelings, attitudes, and behaviors derived from the internalized character schema, internalized enemies’ figures, and internalized representations.

It is worth noting that the primary self also interacts with external influences, shaping higher-order psychological groups.

Intense negative experiences (e.g., trauma) can inhibit the integration between the primary self and higher-order groups, leading to a variety of mental pathologies.

This model of personal identity or self-identity therefore revolves around the concept of “internalized key figures.”

The role of internalized figures in personal development:

Positive influence: These figures serve as guiding forces for decision-making, emotional regulation, and moral judgment. They can foster resilience, stability, and well-being.

Negative impact: On the other hand, these figures may lead to internal conflict and hinder personal development, especially when they contribute conflicting perspectives or unhealthy beliefs.

Implications for personal identity:

This model emphasizes that a person's self-identity is not static but is a dynamic interplay between the biological core and the internalized social influences that make up the "internalized figures’ board" mainly information that flows into the current self-representation.

Self-awareness and personal growth involve understanding these influences, recognizing the "dictator self," and perhaps changing the dynamics of this internal board of directors to promote healthier self-development.

Here we will summarize the issue of internalization in general and the internalization of human figures in particular into the internalized social groups [the internalized figures directorate, the internalized enemies’ group, and the internalized self-representations group].

Early Development and Caregiver Influence:

In infancy (0-3 years), children are shaped primarily by their caregivers. At this stage, they absorb emotional expressions, sounds, and nonverbal cues. Caregiver behaviors—whether calm, nurturing, or tense—imprint basic regulatory mechanisms and form the basis for trust and emotional security. This stage is marked by:

Emotional observation and mirroring: Children imitate facial expressions, tone of voice, and body language. For example, a calm caregiver helps instill confidence, while consistent tension can increase anxiety.

Attachment Formation: Secure attachment leads to self-confidence; inconsistency can sow the seeds of later emotional difficulties.

Early Imitation Learning: Simple behavior and basic social awareness are formed as toddlers imitate actions and expressions without critical evaluation.

As children grow into the preschool years (4-6 years), language and reasoning begin to develop. Here, internalization becomes more explicit: children begin to attach meaning to the attitudes of caregivers.

They learn values such as kindness, honesty, or authority through reinforced behavior during play and social interactions. This period marks the transition from mere imitation to a developing understanding of social norms.

Internalization in Childhood and Adolescence

Internalization in Early School Age (7-9 years) and Preschool Age (10-12 years):

During the early school years, children become more independent and begin to compare the attitudes and behaviors of caregivers to those of peers, teachers, and media influences.

They begin to form ethical and moral identities and learn emotional regulation. During adolescence, children develop greater self-awareness and critical thinking skills. They begin to evaluate and sometimes challenge internalized values, as peer influence becomes increasingly important.

Social comparison: Children evaluate their abilities and worth in relation to their peers, which can strengthen self-esteem or arouse self-doubt.

Moral Thinking: Through observation and reflection, children incorporate fairness, honesty, and empathy into their self-concept.

Adolescence (12-18 years):

Adolescence is a time of significant transformation, in which individuals explore their identities more deeply and critically. They begin to question and reinterpret the values shaped by caregivers. With increased cognitive sophistication, adolescents experiment with different roles and ideologies, weighing external influences against their emerging self-identity.

Peer influence and social networks now play a central role in shaping their internalized beliefs.

Examples of positive internalizations:

Nurturant behaviors: The caregiver’s encouragement and guidance of the patient can lead the child to internalize values of kindness, perseverance, and creativity.

Positive reinforcement: Praising effort rather than innate ability builds confidence, independence, and a secure self-image.

The dual expression of caregiver’s attitudes

Caregiver’s attitudes – positive versus negative:

Throughout development, caregiver’s attitudes can have both nurturing and damaging effects on a child’s self-identity. The text describes a spectrum of caregiver’s influences, including:

Constructive attitudes: These include supportive communication, encouraging inquiry, and modeling empathy, responsibility, and fairness. When caregivers actively listen, validate feelings, and set healthy boundaries, children learn to communicate openly and develop strong self-esteem.

Harmful Attitudes: Conversely, negative attitudes can lead to low self-esteem, suspiciousness, phobias, or obsessive tendencies. Examples include:

Critical or overly conditional praise: Constant criticism or praise tied solely to achievements can lead to feelings of inadequacy or perfectionism.

Comparisons and favoritism: Frequent comparisons with siblings or peers can create feelings of inferiority and damage self-worth.

Threat or fear-oriented messages: Statements like “Don’t trust anyone” can instill an unwarranted distrust of others, and even lead to phobias.

Communication-inhibiting behaviors: Belittling or disruptive responses can discourage children from expressing themselves, resulting in social withdrawal or emotional suppression.

Specific areas affected by caregiver positions:

Self-esteem: Negative feedback, constant comparisons, or conditional affection can lead children to internalize a diminished sense of self-worth.

Suspicion: Overprotective or fear-based warnings can cause children to develop excessive distrust of others.

Phobias and Obsessive Behaviors: Exaggerated warnings about seemingly benign objects or routines can lead to irrational fears (e.g., fear of water, insects) or compulsive actions (e.g., repeated handwashing or rigid adherence to routines).

Attachment and Communication:

The nature of the caregiver-child attachment plays a critical role in identity formation.

Overdependence, manipulation, or dismissive communication can hinder the development of independence, while healthy attachment—balanced with respect for autonomy—nurtures resilience and open dialogue.

Self-Identity Developing Across the Lifespan and Summarizing Insights

Self-Identity in Later Life:

Adolescence and Young Adulthood (13-25 years):

Identity exploration peaks during these years. External validation from peers and achievements often guide self-worth, while career aspirations and relationships contribute to the formation of a more mature self-identity.

Early adulthood (26-40 years):

During this stage, people begin to prioritize personal fulfillment over external approval. Professional identity, long-term relationships, and personal growth are key to forming a secure self-concept.

The developmental framework continues into adulthood, showing that attitudes and behaviors internalized from early experiences continue to develop:

Middle Age (41-65 years):

People often reflect on their past choices and reassess their identity. This period may bring a sense of stability or a midlife reappraisal, in which personal values, achievements, and legacy become the focus.

Older Adulthood (65+ years):

Later in life, identity is often characterized by acceptance and wisdom. There is a shift from external validation to a reflective self-concept, in which memories, life lessons, and contributions to society influence a person’s sense of self.

Strategies for Building a Positive Identity:

Throughout the life course, the text suggests that caregivers can foster a healthy self-identity through:

Active listening and encouraging expression: Engaging in meaningful dialogue that validates the child’s feelings and ideas.

Modeling empathy and respect: Demonstrating openness and honest communication helps children develop these qualities.

Encouraging independence and critical thinking: Allowing children to make decisions, even if they occasionally fail, builds confidence and self-reliance.

Maintaining Balance: While guidance is essential, it must be balanced with respect for the child’s evolving individuality to avoid fostering dependency or rigid thinking.

Conclusion:

The summary provided by the integrative social self theory emphasizes that self-identity is a dynamic construct throughout life. From the earliest interactions between an infant and caregiver to the reflective self-esteem of older adulthood, each stage of life is characterized by the internalization of external attitudes.

Positive and negative influences from caregivers—whether manifested in nurturing behaviors or harmful criticism—play a central role in shaping not only immediate behaviors and self-esteem but also an individual's personality and ongoing worldview.

The ongoing interaction between innate tendencies and environmental inputs ultimately leads to a complex and evolving self-identity that reflects the person's totality of experiences and relationships.

Finally, we summarize the development of internalization in the context of the primary self and the secondary internalized groups that will lead to the development of self-identity in the table below:

This table therefore represents a way to map the development of personal identity across the lifespan by showing how innate (primary) structures interact with social influences (secondary selves) to produce the complex and evolving representation of the "Me" that defines who we are.

So far for now,

Yours,

Dr. Igor Salganik and Prof. Joseph Levine