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Table 1 Theory-based suggestion for a meaningful substructure of the construct “Identity Integration vs. Identity Diffusion” and its operationalization into AIDA scales, subscales, and facets

From: Identity development in adolescents with mental problems

Identity integration vs. Identity diffusion  
Scale 1: Scale 2: Psychosocial functioning
Identity-Continuity vs. Discontinuity Identity-Coherence vs. Incoherence
Ego-Stability, intuitive-emotional “I” (“Changing while staying the same”) Ego-Strength, defined “ME” (“non-fragmented self with clear boundaries”)
Sub 1.1: Stability in attributes / goals vs. lack of perspective Sub 2.1: Consistent self image vs. contradictions Self-related intrapersonal “Me and I”
F1: capacity to invest / stabilizing commitment to interests, talents, perspectives, life goals F1: same attributes and behaviors with different friends or situations, consistent appearance
F2: stable inner time-line, historical-biographical self, subjective self-sameness, sense of continuity F2: no extreme subjective contradictions / diversity of self-pictures, coherent self-concept
F3: stabilizing moral guidelines and inner rules F3: awareness of a defined core and inner substance
Sub 1.2: Stability in relations / roles vs. lack of affilitation Sub 2.2: Autonomy / ego-strength vs. over-identification, suggestibility Social-related interpersonal “Me and You”
F1: capacity to invest / stabilizing commitment to lasting relationships F1: assertiveness, ego-strength, no over-identification or over-matching
F2: positive identification with stabilizing roles (ethnic - cultural - family self) F2: independent intrinsic self-worth, no suggestibility
F3: positive body-self F3: autonomous self (affect) regulation
Sub 1.3: Positive emotional self reflection vs. distrust in stability of emotions Sub 2.3: positive cognitve self reflection vs. superficial, diffuse representations Mental representations accessability and complexity concerning own and others’ emotions / motives
F1: understanding own feelings,good emotional accessibility F1: understanding motives and behavior, good cognitive accessibility
F2: understanding others´ feelings, trust in stability of others’ feelings F2: differentiated and coherent mental representations