Advancing an understanding of selves in transition: I-positions as an analytical tool

Self-identity work appears to be a challenge for many service members as they transition and reintegrate into civilian life. When other cultural influences seem to threaten an established self as it labors with transition, tension and conflict may arise and can potentially impact mental health. Insights from an ongoing longitudinal project on the subject matter indicate that an analysis of an individual, which utilizes the concept of I-positions may serve as a useful analytical tool during these processes. A longitudinal methodology combining a narrative approach with such an exploration of I-positions derived from a dialogical self framework may prove to be a promising avenue to advance the understanding of selves in transition beyond the dichotomy of the military and civilian spheres. The bridging capacity of I-positions lies partly in the capacity of significant others to link the self to both spheres and to help fill the perceived void between these two realms, which in reality may be overlapping and intertwined. The findings suggest, facilitated by two case study examples, that military transition to civilian life may benefit from a dialogical approach. This dialogical mind-set could even already be introduced and established during basic training. However, there is also a shared responsibility for individuals in civilian contexts to invite former service members into open dialogue just as the service members themselves shall strive to initiate earnest dialogue. Future research is encouraged to widen the methodology and knowledge of selves in transition.

Read the full article
Report a problem with this article

Related articles

  • More for Researchers

    Examination of the mental health symptoms and stigmatizing attitudes of student servicemembers and Veterans in postsecondary education

    Abstract:Student servicemembers and veterans (SSM/V) face challenges when transitioning from military service into higher education, including mental health concerns and difficulties with academic and social adjustment. This study examined mental health symptoms, adjustment to college, stigma, and help-seeking attitudes among 79 SSM/V enrolled in postsecondary education. Participants completed measures related to depression (PHQ-8), anxiety (GAD-7), posttraumatic stress (PCL-5), adjustment to college (VAC), self-stigma (SSOSH), public stigma (SSRPH), and attitudes toward seeking professional psychological help (ATSPPH-SF). Results indicated that average scores reflected mild levels of depression, anxiety, and posttraumatic stress. Veterans reported significantly higher levels of depressive and PTSD symptoms compared to active-duty servicemembers. Number of deployments was negatively correlated with adjustment scores. Race and ethnicity were found to be significant predictors of help-seeking attitudes. Although college adjustment was negatively correlated with depression, anxiety, and PTSD symptoms, the findings did not reach statistical significance, perhaps due to the limited variability in the sample. Most participants reported generally positive attitudes toward mental health services, though both self-stigma and perceived public stigma were present. Service utilization was high overall, with 76% of participants reporting prior mental health service use and 44% who were currently engaged in treatment at time of survey completion. Findings underscore the importance of addressing cultural factors, deployment experiences, and stigma to improve adjustment, retention, and well-being among SSM/V in postsecondary education.

    Mental Health