Written Self-Expression as a Key to Understanding Adolescent Friendships and Identity Formation
Date
1989
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Haverford College. Department of Psychology
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Thesis
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Award
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eng
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Haverford users only
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Abstract
The purpose of this study was to examine how written self expression can be a relevant indicator of adolescent identity formation, understanding of friends, and of gender identity. The 18-day journal study had 21 ninth graders responding to questions and making unstructured entries on a daily basis. Results fell into 3 categories: self and identity formation, friendship and friendship expectations, and journal writing. Female subjects tended to disclose more about themselves, expressed a more negative overall tone, and described themselves more relationally than boys did. Additionally, females described their friends with more characteristics than males did, were more apt to describe relationships as reciprocal, and placed high value on loyalty and commitment as friendship expectations. Males were not as easily categorized about friendship expectations, but did expect friends to provide help for them. Females tended to be more enthusiastic about the study. Both males and females admitted learning about themselves through the study. In general, all subjects expressed complex emotions that could not always be stereotyped. The suggestion is that theories of adolescence should be modified in order to incorporate the complexity of experiences felt by different adolescents.