"Information from Human Environmental Sciences Extension.""Human relations."New 11/01/5M

Pike, Lynn Blinn

University of Missouri: MOspace

What is teen journaling? Teen journaling is a tool for helpingteens understand themselves better.Because it is a form of personalexpression, journaling can occur inmany ways: writing, drawing, collages,sketches, pictures, newspaper clip-pings, photos, painting, scribbling andmany other forms. Its purpose is to  (1) help adolescents gain a more posi-tive perspective on their lives by devel-oping an awareness of events,memories and feelings in their lives;and (2) help adolescents learn copingskills that can be used throughout life.At the same time, journaling can alsohelp adolescents to use their imagina-tions and natural creative talents, toimprove their communication skills, andto realize self-interests and possibilities.Journaling activities can bedesigned to help young people gaininsights into the major areas of theirlives — including relationships withpeers, parents and other adults, theirbodies and health issues, and careersand other special interests.Uses of journaling As Lucia Capacchione states in her1989 book, The Well-Being Journal,“the privacy and personal nature of thejournal make it a perfect vehicle forspontaneous expression and discovery.Journal-keeping that is done for your-self alone provides one ingredient soessential to true exploration: freedomfrom externally imposed standards andjudgements. The journal is a safe placeto be yourself; to feel, think, observe,and dream. As long as it is kept confi-dential, except for selective sharing,then the threat of external criticism isremoved. The only critic you are leftwith is yourself… .”There are lots of situations and set-tings where journaling can help teens:at home, at school, while traveling, etc.Journaling is especially useful duringdifficult times, such as family crises,relocation, divorce or separation,school classes, grade changes, illnessor injury, addition of a new family mem-ber, loss of a loved one, conflict withothers and job changes. These eventsare often accompanied by strong feel-ings, such as physical or emotionalpain, confusion, insecurity, anger, fear,sadness or grief. At such times, journal-ing can be used as a “good friend,” aplace to express difficult feelings.Sometimes it is hard to put these feel-ings into words, so drawing, doodling,or even scribbling can be a perfect wayto let them out. At other times, thewords may be there inside, but there isno one to talk with about them. So thejournal becomes a “listener” withoutblaming or judging.Where to journal Journaling on a regular basis is agood way to acquire the habit andskills, although you need not journalevery day. However, the more often youjournal, the more skillful you become.Try to find a time of day when it feelscomfortable.Journaling is best done in a comfort-able, relaxing and quiet setting, freefrom interruptions and distractions.Some people like to observe a few min-utes of silence before beginning inorder to focus one’s attention. Othersprefer low-volume inspirational back-ground music. If there’s tension in anypart of the body, try and relax. Plan tospend 10 to 30 minutes journaling; lessHUMAN RELATIONSJournaling With TeensLynn Blinn Pike, MU Extension State SpecialistHuman Development and Family StudiesPublished by MU Extension, University of Missouri-Columbia GH 6150 Information fromHumanEnvironmental SciencesExtension Archi e version -- See exenio.missuri.duthan 10 minutes is usually not enoughtime for expressing thoughts and feel-ings. But the time spent is somewhatdependent upon what is to be writtenor drawn.Common journalwriting techniques  Dialogue: a written conversationbetween an individual and anotherperson or self. Timed, free writing: free expres-sion or “stream of consciousness”of thoughts without lifting pen frompaper for 2 to 5 minutes. Lists of people, events, things, feel-ings, etc. Cartoons: using cartoon charac-ters to express feelings, offer solu-tions to problems or have aconversation. Poems: free verse or rhymes to tella story or express feelings. Revisiting: reviewing and reactingto previous journal entries.Materials for journalingThe sky’s the limit for journalingmaterials and supplies! With so manyoptions you may feel confused as towhat is really needed to get started.How do you decide? Not to worry —once you start journaling, you willdevelop a better feel for personal style,and the wide array of possibilities won’tseem so overwhelming. However, if youare unsure about where to start, thefollowing suggestions may be helpful.PaperPaper may be lined or unlined.Some say that unlined paper helpsspark the creative processes. The typeof paper can vary as well. If includingart activities, it should be heavy or thickenough to handle glue, markers andpossibly paint – you don’t want the col-ors, ink or glue to bleed through thepages! You may want to purchasealready bound journals (e.g., a spiralbound 9” x 12” size with 60-lb. weightpaper is recommended), or you maywant to create your own binders,sketchbooks, portfolios or scrapbooks.Writing toolsThere is an endless assortment ofpens, pencils, markers, crayons andbrushes available at grocery stores, artsupply stores, bookstores, scrapbook-ing stores, sewing stores and even onthe Internet. Colors help express feel-ings and are more fun to use! Art supplies and othermaterialsOther art materials include, but arenot limited to, erasers, stickers, paints,watercolors, glue, patterns, ribbons,lace, fabric, stamps, photos, scissors,magazines and newspapers.Other journaling tipsUse journaling as a springboard orgateway to spark teen creativity andfree expression. But because journalingis a means of understanding yourself,self-honesty is very important. That’swhy privacy is also important, and whyjournals should be kept in a safe, pri-vate place. Each journal entry shouldbe dated so that the journal becomes apersonal history of growth and experi-ence. But at the same time, don’t worryabout spelling, grammar, penmanshipor punctuation.Group journalingGroup journaling activities in school-work or 4-H activities may include shar-ing particular entries with classmates,teachers or group leaders who can betrusted — meaning someone whodoesn’t criticize, ridicule or put downthe journaler or journaling activities. Ifgroup journaling activities stir upintense feelings or emotions, the groupleader should be prepared to providecomfort or referral to a counselor ormental health professional.Ground rules for journalingin a group setting Sharing is always optional. Whatever is expressed is personal,private and confidential — not to bediscussed outside the group ses-sion. Participants should respect thegroup leader’s efforts to create aquiet, calm and “meditational”atmosphere for the exercise. Participants have the right toabstain from any journaling activi-ties that are uncomfortable or emo-tionally upsetting.SpontaneityJournaling activities are not sacred.If you want to change an activity to fityour style as an individual or as amember or leader of a group, feel free(continued on page 4)2 Human Environmental Sciences ExtensionIllustration from a teen’s journal.University of Missouri-Columbia 3A group journaling workshopBelow is an outline for a group journaling workshop forteens. The eight sessions are based on the Damon andHart (1988) Self-Understanding Interview. Each sessionconsists of a warm-up exercise, journaling, and optionalsharing with the group. The workshop leader offersprompts for each exercise, and stresses that no oneshould feel pressured to share.Session 1: Self-definitionWarm-up prompt: Freewrite or draw for two minutes. Make lists of words ordrawings to describe yourself.Journaling prompts: How would you describe yourself? How would your friends describe you? How would you like to be described?Sharing prompt: Why is it important to understand yourself?Session 2: Self-examinationWarm-up prompt: Draw yourself or anything that represents you. Give yourdrawing a title.Journaling prompts: What are you especially proud of about yourself?  What are you the least proud of about yourself?Sharing prompt: What does what you wrote say about you?Session 3: Self as body, mind and soulWarm-up prompt: Draw something that represents your body, mind (i.e.,thoughts, feelings, fears, joys, etc.), and soul (heart, values,passions, dedications, devotions, spirituality).Journaling prompts: Have a written conversation with your body. Write anythingyou would like to say to your body, and then listen to whatev-er your body says to you.Sharing prompt: What does what you wrote say about you?Session 4: Self-interestWarm-up prompt: Draw something or someone that you feel so strongly aboutyou could change your life for, move for, etc.Journaling prompts: What is this person like? How do you find joy being with this person? How are you like this person?Sharing prompts: What does what you wrote say about you?Session 5: ContinuityWarm-up prompt: Make a three-part collage that depicts you as a child, you inthe present, and you in the future. (Note: The leader providesmagazines, scissors, and glue.)Journaling prompts: Imagine that you have to explain your collage to someoneelse. What would say about each of the three parts? How does your collage make you feel? What did you learn about yourself from doing this?Sharing prompts: How do you feel about your collage?Session 6: AgencyWarm-up prompts: Draw a line like this in your journal:Birth Mid-life Death Mark where you are now in your life with a star. Number four or five events in your life, in order, on the line. List the numbered events.Journaling prompt: Pick one event and write about how it made you the personthat you are today.Sharing prompt: Can you control the events in your life? Session 7: DistinctivenessWarm-up prompts: Take a picture of yourself and give it a title. (Note: The leaderprovides a Polaroid camera.) Draw, label, or scribble on or around your picture.Journaling prompt: Write about how the photo reflects your uniqueness in body,mind, and/or soul.Sharing prompt: Is there anyone else like you?Session 8: Review and reflection (Note: Before this session, participants receive a gift certificate toa local crafts shop where they can make a necklace or braceletthat represents them in some way.)Warm-up prompt: Share your necklace or bracelet and tell how it represents you.Journaling prompts: How would you describe yourself? How would your friends describe you? How would you like to be described?Sharing prompt: Go back to Session 1 and read what you wrote the first time.How has your description of yourself changed or stayed thesame?to do so. Be creative and use yourimagination.Quotes from teens’ journals✎ “Tonight this…made me feel goodabout myself and I learned howcreative I can be even if I don’tknow what I’m doing.”— 17-year-old✎ “Today’s (journaling) has reallyhelped me understand more aboutme and what I want in life andsome of the steps I have to take toget there.”— 19-year-old✎ “After doing these activities I amglad…because it’s good for me tothink about myself and my thoughtsand feelings, which I don’t alwaysdo on a regular basis.”— 17-year-old✎ “Today I can say that I’m notstressed. I’m feeling good aboutmyself and proud of me. Happy tomake new friends where ever I go,wanting to try to make something ofmyself ’cause that’s what peoplewant from me!”— 17-year-oldWeb sites on journalingJournals @ miningco.comhttp://journals.miningco.comJournals and Diaries @ Yahoo!http://dir.yahoo.com/Social_Science/Communications/Writing/Journals_and_Diaries/Progoff Intensive Journal® Programhttp://www.intensivejournal.org/Scrapbooks @ Yahoo!http://dir.yahoo.com/Recreation/Hobbies/Scrapbooks/ReferencesCapacchione, L. (1989). The Cre-ative Journal for Children: A Guide forParents, Teachers, and Counselors.Boston: Shambhala PublicationsCapacchione, L. (1992). The Cre-ative Journal for Teens. Van Nuys, CA:Newcastle Publishing.Damon, W., & Hart, D. (1988). Self-understanding in childhood and adoles-cence. Cambridge, England:Cambridge University Press.Kay, P., Estepa, A., & Desetta, A.(Eds.). (1998). Things Get Hectic:Teens Write About the Violence ThatSurrounds Them. New York: Touch-stone Books.Rainer, T. (1978). The New Diary.New York: Jeremy P. Tarcher/Putnam.Rindock, K.M. (1995). Dear Diary:Creative Journal Writing for HighSchool and College Students. Allen-town, PA: Log Cabin Publishers.Young, T.A., & Crow, M.L. (1992).Using dialogue journals to help stu-dents deal with their problems. TheClearing House, 65(5), 307-310.Ziegler, R.G. (1992). HomemadeBooks to Help Kids Cope: An Easy-to-Learn Technique for Parents and Pro-fessionals. New York: Bruner/Mazel,Inc.$.50 GH 6150 New 11/01/5M Issued in furtherance of Cooperative Extension Work Acts of May 8 and June 30, 1914, in cooperation with the United States Departmentof Agriculture. Ronald J. Turner, Director, Cooperative Extension, University of Missouri and Lincoln University, Columbia, MO 65211.  University Outreach and Extension does not discriminate on the basis of race, color, national origin, sex, religion, age, disability or statusas a Vietnam era veteran in employment or programs.  If you have special needs as addressed by the Americans with Disabilities Act andneed this publication in an alternative format, write ADA Officer, Extension and Agricultural Information, 1-98 Agriculture Building, Columbia,MO 65211, or call (573) 882-7216. Reasonable efforts will be made to accommodate your special needs.OUTREACH & EXTENSIONUNIVERSITY OF MISSOURICOLUMBIAIllustration from a teen’s journal.University Outreach and Extension at the University of Missouri-Columbia is available to train professionals and parents on journaling with teens. Please contact:Lynn Pike, 314 Gentry Hall, University of Missouri, Columbia, MO 65211Phone: (573) 882-3243; FAX (573) 884-4878E-mail: pikel@missouri.eduVisit the MU Extension Web site at: www.muextension.missouri.edu/xplor/

Journaling with teens (2001)

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