A creative writing intervention to enhance self esteem and self efficacy in adolescents

Genevieve Chandler, University of Massachusetts - Amherst

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DOI: 10.1111/j.1744-6171.1999.tb00047.x

Abstract

PURPOSE. To describe the rationale, content, and results of a group creative writing program to increase adolescent self-esteem and self. METHODS. Subjects were low-income, at-risk minority youth (N = 11). Free writing in response to specific exercises, sharing their own stories in their own language, and responding to their peers were used daily for 2 weeks as part of the high school English class. The program was oriented toward health rather than problems, with the content created by the adolescents. FINDINGS. The opportunity to tell their own story, in their own language in a safe, structured setting with positive feedback led to higher self and self-esteem. CONCLUSIONS. This study suggests that a writing intervention focused on building self-in-relation self esteem and the four aspects of self resulted in increased sense of zoell-being.