Narrative Matters: words that hold: poetic form and the developing adolescent self

Area of Science:

• Psychology
• Adolescent Development
• Creative Writing Studies

Background:

• Adolescents in institutional settings often face pressure to perform identity rather than explore it.
• Poetry, especially brief, metaphor-rich forms, can act as a bridge for gradual, relational identity exploration.
• School settings present opportunities for structured identity development interventions.

Purpose of the Study:

• To reflect on a school-based poetry curriculum designed for adolescents at risk for behavioral and emotional concerns.
• To examine how specific poetic forms can serve as narrative tools for adolescent identity formation.
• To explore the potential of poetry in facilitating safer and more agentic identity exploration.

Main Methods:

• A six-session, school-based poetry curriculum was implemented.
• The curriculum utilized specific poetic forms (six-word stories, sentence stems, persona-based writing, unsent letters, group poems) as narrative tools.
• The focus was on how these forms shape the expression and revision of adolescent identity.

Main Results:

• Poetic forms influenced what adolescents could articulate about their identity.
• The curriculum provided a framework for adolescents to hold, share, and revise their identities.
• Specific poetic structures facilitated a gradual and relational process of identity exploration.

Conclusions:

• Poetic forms offer a valuable pathway for adolescent identity exploration in school settings.
• This approach has meaningful implications for school-based mental health practices.
• Poetry can empower adolescents to explore their identity on their own terms, fostering agency and safety.