Research Paper-December 18, 2007

Margo Eatmon

Ms. Robinson

Hn English 3, 4th Period

18 December 2007

Sister Love

Low confidence is crumbling into a self-hatred apparent in the behavior of adolescent American girls. Biological and social factors have predisposed the group to be easily influenced by societal interactions: negative input damages their self-esteem and handicaps their social skills. The psychological vulnerability of this group be addressed and fortified, but lasting reform requires action by the girls themselves, who bear the most influential sway. An agenda to promote confidence and exploration may be synthesized from honest discussions between classmates, teacher, and parents. A focus on strength-building and positive reinforcement will arm girls against criticisms and provide them with the courage and communication skills necessary for personal achievement. Without proactively strengthening themsleves, the young females will trip on their insecurities.

Sensitive to minute discrepancies, teen girls’ psyches persistently experience shock. Self-obsessed, they are unable to logically scale the significance of personal events (Pipher 59-60). An ugly outfit is ridiculously painful to a girl, and contains the potential to extend-like many negativities-into depression. She also contrives that all of her peers are concerned with her offense…No one is truly afflicted by her fashion faux pas, but her discontent is magnified by imagined scorn. Relational insights are lost to self-inversion, and many girls are unable to identify the sentiments of peer interactions. Often is malice insinuated from neutral commentary, and some social conflicts exist only in imagination. Teen self-absorption produces tremendous mood swings, as each progressive event takes center stage. A good test grade will make her happy for the rest of the week…until her books get kicked in the hallway.

Also contributing to the volatility of their emotional conditions are hormonal stimuli, and the uncontrollable shifts can further confuse and upset girls (Pipher 19-20). Even if one can socially incorporate her wild emotions, internal contradictions are eventually revealed. Girls resolve character ambiguities by testing for favorable social reciprocations; but by establishing a social character with approved behaviors, the group multiplies their vulnerability to peer judgment. Girls inevitably fail unanimous approval-a miserable degradation to their raw emotions. The need to please is integral in personality development (Newman, Lohman, and Newman), as social coping skills are developed by the validations (or criticisms) bestowed by surrounding persons; however, when the magnitude of these social interactions is inflated by the adolescent ego, the fascination with failure undermines growth potential. External pressures may as well discourage healthy self-exploration. Girls are unsure how to incorporate their dynamic persona in the treachery of social interaction, and suppress their revolutions. Career goals, assertion of private interest, and optimism are expressed in varying degrees of brilliancy, and though healthy personality development that eventually arises from this experiment in self-definition, girls lack confidence in themselves. Uncertainty further exposes self-actualization to the peer definitions.

Body image awareness, though perverted by the media, is nevertheless prevalent in teenage girls. As puberty and extreme hormonal activity impose terrific changes, they are fascinated with every curve, hair, and pimple that seemingly materializes overnight. Girls sense of peer demands of physical image and discontent imbeds itself in the vanity-as the malleable female ego is clawed by others.

Girls-with or without intention-dictate the self-image of peers. Peer inclusion, emotional destruction, and harassment are all woven into the communications of the teens. Group inclusion and role appropriation motivates the behavior of adolescent girls, as an identifiable social role is a source of pride. Clearly defined friendships are a source of confidence to the members, who tout their ideals and excursions with pride, but the ability to identify cliques distresses those who consider themselves unincluded (Newman, Lohman, and Newman). Group exclusivity may be implied or directed intentionally. Some activities (birthday parties, weekend trips to the movies) are not consciously exclusive, as the participants are determined by an existent companionship. Inclusion of outsiders with such a group is unlikely, but exclusions are unintentional; uninterested for whatever reason, peer groups do not incorporate all who desire their company. Demeaned and frustrated, girls who are “left out” lack the insight to recognize futility and unremittingly attempt to win attention. Their admirations will never be returned, though, and social anxieties arise when motivated to please the group (despite inevitable failure). Even within an identifiable peer group, emotional stressors are aggravated by unreciprocated friendships. If she feels unappreciated by an esteemed friend, the girl will steep in the rejection (Newman, Lohman, and Newman). Although some social, educational, and therapeutic measures may be necessary to triumph implied social insecurities, the most stringent reforms must focus on conscious discriminations.

Fifteen out of 26 high school students surveyed reported peer abuse, which generally perpetuated low self-esteem and suppressed self-expression. Intentionally distressing a certain girl with rumors, malicious judgments, and harassments (both physical and verbal) is unacceptable in the social interactions of adolescent females, yet ill sentiments litter student populations. All exclusions provoke depression and social anxiety (following outrageous attempts to seek approval).

Fearing societal retributions, girls recognize and adapt to norms with great sensitivity. Social norms are established at all levels of congeniality, from the attire pressures present in the entire student population (as identified by survey takers), to the moral rigors imposed by intimate posses (also identified in survey). Though some behavioral pressures protect virtue, others are instated arbitrarily-such as participation in athletics. Group activities that do not suit individual goal foci force teens into discontented exclusion or inclusion. Likewise, superficial standards of achievement are established within a group. These external motivations produce a higher rate of failure and self-criticism than the personally contrived goals that are sacrificed to societal devotions. Conformity and the associated pressures are obviously unhealthy and unproductive for the developing mind: adolescent disposition requires positive encouragement rather than incessant defeat.

The stream of emotion that imbues all female interactions has must be recognized. Girls are expressive of their emotions-openly sharing frustrations (parents!) and glorifications (boyfriends!) with intimates and peers. Disgust and cheer are obvious, and girls wield offensive with their critical honesty. Perversely, their reliance on nurture and appreciation from comrades leaves female personas vulnerable, and when necessary encouragement does not come from peers, girls are hurt. “Ruminative coping” arises when the ego is traumatized, and the readiness of girls to share the wallowing negativity sucks entire factions into pessimism (Newman, Lohman, and Newman). In the high school swamps of dissatisfaction, girls are exhibiting their unhappiness in destructive behaviors, unable to articulate or otherwise communicate angst.

Adolescent girls are losing the ability to appreciate their strengths, and their dissatisfaction leaks destructive behaviors. Appearing as depression, internal turmoil perpetuates into self-hatred. Wrist cutting, burning, and skin picking are all behavioral disorders among teen girls that may be motivated by depression and inability to healthily express dissatisfaction. Physical obsessions are inspired (aside from media pressures) by the superficial regulations of peer groups. Vanity overwhelms wholesome pursuits, as girls sacrifice even sleep to achieve physical perfection. Girls remain unsatisfied; the absurdity of faultlessness is beyond teen comprehension. Eating disorders: anorexia, bulimia, and compulsive “binge” eating arise from food and weight insecurities. Tanning beds quietly cook girls in time for prom. Eighteen of the 26 survey takers wore makeup daily; they straighten, curl, gel, and perm their hair; brand labels can readily be identified. Money is poured into chemical treatments, hair removals, and new wardrobes that flaunt the latest trends: they do not recognize that their time and money is invested in short-term images. Superficial devotions compensate for otherwise insecure personas, rendering social destruction inevitable. Peers quickly recognize low self-confidence, but undue pride is as vehemently retorted. Likewise, conformity is as brutally ridiculed as non-conformity. Personal assertions must transcend social encouragements because unanimous peer approval does not exist. Girls who do not know how to assert themselves are miserable and uncomfortable, unable to build healthy relationships because they focus on the concessions to the friend, relative, boyfriend.

Logically, not all demeaning behavior can be eradicated from the female teen population, but a societal change must be impressed. A compromise cannot be reached until the girls recognize that the behaviors they are displaying are inappropriate-consider this text a “call to arms.” Education in women’s health and behavioral psychology is needed…with a reciprocated desire to learn from the girls. Furthermore, they must reform, and encourage positive self-actualization in peers; and take action, by establishing goals, volunteering, and confronting internal discord.

Although adolescent conflicts are self-generated, girls lack the education needed for resolution. Health and psychological education will clarify developmental tribulations, and classes in etiquette should reinstate the endangered tact. Whether instated by the school, established as a club, or provided by an outside organization, teenagers need a women’s health class that is more extensive and specialized than a high school physical education curriculum provides. Assurance that their physical and emotional revolutions are “normal” is comforting to the individual. Education of proper health habits-hygienic cleaning, appropriate diet and exercise, skin protection-is not only an excellent ward against health problems, but it also promotes a healthy body image that values agile muscles and calcium-rich bones instead of 24-inch waists and arched eyebrows. Psychological education will also bolster a health body image, teaching girls to love their body as is. Interactive programs that focus on individual strengths, as presented by Doctor Johnson, teach girls realistic self-evaluations and buttress the ego. Understanding their emotional pathways will help girls consciously recognize insecurities, as well as the embellishments and disproportions that they interpolate themselves. Group discussions can formulate defenses against bullies and show girls how they may be depressing their peers; realization of other girls’ emotions may inspire girls to refrain from certain behaviors. Because we don’t know how to express ourselves appropriately, girls have resorted to verbalizing all of their feelings. Tact and manners, enforced through social pressures or an actual class, are vital to social harmony.

Communications between teen girls are riddled with negative input. End all malicious exclusion. No rumors. No gossip. No name-calling. No undue criticisms. And no toleration of others: peers are responsible for enforcing positive behaviors from classmates. Reformation should focus on encouraging self-worth, and appreciation must be more readily expressed-whether for a classroom favor, a secret’s confidence, or the acquaintances shared. Girls deserve to be recognized, even just for being in existence. Encourage the formation of personal goals and the pursuit of individual interests among friends; attendance at sporting events, respect of study time, and involved inquiries all reinforce amiable significance. Girls can also influence their friends by establishing a healthy body image and correlating negative/positive connotations with health instead of cultural standards. Esteem can be constructed for the self by engaging in a cooperative project.

Membership of a sports team may delight some girls, while other girls seek less demanding functions, but a need to be needed is intrinsic to adolescent females. And volunteer outlets need. An integral role in completion of a project shows a girl her importance to group activities: purpose and worth are actualized in a volunteer situation. Teenage girls are desired everywhere. Schools and churches often provide clubs or other outlets for volunteer service, and girls have a world in which to create new ones. Not only are volunteer clubs an excellent production for adolescents, the leadership imposed by the creation of any club solidifies individual purpose. With the proper resources and encouragement, teen girls can learn the focus of improving poverty instead of pimples.

America is endless in the opportunities for young women. Rather than attacking the vulnerabilities in others, girls should be unifying in celebration of our healthy minds and bodies–an easy feat with proper educational outlets, social reforms, and personal augmentations. If informed of their potential, teenage females can rock the world.

 

Works Cited

Johnson, Norine G. “On Treating Adolescent Girls: Focus on Strengths and Resiliency in Psychotherapy.” Journal of Clinical Psychology 59 (2003): 1193-1203.
Newman, Barbara M., Brenda J. Lohman, and Philip R. Newman. “Peer Group Membership and a Sense of Belonging: Their Relationship to Adolescent Behavior Problems.” Adolescence. 42 (2007): 241-263.
Pipher, Mary. Reviving Ophelia: Saving the Selves of Adolescent Girls. New York: Grosset/Putnam, 1994.
Powers, Theodore A., Richard Koestner, and David C. Zuroff. “Self Criticism, Goal Motivation, and Goal Progress.” Journal of Social & Clinical Psychology. 26 (2007): 826-840.

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