title: The process of self-regulation in adolescents: A narrative approach.
abstract: This qualitative study utilized a narrative approach to explore the process of self-regulation in adolescents and to examine the functions of various relational genres on psychological state and context expressions in this process. Nineteen participants, who live in high-risk settings were recruited from a youth development and life skills program located at an urban public high school in the United States. The goal of this project is to craft a process method for research and practice on adolescents' self-regulation while providing evidence for self-regulation being a complex process. This research uses an exploratory study design with a narrative approach, utilizing text message based activities in the method. Findings from the plot analysis suggest that for adolescents, the process of self-regulation begins as highly emotional and then becomes a more emotionally and cognitively balanced process. In addition, adolescents utilize different strategies to resolve conflict situations across different contexts and relational genres.
authors.affiliation: The Graduate Center, CUNY, 365 Fifth Ave, 6th Fl, New York, NY 10016, USA. Electronic address: kellyaconover@gmail.com.
authors.forename: Kelly
authors.initials: K
authors.lastname: Conover
authors.affiliation: The Graduate Center, CUNY, 365 Fifth Ave, 6th Fl, New York, NY 10016, USA. Electronic address: CDaiute@gc.cuny.edu.
authors.forename: Colette
authors.initials: C
authors.lastname: Daiute
mesh_terms: D000293:Adolescent; D000294:Adolescent Behavior / Q000523:psychology*; D005260:Female; D006801:Humans; D008297:Male; D033262:Narration; D036301:Qualitative Research; D012574:Schools; D000068356:Self-Control / Q000523:psychology*; D013334:Students / Q000523:psychology*; D060145:Text Messaging; D014481:United States
keywords: Adolescent development; Emotion regulation; High-risk setting; Narrative; Self-regulation