The lived experience of introverted adolescent girls
LE3 .A278 2016
Master of Education
In this thesis, the researcher inquires into the narratives and fictionalized narratives of six self-identified introverted adolescent girls from ages 12 to 14. The research is conducted using narrative inquiry as methodology, a methodology informed by the researcher’s own identity as an introvert and beginning counsellor. The researcher also employed a novel methodological approach, using a social media site to co-create one of the research spaces for photo elicitation with his participants. Thematic analysis reveals several prominent themes including authentic identity and personas, the importance of family and close friends, and the significance of comfort and familiarity. The research participants were largely positive about their introversion. The researcher connects the findings to existing literature on introversion, and finally provides recommendations for teachers and counsellors to improve the school experience for introverted adolescent students.
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