Matthew Lashley Lynch
Senior Thesis | 2026
FlippingThroughtheWorriesofaTeenager:Explorationof theEffectsofAdolescentStressorsandComparisonCulture ThroughtheLensofDigitalMagazineIllustrations
MatthewLashleyLynch
Magazineshavealwaysbeenagatewayintothelatest trendsoraestheticspopularinmediaforthetime.Theyarealight readaspeoplecatchuponthelatestnewsorissuesonawidearray oftopics.Butmagazines,andmediaingeneral,canalsoindicate whatissociallyexpectedofpeople—particularryteens—asthey servetohighlightpre-existingstereotypesorrolesforpeople. Thesecanincludebodytypeandweight,academicand extracurricularachievements,socialranking,andgendernorms andexpectations.Indissectingthewaysthatmedialikemagazines canhaveadamagingimpactonteens’abilitiesinformideasofself andidentity,Iutilizedtheideaofthemagazinetovisualizethese oftenhiddenpressureswithintheteenecosystem.
Imagineateenleisurelycatchinguponthelatestnewsby readinganewmagazineorapostmadebyafriend.While seeminglyharmless,magazinesandsocialmediaarejustafraction ofthemultitudeofexternalfactorsthatadolescentsfind themselvestryingtomeet.Inanalreadydestabilizedtimeinterms ofidentityconsultationforteens,magazinesratherconstructedited materialtoshowoffanidealphysiqueorideaatthecostof pushingtheboundariesofrealism.InFigure1,theimagesshow comparisonsofthesubtlyphotoshoppedimagesofFaithHillin ordertomakeherappearskinnier.Thecoveristhenaccompanied bytextandinfographicsfor‘newskinnypills’and“look&feel yourhottestever”,whichpushesideasofthinnessbeingastandard andidealforreaderstofollow.Covers,magazines,celebrity photoshoots,andadvertisementsarecuratedinordertosellanidea ormerchandiseaseffectivelyaspossible.(Noro,2009)whichcan heightenexemplificationofthemost‘ideal’formsofphysical appearance,asseenwithFaithHill.Mediaaffectsnotonlythe socialstandardsatwhichtheyareupheldbutalsohowteensview themselvesincomparisontothoseideas:“Mediacansetand reinforcestandards(e.g.,the“ideal”body);providemodelsfor
socialcomparison;andeventuallyleadtopsychological(e.g.,body dissatisfaction),motivational(e.g.,pressuretobethinor muscular),orbehavioraloutcomes”(Mörietal,2022).Thus,as thispressuresteenstochaseforanidealversionofwhatis presentedtothem,thesepersonas,whichmodelsandcelebrities, curateasmeanstocompareandunderstandtheirownplacein society.
Figure1
SidebysidecomparisonofFaithHillfor RedBook Magazine
[Sidebysidecomparisonofphotoshoppedphotoofcountry singerFaithhill],Jezebel,2007, https://www.jezebel.com/heres-our-winner-redbook-shatters-our-fa ith-in-well-not-publishing-but-maybe-god-278919
Inliuofthisidea,Iwantedtoresearchthewaysinwhich externalfactors,outsideofjustthescopeofmedia,cannegatively affectteens'mentalhealthbutalsoalotmorethatneedstobedone inordertoaddressthesetopics.AHarvardandCommonsense study,whichinitiallyinspiredmyinterestatlookingatsocial pressuresandburnout:“Amajority(81%)ofAmericanteens reportexperiencingpressurethatmakesthemfeelbadinatleast oneofsixdomains,andmorethanhalf(52%)saytheypersonally experiencethisnegativepressureinthreeormoredomains” (Weinsteinetal,pg.5,2024).Mediaandmagazinesforsolong havebeeninstrumentsfortheexternalstressorstoconformor
presentoneselfinthemostidealisticwaypossible.Whilethistopic ismoregenerallythrustontotheteendemographicitcanhave lastingeffectsontheteensenseofidentity.Inwantingto counteracthowmediacanheightenalreadyestablishedpressures, I’vemadefiveillustrationsthat,ratherthanexemplifythemedia's assessmentofthe‘ideal’teen,usethatlevelofinfluenceto visualizeanddiscusstheeffectsofthefactorsthatworrythe averageteenageronthedaily,throughthelensofmagazinecovers.
Acommonunderstandingofalargenumberofteendistress comesfromthewaystheadolescentbrainiswiredtocompare others.Teenshavenotedthatwhiletherearesomebenefitsto socialmediausage,usagecanalsosimilarlyexemplifyinsecurities andstressaroundappearanceandidentity:“...thatapproximately8 in10(79%)teenswhofeelAppearancepressuresaysocialmedia atleastsometimesincreasesit,andalmost5in10(48%)sayit onlyincreasespressure”(Weinsteinetal,2024).Theseinsecurities canrangefromsocialandacademicwherethereareconcernswith havingthebestjobs,gradesorachievements.Aswell,these pressurescanbeplacedonbythemediaintermsofphysical appearanceinsecuritiesorsociallifeinsecuritieslikemissingout onpartiesorsocialgatheringsotherteensareseentobeparttaking in(Pfeifer,2018).SocialMedia,comparedtoothermedialike magazines,cannotonlyheightensocietalstandardsforbeautyand achievementbutalsostudents’ownpeersaswell:“Therefore, comparedtothetraditionalmediaenvironmentwhereexposureto content…(e.g.,havingaccesstofashionmagazinesorwatching television),thenewmediaenvironmentoffersadolescentsgreater exposuretoidealizedbodyintheformoffriends’editedprofile pictureorcelebrities’latestphotos”(ShirleyS.Hoetal,2016). Thesepressurescanrangefromincreasesindesirestobecome thinnerormuscular,perpetuatingcommongenderstereotypesas well(Hoetal,2026).Thisisinliuwithhowteensarealsoamidst theprocessofnavigatinganddiscoveringtheirownidentitiesand placewithinsociety.Teensareespeciallysusceptibletochanging
ideasoftheiridentitycomparativetootheragerangesduringthis periodas,“…identityandotherassociatedself-relatedprocesses mayincreaseasasourceofvaluetoshapedecisionmakingand motivatedbehavioracrossadolescence”(Pfeifer&Berkman, 2018).Becauseofthewaysthatteens–notonlyintheiragegroup butparticularlypresent–putprecedentonbehaviorsthatraisetheir socialstatusorsenseofbelonginginsocialgroups,itmakesteens morevulnerabletofollowingexternalpressuresfrompeersand societythathelptoelevatethissenseofbelongingwithinsocial groups.Thesecanincludeincreasedanxietyinmissingouton socialeventsormakingriskyordangerousdecisionsasawayof conformingtomeetthesestandards.Andthus,theteenexperience intermsofsocialidentityformationislargelybuiltonthisideaof fittingandprocuringapersonathatfitsintothesocialnormsand expectationsplacedontobythemedia,similartothewaysseenon magazinecovers.
Withtheseideasinmind,thefirstillustrationwithinthe project,‘BrainFood’tacklestheuncomfortabilityoftryingtofind belongingfrommediabasedidealsofidentityandappearance.I visualizedthisideabycomparingittoeatingabraininwhichthe brainismeanttosymbolizetheideaofperfectionthatisglorified withinthemedia.Thebrainincludesbowsandafirstplaceribbon inordertobethemost‘ideal’versionofahumanbrain–onethatis meanttobefollowedandsetsaprecedentforstandard.Increating thispiece,Ithoughtofthisconsumptionofthebrainintherealm oftraditionandhowitisalmostplaceduponotherstopartakein followingeatingthisbrainormoresofollowingsocialnorms.That iswhywhiletherearestreamers,desserts,anddecorationsaround, thatthegirlinthecenterseemstobeuncomfortablewiththesense oftraditionofhavingtoeatit;whileit'sacelebrationitalsomarks theharshrealityinhavingtoupkeepidealisticideasofidentityand selfthroughtherealmofperfection.Thepartyisthenusedasa celebrationofthisconsumption–takinginsocialnormsand expectations—ofperfectiontomirrorthewaysthatteensare
especiallyvolatiletoexpectingthemselvesorinpartakinginthis ‘tradition’.Theuseofbodyparts,primarilythebrainbutaswell, eyesandarms,areusedtofurthertheideaofperfectionintermsof physicalappearance.Thesebodypartstaketheformofdessertsfor theirsweetandalluringpresence,representingtheoftenalluring feelingofneedingtoconsumeorfollowsocialnormsfromfearof placingoneselfoutsidetherealmofmediaorsocialperfection.
Butteensfacemorepressureandanxietyoutofsocialones. Burnoutintheacademicsensecanbedescribedforitscyclical nature;asVansoeterstedeandetall…describeintheirjournal article,“schoolburnout(SBO)isgenerallydefinedasa combinationofthreedimensions:emotionalexhaustion,cynicism, andafeelingofinadequacy”(Leiter,1989).Thenatureofburnout isdescribedasathreestepprocess,”…theindividualbecomes cynicalinanattempttoprotectthemselvesfromenergyloss,but theprocessofexhaustioncontinues,andtheabsenceof commitmentduetodepersonalizationleadstoadiminutionof personalaccomplishment”(Leiter,1989).Repeatedburnout patternsovertimecanleadtoalossinpersonaloracademic motivation.SchoolBurnOut(SBO)iscorrelatedwithincreasesor stabilitybetweenhowhighschoolstudentsexperienceitandfound thatthelargestdemographicforSBOwasamonghighschool students(Leiter,1989).Thestudyalsolookedatthewaysinwhich inadequacyandcynicismdirectlycorrelatewithoneanother; “Somehavefoundthatinadequacyiscausedbycynicismbecause disengagementleadstoalackofefficacy;othersreportthat inadequacyisdirectlycausedbyexhaustion,whichhinders performance”(Leiter,1989).Thepressuretosucceedcanalsobe extendedthroughexternalcomparisonandfactors–suchaspeer comparisonorpressurefrompeers.Andwhilecopingwithfeelings ofburnoutandacademicstresscanlargelydependonan adolescent'srelationshipwiththesestressors,forexampleifa parentcontributesamorecaringoppositiontoacademicsitcan increasetheeffectivenessofcopingmechanisms
(Zimmer-Gembecketall.,2023).Thiscanalsostemfroman increaseincomparison,inwhichstudentslookatandcompare theirachievementswithpeers,“Studentswholearnin high-achievinggroups(i.e.,schoolsorclassrooms)reportlower ASCsthanstudentswithsimilarindividualachievementin low-achievinglearninggroups”(Leiter,1989).TheseASC’sor ‘academic-selfconcepts’relatetoastudent’sperceived achievementandsuccessinanacademicsphere.Acorrelation betweenlearningenvironmentandperceivedperformance showcasesastudent'sassessmentofselfinrelationtotheirpeers. Aswellasthewaysinwhichtheyvaluetheirownsenseofworth comparedtothatoftheirpeers.
Fortheartworkitself,Iwantedtocapturethe overwhelmingandtiringprocessthatacademicburnoutcanhave. TotackletheseissuesIplacedthesubjectinagraduationcapand gown;wherethecapandgownareusedtosymbolizethestudent’s academicaccomplishmentsofcompletinghighschool.Butatthe sametimethestudentisjugglingtrophies,extracurricularactivities likesoccerandaclarinettoshowcasetheoverwhelmingamountof tasksandpressurethatthestudentwasunderforthisachievement. Iwantedtoarticulatethephysicalweightofcarryingboththe achievementbutalsotiringworkthatgoesbehindsaidwork throughthispiece,anddidsobyillustratingthestruggletoliftall ofthoseitemstogether.Iwantedthistosymbolizethewaysin whichachievementcanbeconflatedinthelongtermworkof doingextracurriculars.Heisn’tfullyabletorelishinhis achievementsbecauseofhowmanyotherthingshehastokeepup inordertopushformore.
Intandemwiththelackofmotivationburnoutcanentail, cynicismandapathyforateen’sinterestscanbeattributedto anxietyanddepressionwithadolescents.Beingateensociallycan alreadybestressfulasteensplaceemphasisonevaluatingasense ofselfandseekingoutpeeracceptance.Thismeansthatthesignals thatateenmaybefacingexcessivefearsoranxietiesmaybe
hardertodetect:“...foradolescentstobesomewhatconcerned aboutpeeracceptanceorrejection.However,thesenormativefears aretypicallytransientanddonotresultinfunctionalimpairment, incontrastwithanxietydisorders…”(Siegel&Dickstein,2011). Fromthisepisodeofincreasedfearinsocialstatusthepartofthe braincalledtheamygdalaplaysacentralroleindetermining emotionsandrecognizingthreateningorfamiliarbehaviors.From astudydoneonanxietydisordersinteensandamygdalareaction therewasanassociationwithhigherlevelsofamygdalaactivation withteenswithhigheranxietylevels:“…usedataskinwhich adolescentswereanticipatinganegativesocialevaluation,whichis aparticularlythreateningsituationforthisagegroup.Theyfound thatanxiousadolescentsdemonstratedgreateramygdalaactivation duringthetaskthanadolescentswithoutfrequentanxiety,andalso demonstratedgreaterconnectivitybetweentheamygdalaand ventrolateralprefrontalcortexwhenanticipatingthenegative socialevaluations”(Siegel&Dickstein,2011).
Thisfearofperformancecanaffectthewaysthatteens interactwiththeirdailylife:“...anadolescentwithsocialphobia mightbepreoccupiedwiththoughtsaboutbeingridiculedbytheir peersatanupcomingsocialevent…avoidingthefearedsituation orstimulus,suchasnotgoingtothesocialeventintheprevious example,oftenmaintainsandworsenstheanxietysymptoms” (Siegel&Dickstein,2011).Whenconsideringthecyclicalnature ofanxiety’seffectsonthewayteensinteractwiththeworld, anotheraspectofundetectablelevelsofanxietycanbefoundin anhedoniaandapathy.Thetermanhedoniausuallyfocusesonthe lackofinterestormotivationapersonmayacquire,usuallyasa signofdepression.However,anhedoniacanalsobecorrelatedwith alackofmotivationincomponentssuchasadesireforinterests andideasthatcanaffectaperson’sexcitementforeventhethings thatwilllaterbringthemexcitement(Watsonetal,2020).This apathyforinterestscanthenmanifestintermsofbecoming disinterestedbecauseaswell, socialexpectationsandpressures
candictatetightscheduleswhichdiminishthetimeandenergyfor activitiesthatwouldalleviatethesepressures.
Toutilizethisidea,mypiece‘Rockstar’ismeanttocapture thatlackofaspirationandmotivationthatcanariseforaninterest forteenssufferingwithfeelingsofanhedonia.Iwasprimarily inspiredbytheideathathobbiesorinterestscanappearorfeeltoo scaryorsomethingthatdoesn’tbringusjoyevenwhenthat activitywouldnormally.Ivisualizedthisideathroughtheideaofa guitarwithamouth;showcasinghowfunctionallytheitemisstilla guitarbutitsintimidatingexperiencetransformsitintoamonster ratherthanaleisureitem.Ialsoutilizedthisimageryofamonster throughthepillowsandobjectsscatteredaroundthebedroomto visualizethefeelingofanhedoniathatmakesitscarytointeract withthethingsthatyoulove.Ialsousedtheimageryofamygdala, consideringthatit'sthecenteroffearandouremotions,asit’s largelyseenasthecenterforcontrollingourfearsandemotions.
Withthisideainmind,academicandsocialcomparisons areseentobeeitherperpetuatedorrelievedthroughtheuseof SocialMediainteens.Manyresearchersviewthisrelationship as adoubleedgeswordratherthanaconstantnegative.Manyteens reporthavingeithernegativeorpositivelong-termexperiences withsaidappsandassuchfeelthatSocialMediacaneither perpetuateoraidinharmfulpressures.TheHarvardCommonsense studyreportsthatpressuressurroundingappearanceanxietiesand pressurestobearound79%ofstudentswithinthestudywith pressuressurroundingstudent’ssociallivesandgameplansforlife tofallaroundthe70%mark(Weinsteinetal,pg.5,2024).Yetat thesametime,meaningfulproportionsofteenssaythatsocial mediaatleastsometimesdecreaseseachpressure–”38%to51%, dependingonthepressureinquestion”(Weinsteinetal,pg.5, 2024).Thus,teensfeelthateachtimetheyseeanimageofan influencerorapeerpostingabouttheirlatestachievementsthey aremorelikelytofeeldisheartenedincomparisonabouttheirown achievementsorself.Thiscomparisonculture,ahallmarkofthe
wayteensaccessandmarksocialvaluesuponthemselvesand others,ishowmanyadolescentsattributetheirownsenseofself. GovernedbytheSocialComparisonTheoryofsocialpsychology, peopleattributeandcomparetheirsocialvalueandstatustopeople whoarewithintheirownlevelofachievement,attributingthat thesetypesofcomparisonswouldmakemorelastingandrealistic distinctions(Jansenetal.,2022).Howeverwhencomparedto someoneoutsideofthatperson’sperceivedability,thecorrelation betweenperceivedsocialvaluecandecrease:“Inthecaseof contrast effects,theabilityself-perceptiondivergesfromthe perceivedabilityofthetarget.Thatis,ifthecomparisontargethas ahigher(lower)ability,one’sASC[academicself-concepts]will becomelower(higher)”(Jansenetal.,2022).Justlikethe Academicself-concepts—beliefsofone’sacademic ability—described,comparingself-conceptswithsomeoneelse’s cannegativelyaffectsomeone’sviewofthemselvesevenwhenin highachievingspaces.Whiletheseeffectscanvaryfrompersonto personandaren’tallnegative,thereisacorrelationwiththe long-termeffectsofbrowsingcanproduceenvyforthe achievementsorsocialcomparisoninducedbySocialMediaand mayrelateanegativeassociationonone’swell-beingwith long-termSocialMediabrowsing.(Valkenburgetal.,2022).But evenwiththisnuanceitisevidentthatteensarecomparingand basingtheirsenseofvaluebasedonmedia,likeseeinJeanChow’s study(2004)thatpiecestogetheradolescentselfconceptin comparisontothatofteenmagazines:“Adolescentwomenare socializedtostrive…forperfectionthatluresthem,butisalways beyondtheirreach…Adolescentwomenmayperceivethemselves aslessthanwholeincomparisonwithimagesinmagazines…”.
Ifeltthatwiththeseideasandpersonalfeelingsthatalotof timesadolescentsidolizeorputpeopleweseeonsocialmediaona pedestalthatalmostfeelsunattainable.Itcanfeellikeeyesareon youtotrytoachieveanywhereclosetothatlevelofsuccessand canbevulnerable,whilethesethoughtsarejustinourmind.To
visualizethisideaIcreated“Pedestal” withthevulnerabilityand pedestalthatalotofeitherouracademicorsocialrolemodelsare placedinourhead.Iwantedtohighlightthedualityincomparison, seeingasyoucannegativelycompareyourselftoanidolwhomay justaswellbedoingthesame.Ichoseforthegirlinthedrawingto bestandingonadesk,averyloudbutalsovulnerableactionto consider.She’sholdingtwoitems:aStar-NosedMoleandan apple.Thetwoidolssymbolizetheduality;wherethestar-nosed mole,knownforpooreyesight,usesthesoundsaroundthemto makedecisionstocloselyresemblehowitfeelstofollowinthe footstepsofthenoiseorpressurefromidols.Theappleonthe otherhand,usuallyasymbolofteachersorateacher’spet,is supposedtoassesstheacademicachievementofthegirlalreadyin possessionwhichmaybecharacteristicofhowshemaybealready beingidolized.Thedualityofthetwoismeanttocorrelatethe cyclicalpowerofcomparisonasteensaccesstheirsocialstanding andvaluetotheirpeers,eitherfeelinginplaceorworseabouttheir ownachievementsastheylookatothers.
Whiletherestofmyillustrationsaimatvisualizingthe elementsthatcauseincreasedstressamongteenagers,Iwantedmy finalillustrationtoshowcaseawaythatteensareabletocombat thesepressuresratherthanbesusceptibletothem.Ipersonallyfind waysofdestressingthroughmeanslikemusicortalkingwalks.It’s obviousthatfindingtimetodestressisimportantformanaging stresslevelsandavoidingthesymptomsofburnout,butitseems teensarestrugglinginfindingthetimetofindtimeforthemselves andpracticeself-care,“Mostteensactivelyengageinavarietyof self-carepractices,butmanystillfallshortofrecommended guidelinesforsleepandexercise”(Weinsteinetal,2024).The waysteensengagewithself-carepracticeshowevercanlessen thesestressors,findingtimetogooutside,exercise,ordeep conversationswithfriendscanhelptolessenthesepressures.And so,findingspaceswhereteenscanallocatetimeforself-careis criticaltotheirproductivityandsocialmanagement.Thesespaces,
coinedasThirdPlaces,areusedtodescribethethree‘realms’that individualscanfindthemselves.Theideaisthatteenswillusually findmanyoftheirexternalpressuresfromFirstandSecondary places,theseincludethehomeandschoolorworkspaces.Tofind abalancefromthesespacestheproposedThirdPlacesincludethe spacesandactivitiestohelpregulatestressorswhilealsobenefit studentsacademicallyastheyarelesslikelytodropoutand usuallyhavehigheracademicsuccessincoresubjects.(Beal, 2024)ThirdPlacesareafairlydiversearrayofplacesoractivities, andcanbesummarizedasanyplace.Thisconceptofaspacethat regulatesthestressorsfoundwithinadolescentseveryday exemplifiestheeffectsandideaspresentinself-care.
Mypiece“Tulip”wasinspiredbytheseideasofseeking andfindingself-careinthemidstoftheexternalstressorsthatare facedindailylife.IwasinspiredbyRayOlenburg’sconceptionof theThirdPlacesforthepiece,whereinhischapteron “CharacterizationofThirdPlaces”describesThirdPlacesasa portalintoaworlddevoidofthemundaneandstressoftheblue collarworkweek.Thischaracterizationplayswiththeline betweenthestressofdailylifewiththeeasyandfreedomfeltin ThirdPlaces;“Thosewho,ontheoutside,commanddeferenceand attentionbythesheerweightoftheirpositionfindthemselvesin thethirdplaceenjoined,embraced,accepted,andenjoyedwhere conventionalstatuscountsforlittle”(Oldenburg,2023).Iwas inspiredbyOldenburg'sapproachtoviewingtheseThirdPlacesas aportalintoabalancedandhappierlife,wantingtoexplorethis ideaintheformofanexpansivespacethatsustainsthatsamelevel offreedom.Thiscameaboutintheformofatulipfield,usingthe springplanttosymbolizethegrowthandstrengththatcomefrom givingoneselfthespacetogrow.Thesolitarynatureofthefieldis alsomeanttosymbolizeitsseclusionfromotherexternalpressures whichareseenfloatingaroundthemainmodel.Theseimages floatingaroundthehead,areinsummaryaspectsofpressuresthat couldbefeltsuchascomparisonofthebodythroughtheeye,and
thebandaidonhislegwhichischaracteristicofhisweaknesses. Butthemodelismeanttoignorethosepressuresastheytakethe timeforself-carebysittinginthefield,wearingheadphonesto metaphoricallyandphysicallyblockoutthenoiseoftheirlife.
I’vecometounderstandalargepartoftheteenlifestyle comeswithcomparingoneselftoyourpeersorthingsasseen onlineasteenslooktosituatethemselveswithinsociety.This comparisoncultureandpressuretoconformorsucceedleadsteens tofacealargearrayofdifferentpressuresoranxietieswithinsuch avolatiletime.Whilemanyexternalpressurescancomefrom worriedparentsorgoalsandaspirationsfromtheteenthemselves, metricsshowthatthesesamepressurescanhavelastingand harmfuleffectsonateensmentalhealthandwellbeing.These illustrationsaremeanttohelpreckonwiththeeffectssuch pressurescanhaveonteensseeingtheincreasingnumberofteens thatreporthigheramountsofdailyanxietyanddepression.
Considering aswellthatmanyofthesepressuresareprevalentin themedia,Ithoughtitimportanttoreversetheroleofthe magazinestorathershowcasetheharmfuleffectsandnegative emotionstheycaninvoke.Teensfaceanddealwithmany pressuresthatcanbeharmfulifnotdealtwith,somakingthese illustrationsisawayofexposingandlearningtoconfrontalotof thesepressurestohelprelateandcometounderstandtheireffect onadolescentlife.
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