Sixteen eighth grade students participated in a five-month experiment to determine whether informal writing has therapeutic effects on students' perceptions of how they view themselves and their personal problems. The students were selected on the basis of teacher opinion, learning ability, and student cooperation. Eight students were used as a control group in a regular English classroom; the remaining eight, comprising the experimental group, met daily for one class period with the investigator and submitted two finished themes every third week. Standardized tests and student writing samples were used to pretest and posttest both groups. Data were examined and rated in the three therapeutic areas studied--self-information, self-concept, and perceived problems--based on test information and scales designed for the investigation. Results indicated an increase in self-information, particularly regarding personal selves and families, with females in both groups more fully developing the ability to describe themselves in relation to others; a positive change in self-concept generally; and differences in problem perception, with females identifying and expressing more than males. The informal writing experience had partial and sometimes negative effects on the students, but these effects often anticipated positive therapeutic change and psychosocial growth. (A sample form to categorize student self-information is appended.) (AEA)