How the self-discrepancy of self-injurious adolescents was formed is yet to be understood clearly. Several studies have clearly stated that self-discrepancy contributes to propel adolescents to injure themselves. This study attempted to understand the dynamics of self-discrepancy formation in the sample of late adolescents who self-injure. This study used a descriptive qualitative research method and case study approach to examine this phenomenon. Data were obtained from six participants, using an open-ended questionnaire, which asks about how self-discrepancy in the participants was formed. Data were analyzed using thematic analysis to identify themes and subthemes that indicate how self-discrepancy was formed. The result showed that ten significant themes emerge in the self-discrepancy formation of self-injurious adolescents. Two factors contribute to form self-discrepancy among adolescents who self-injure: external dan internal. These factors are achieved from the familial and social interaction that are perceived negatively by the participants. Based on the results of this study, self-discrepancies in adolescent self-injurers should be considered when intervening in self-injurious adolescents.

How friendship between adolescent peers was formed is yet to be understood clearly. Whereas number of studies has clearly linked quality of friendship to various adaptive ability, school performance, and academic achievements. This study attempted to understand the dynamics of friendship formation in sample Javanese adolescents using indigenous psychology as its’ paradigm. Data was obtained from 120 respondents, (82 Girls, and 38 Boys) using open-ended questionnaire, which asks about how friendship between the respondent and their best friend(s) was formed. Data was analyzed using thematic analysis to identify themes and subthemes that indicates how friendship was formed. The result showed that there are two major theme that emerges in the beginning of friendship formation followed by other qualities related to it. This study reveals one more important aspect to be considered in understanding friendship formation between adolescents and their close friends

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To cope with the pressure, freshmen needs to come up with various strategies, such as increasing their academic self-efficacy (Clark, 2005). This study was designed to understand how college freshmen increase their academic self-efficacy. We recruited 206 college freshmen, whom identified themselves as Javanese and we asked them to complete an open-ended questionnaire. We posed them with questions ‘do you believe that you can accomplish college assignment properly?’ and ‘how do you increase that belief?’ This study incorporates indigenous psychology in it’s design to understand the data contextually. Data obtained from the field was analyzed using thematic content analysis. Result showed that 46.60% respondent increase their academic self-efficacy by increasing mastery, 21.36% by increasing motivation, 12.14% by setting up mindset, 10.19% by increasing religiosity, and 5.34% by preparations.It can be concluded that most respondents increase academic self-efficacy by increasing mastery.