Adolescents’ Experiences of a Developmental Coaching and Outdoor Adventure Education Program
Using Constructive-Developmental Theory to Investigate Individual Differences in Adolescent Meaning-Making and Developmental Growth
Bibliographic Data
| ID | 12093532 |
|---|---|
| Authors | Wendy Gelman Gwyn (0000-0002-4554-4971, Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, NSW, Australia, corresponding author), Michael J Cavanagh (The University of Sydney, NSW, Australia) |
| Year | 2021 |
| Volume | 38 |
| Issue | 5 |
| Pages | 911-950 |
| Publication date | 2021-05-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Adolescent Research (JOURNAL) |
| Journal identifiers | ISSN: 0743-5584 • E-ISSN: 1552-6895 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/07435584211010805 |
| OpenAlex | W3164281452 |
| Language | EN |
| Citations received | 2 |
| References cited | 43 |
Using interpretative phenomenological analysis and Robert Kegan’s constructive-developmental theory, this study investigated how developmental stage shaped the subjective experiences of 13 adolescents ( M age = 15.92 years, 54% females) in a developmental coaching and outdoor adventure education program. Participants were drawn from socioeconomically disadvantaged schools in Sydney, Australia, and represented Asian, Middle Eastern, and European ethnicities. A single, semi-structured interview was conducted with participants postprogram, following protocols approved by an institutional ethics committee. Interview data were used to investigate participants’ meaning-making structures as evidence of constructive-developmental stage both at the time of interview and program participation. We found that, despite being similar ages at program commencement, participants displayed a range of constructive-developmental stages. The data demonstrate how participants at different stages of meaning-making experienced the same activities differently, including what they experienced as challenging and supportive. Furthermore, our findings suggest that there is a valuable role for developmental coaching in scaffolding program challenges to stimulate constructive-developmental growth. Constructive-developmental theory provides a novel framework for understanding the different ways in which adolescents make meaning of developmental programs. We hope the findings from this study will help those who design and implement these programs to appreciate constructive-developmental differences in their participants to better target interventions aimed at facilitating developmental growth
Coaching · Constructive · Developmental psychology · Developmental stage theories · Interpretative phenomenological analysis · Meaning (existential · Process (computing · Psychological intervention · Psychotherapist · Qualitative research · Social science · Sociology · Motivation and Self-Concept in Sports · Outdoor and Experiential Education · Psychology · Youth Development and Social Support
The Evolving Self
The construction of reality in the child.
Adventure Education and Outward Bound
The Development of Epistemological Theories
Interpretative Phenomenological Analysis
The Concept of Flow
The flow experience and its significance for human psychology
Beyond the divide between cognition and discourse
Changes in latitude, changes in attitude
Exploring Participant Development Through Adventure-Based Programming
Qualitative inquiry and research design
Giving voice and making sense in interpretative phenomenological analysis
Self Development of Venezuelan Adolescents
| Citations per year | 0.4 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |