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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

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Title: 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
Language: English
Authors: Gwyn, Wendy G. (ORCID 0000-0002-4554-4971), J. Cavanagh, Michael
Source: Journal of Adolescent Research. Sep 2023 38(5):911-950.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 40
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Adolescents, Coaching (Performance), Developmental Programs, Outdoor Education, Adventure Education, Educational Experience, Foreign Countries, Adolescent Development, Adolescent Attitudes, High School Students
Geographic Terms: Australia
DOI: 10.1177/07435584211010805
ISSN: 0743-5584
1552-6895
Abstract: 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[subscript 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1393854
Database: ERIC
FullText Text:
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  Data: 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
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  Data: <searchLink fieldCode="AR" term="%22Gwyn%2C+Wendy+G%2E%22">Gwyn, Wendy G.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4554-4971">0000-0002-4554-4971</externalLink>)<br /><searchLink fieldCode="AR" term="%22J%2E+Cavanagh%2C+Michael%22">J. Cavanagh, Michael</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+Research%22"><i>Journal of Adolescent Research</i></searchLink>. Sep 2023 38(5):911-950.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 10.1177/07435584211010805
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  Data: 0743-5584<br />1552-6895
– Name: Abstract
  Label: Abstract
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  Data: 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[subscript 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.
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        Value: 10.1177/07435584211010805
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      – Text: English
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      Pagination:
        PageCount: 40
        StartPage: 911
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      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Developmental Programs
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      – SubjectFull: Outdoor Education
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      – SubjectFull: Adventure Education
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      – SubjectFull: Educational Experience
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Adolescent Development
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      – SubjectFull: Adolescent Attitudes
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      – SubjectFull: High School Students
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      – SubjectFull: Australia
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      – TitleFull: 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
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