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

2021 ◽  
pp. 074355842110108
Author(s):  
Wendy G. Gwyn ◽  
Michael J. Cavanagh
Keyword(s):  
Developmental Stage ◽  
Education Program ◽  
Adventure Education ◽  
Meaning Making ◽  
Developmental Theory ◽  
Outdoor Adventure ◽  
Constructive Developmental Theory ◽  
Outdoor Adventure Education ◽  
Developmental Growth ◽  
Constructive Developmental

Using interpretative phenomenological analysis and Robert Kegan’s constructive-developmental theory, this study investigated how developmental stage shaped the subjective experiences of 13 adolescents ( Mage = 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.

Not All Those Who Wander Are Lost: Critically Reflective Research for a New HRD Landscape

2020 ◽  
pp. 152342232097342
Author(s):  
Oliver S. Crocco ◽  
Robin S. Grenier
Keyword(s):  
Meaning Making ◽  
Ways Of Knowing ◽  
Developmental Theory ◽  
Constructive Developmental Theory ◽  
Constructive Developmental ◽  
Emic Perspective

The Problem The pandemic and subsequent changes to norms and practices in the workplace mean that for many, existing meaning-making structures are challenged and the limits of existing ways of knowing are revealed. The problem for HRD scholars and practitioners is that dominant approaches to research are largely insufficient for understanding individuals’ meaning making in response to the pandemic. The Recommendations Two critically reflexive method/ologies are presented and overlaid with Constructive-Developmental Theory (CDT) to offer not only a means of capturing data about individuals’ experiences during/post-pandemic but for interpreting the data with an understanding of the mental complexities associated with capturing an emic perspective. The Stakeholders Stakeholders include HRD scholars and practitioners who conduct research in organizations.

Advising From a Constructive Developmental Perspective

1994 ◽  
Vol 14 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Garrett J. McAuliffe ◽  
Roger F. Strand
Keyword(s):  
Planning Process ◽  
Meaning Making ◽  
Educational Planning ◽  
Developmental Theory ◽  
Developmental Perspective ◽  
Constructive Developmental Theory ◽  
Student Ownership ◽  
Constructive Developmental

Advisors can enhance development by, first, identifying students' meaning-making assumptions and, second, challenging those assumptions while offering support as students struggle to increase the complexity of meaning making. Constructive developmental theory is offered as a useful framework from which to encourage greater student ownership of the educational planning process. Methods of assessing and enhancing development are suggested. Two cases that depict advising from the constructive developmental perspective are offered.

scholarly journals Exploring the Inclusive Praxis of Outward Bound Instructors

2020 ◽  
Vol 10 (9) ◽  
pp. 241 ◽  
Author(s):  
Robert P. Warner ◽  
Bruce Martin ◽  
Andrew M. Szolosi
Keyword(s):  
Adventure Education ◽  
Outward Bound ◽  
Future Research ◽  
Outdoor Adventure ◽  
Structured Interviews ◽  
Outdoor Adventure Education ◽  
Starting Point ◽  
Critical Issues ◽  
The Usa ◽  
Equity And Inclusion

Equity and inclusion are critical issues that need to be addressed in outdoor adventure education. Although some literature identifies inclusive practices for enhancing equity in outdoor adventure education, most research does not situate these practices within the contexts in which they were created and used. Therefore, the purpose of this study was to explore outdoor adventure education instructors’ inclusive praxis, and the conditions that influenced their praxis on their courses and in their instructing experiences. To this end, we conducted semi-structured interviews with ten instructors from four Outward Bound schools in the USA. The instructors varied in their gender, school, types of programs facilitated, and duration of employment with Outward Bound. Our inductive analysis of the interview data focused on the identification of themes illustrating the characteristics of instructors’ inclusive praxis, as well as the conditions that influenced their praxis. Themes emerged from our analysis that highlighted the macro and micro conditions that set the stage for instructors’ inclusive praxis, which focused on creating spaces that fostered inclusive group cultures on their courses. The findings from this study may be a useful starting point for enhancing the instructors’ role in fostering equity and inclusion on outdoor adventure education courses. We conclude with suggestions for future research.

Exploring the Possibilities of Outdoor/Adventure Education

2020 ◽  
Vol 9 (4) ◽  
pp. 299-304 ◽  
Author(s):  
Kent Griffin
Keyword(s):  
Physical Education ◽  
Student Learning ◽  
Adventure Education ◽  
Educational Goals ◽  
Education Curriculum ◽  
Outdoor Adventure ◽  
Outdoor Adventure Education ◽  
Individual Sports ◽  
Traditional Paradigm ◽  
Viable Model

Physical education in recent years has undergone modifications in order to meet the changing demands of students. The traditional paradigm has been to teach physical education from a sport- and skill-based approach, whereby traditional teams and individual sports are emphasized (e.g., basketball, volleyball, flag football). However, this curriculum may be less impactful on student learning than alternatives and is not viewed favorably by administrators because it is perceived as lacking relevance to broader educational goals. The purpose of this paper was to reintroduce a curriculum that has the potential to address student learning in physical education and broader educational goals. The outdoor/adventure education curriculum, while neglected in recent years, is demonstrating promising gains as a viable model.

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