Research and Methodology
The adolescent life period is characterized by many new social and psychological challenges (Newman & Newman, 2009). Adolescents in the present century are exposed to issues and demands that appear to be more severe, prevalent, and multifaceted than adolescent experiences over the last 100 years (Hamburg, 1993; Newman & Newman, 2009). Current views define adolescence as a phase of transition in which physical, emotional, and cognitive changes generate challenges and growth (Newman & Newman, 2009). According to Santrock (2008), adolescent crises and turmoil are often associated with high levels of stress and conflict. The fundamental process occurring within adolescence is identity development, and according to Erickson (1968), inadequate completion of this process results in identity confusion. Furthermore, the common experiences of modern-day adolescence such as high parental divorce rates, adolescent pregnancy, increased mobility of families, lack of supervision and support from adults, and high rates of drug use function to confound adolescent development (Newman & Newman, 2009; Santrock, 2008). In particular, two key areas that empirical research established as significantly impacting adolescent development and well-being are self-esteem and empathy (Chen & Faruggia, 2002; Edwards & Romero, 2008; Jolliffe & Farrington, 2006; Newman & Newman, 2009).
One of the constants within education is that someone is always trying to change it. It seems that someone is always developing a new practice, a new program, a new teaching technique calling it a best practice. Many seemingly change-oriented innovations are short lived. Cuban (1987) showed a number of educational innovations that failed. Three are the open-classroom, the Platoon System and the flexible scheduling models. There are two types of change according to Watzlawick, Weakland and Fisch (1974). The first order is more psychological in nature and the second order is more ontological in nature. This project is focused on the second order of change. Psychological models assume that innovations must fit within individuals’ perceptions and beliefs for who the change is intended. The existing set of perceptions and beliefs exist in complex networks known as “paradigms” and it is paradigms that drive behavior.
Patton (1978) has shown that paradigms are the basic structures we use to interpret the world. They tell us what to do and what to expect in every situation. Paradigms form the boundaries or parameters of possible change. Proposed changes that do not fit within existing paradigms simply do not succeed.
The activities being delivered cause paradigm shifts for the participants. Thomas Kuhn (1962) popularized the concept of paradigms and introduced the idea of a paradigm shift – the spontaneous and instant change in a paradigm. Tofler (1984) described the dynamics of a paradigm shift occurring when the basic set of elements of a system are altered. A paradigm shift occurs when an existing paradigm is judged as “bankrupt” by those who live within them. This shift is ontological in nature. Ontology is the study of being. Heidegger (1977) referred to language as “The House of Being.” Marzano (1993) has stated that human beings do not encode their experiences as statements with words. Rather the information in propositions is represented as abstract that can be represented by words.
One can only imagine what happens when 90% or more of a student population make a commitment to a great alignment with their school, teachers and each other.
The delivery model for the Life Skills 4 Teens program is designed to expose the existing paradigm for participants. Thus leaving that existing paradigm bankrupt. From there the participants will begin to create paradigm shifts that will alter their experience of themselves, their fellow classmates, their teachers and families.
The components for learning and looking from an ontological view will be delivered in each component. This is accomplished by determining the existing paradigm through role playing and interactive activities in the classroom. It is also created in each component by creating agreements for the proposed outcomes and objectives. One example of this is the leadership by alignment component that allow participants to participate in the creation of the plan and then align on the goals.
Research compiled by:
Chris Cale, Ph.D.
Dennis DiNoia, M.A.Ed
References available upon request email for details.