Case Study: “Kayla”

A bio-psycho-social approach (seeing how factors intersect over time) can be used to

understand the risk factors versus the protective factors affecting Kayla. In terms of the risk

factors, biologically, Kayla’s pubertal timing (early maturation) is associated with risk-taking,

just as her psychological state (her temporary state and behaviour based on contextual and

situational factors) of disengagement, being “withdrawn” and having difficulties with peers her

own age, may influence her risk-taking behaviour. Significantly, the passive pathways through

which Kayla is influenced by her peer group of older students who have previously been

reprimanded for using illicit drugs, presents as a risk. Finally, her family’s limited English

language skills and financial difficulty are social risks relating to economic security and

ecological assets. Knowing the likelihood of the cascading effect (factors interacting overtime)

due to the outnumbering of risk factors to protective factors, Kayla is at risk. Yet, Kayla has

the social and emotional intelligence to know that she “needs more help” which is a great start.

An interplay between adversity and protective factors can promote resilience. A strategy that

can be used to help Kayla succeed in school is to develop these protective factors; to “select

and capitalize on the supports available within the ecological context” (Gestsdottir, Urban,

Bowers, Lerner, & Lerner, 2011), through involvement in programs. With the support of her

parents/guardians, Kayla could get involved in an out-of-school-time youth development

program, where she’d meet and interact with peers and adults. Through friendships and adult

role-models, Kayla would develop her social skills, self-concept, and optimism (Iovu,

Hărăguș, & Roth argue that the development of an individual’s future expectations is

dynamically linked to their relationships with significant adults (Iovu, Hărăguș, & Roth,

2016)).
This strategy draws on both Bronfenbrenner’s ecological theory and Lerner’s relational

developmental system model, who both agree that strong ecological assets improve student

outcomes (Thomson, Schonert-Reichl & Oberle, 2015). The challenge of this strategy is that

to really have an effect on developmental outcomes, Kayla herself would have to engage and

“actively capitalize” on what her “social contexts offer” (Li, Lerner, & Lerner, 2010).

Yet Kayla shows willingness, and we do believe that she is capable of this! Thomson,

Schonert-Reichl & Oberle argue (with reference to Seligman and Csikszentmihalyi, 2000)

that “rather than focusing solely on risk prevention”, a strengths-based model would

encourage an individual to flourish (Thomson, Schonert-Reichl & Oberle, 2015). Ultimately,

we want to encourage Kayla and a positive psychology promotes this.

Reference List

Thomson, K., Schonert-Reichl, C., & Oberle, A. (2015). Optimism in Early Adolescence:

Relations to Individual Characteristics and Ecological Assets in Families, Schools, and

Neighborhoods. Journal of Happiness Studies, 16(4), 889-913.

Iovu, M., Hărăguș, P., & Roth, M. (2017). Constructing future expectations in adolescence:

Relation to individual characteristics and ecological assets in family and

friends. International Journal of Adolescence and Youth, 1-10.

Gestsdottir, S., Urban, J., Bowers, E., Lerner, J., & Lerner, R. (2011). Intentional self-

regulation, ecological assets, and thriving in adolescence: A developmental systems

model. In Lerner, R., Lerner, J., Bowers, E., Lewin-Bizan, S., Gestsdottir, S., & Urban,

J. (Eds.), Thriving in childhood and adolescence: The role of self-regulation processes.

New Directions for Child and Adolescent Development, 133, 61–76.

Li, Y., Lerner, J., & Lerner, R. (2010). Personal and Ecological Assets and Academic

Competence in Early Adolescence: The Mediating Role of School Engagement. Journal

of Youth and Adolescence, 39(7), 801-815.

Reflection

Adolescent theory has absolutely shaped my teaching practice. In terms of my subject area:

English, I’ve learnt a number of strategies to engage students. Having become more aware of

their biological experiences and cognitive possibilities and limitations, I’ve learnt to be patient

and accommodating with adolescent learners. I’ve also learnt that it’s essential for my practice

to be evidence-based.

This course has changed the way I will teach text. Having learnt about the extraneous load, I

will use my visuals wisely to eliminate redundancy and split attention and promote learning.

In teaching themes of a text and techniques, I’ll also allow time for students to automate

schemas in their learning, encouraging them to access deep learning by including their personal

narratives. I’ll need to actually know my students in order to do this.

I’ve also thought a lot about assessment design and how in order to assess for learning I’ll need

to see my students demonstrate their knowledge, for example, via unseen questions.

Finally, I’ve learnt that students are complex. I tend to take a holistic approach, and I was

encouraged to share my positive well-being strategies with my teacher-peers. I am aware of

how the English classroom will shape students’ self-concepts self-esteems. A LOT of issues

can arise from the texts we study. I will consider this, I’ve learnt methods like the GRIP method,

and I’ve learnt to be sensitive to the issues that arise from my texts for my individual students.

I want to be current and relevant with this theory and hence be evidence-based.