"Because She's Always on My Side": Identity, Friendships and Parental Support within a Whole School Pastoral Care Program for Adolescent Girls

By Melissa Holter and Andrew M. Guilfoyle.

Published by The International Journal of Learner Diversity and Identities

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Article: Print $US10.00
Article: Electronic $US5.00

Research on adolescent intervention programmes reveal many personal, social, and academic benefits to students, yet there remains a lack of detailed knowledge regarding the subjective experience of girls who take part. This study used interpretative phenomenological methodology to explore the meanings that thirty adolescent female school students give to their identity within a 10-week programme in Western Australia. The primary discourses of the girls were friendship and family, and community resilience by seeking social support from family, friends, and peers. These reflections are discussed in context of including the topic of parental supports as a way of changing purposes of education for shaping new kinds of citizen and personal identities, and the changing shape of educational institutions in showing effective leadership in a changing society.

Keywords: Community and Family Resilience Adolescent Girls Interpretative Phenomenology Discourse

The International Journal of Learner Diversity and Identities, Volume 19, Issue 3, pp.45-57. Article: Print (Spiral Bound). Article: Electronic (PDF File; 455.077KB).

Melissa Holter

Honours Candidate, School of Psychology and Social Science, Edith Cowan University, Perth, WA, Australia

Dr Andrew M. Guilfoyle

Senior Lecturer, School of Psychology and Social Science, Edith Cowan University, Perth, WA, Australia

Dr Andrew Guilfoyle (PhD) is a Senior Lecturer in the School of Psychology and Social Science at Edith Cowan University. Andrew has published over 50 peer reviewed publications, completed several large scale national and regional funded projects and regularly presents this work at international forums. His research is focused on developing sustainable services for social inclusion of Indigenous communities and CaLD populations. He works within a constructionist, participatory, locational, community based approach. His recent book chapter on Participation with Australian Aboriginal Communities (Elsevier Ltd: London) received an outstanding international review by Professor Ron Chenail, Editor of The Qualitative Report (http://www.nova.edu/ssss/QR/): “Participatory Action Research as Empowerment Evaluation: Andrew Guilfoyle, Juli Coffin, and Paul Maginn illustrate the utility and challenges of understanding and encouraging not only community involvement, but also community engagement in policy making and evaluation.”