An exploration of the factors perceived to be at play in the development of resilience and problem-solving skills in the lives of adolescent participants in Wales

This study seeks to understand the experiences and perceptions of adolescent participants with regard to opportunities and barriers faced in developing the specific skills of resilience and problem-solving within family, school and community settings. The transformational impacts of the Fourth Industrial Revolution (4IR) on education, the economy, job markets and social interactions have led to a re-examination of the skills needed to thrive in the 21st century. Rapid advances in technology demand that today’s adolescents require a distinct set of skills in order to navigate the unprecedented changed brought about by the 4IR. This study is contextualised within Wales where issues relating to deprivation, equality and wellbeing have resulted in new legislation and curriculum reform. Fifteen participants aged between 12 and 17 years were recruited via gatekeeper organisations and through professional connections with parents. A participatory research framework empowered participants to shape data-collection processes resulting in highly insightful commentaries on lived experiences. This qualitative research generated a diverse data set and thematic analysis served as a scaffold for the examination of data, within an interpretivist paradigm. Data indicate that feelings of belonging were powerful factors in the development of skills, together with the existence of supportive relationships. Perceptions of institutional bias and frustrations with existing policies and practices served as obstructions to the enhancement of resilience and problem-solving. Findings make a unique contribution to what is known about skills-development in adolescence by amplifying participants’ voices to allow the presentation of complex ideas and perspectives, which appear to be lacking in existing literature. As such, this study is relevant to teachers, youth workers and all professionals who interact with young people. Moreover, this study presents a model that outlines factors which provide optimum conditions for skills-enhancement, centred around belonging and agency in decision making.

Name dc:type.qualificationname

other

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2024

Author dc:creator

• Evans, Alison Suzanne

• HQ Y teulu. Priodas. Benyw.

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:3713