Faculty of Health, Engineering and Science
School of Psychology and Social Science
Research on adolescent intervention programs 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 program 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.