Improved Intersubjectivity—Does it also Helps to Facilitate the Other Learning Acquisitions Skills in Vulnerable Groups of Adolescents?

Abstract

The Alternative School Day (ASD) is a project for adolescents who have difficulties in several areas. Nine pupils (14-16 years old), their parents and teachers were interviewed at autumn and spring. The pupils attended ASD one day per week. None of them was coming from academic homes. Bandura’s (1982) self-efficacy and social cognitive learning theory were utilized in order to investigate which kind of learning processes that seem to be involved in the positive outcome measures, found through the participation in this special program. This as well as the concept intersubjectivity. Do the teachers in the special program (ASD), share another intersubjectivity with the participants, both logically and emotionally? The ASD is more unconventional and each student gets more attention, the atmosphere is more unbound and playful. A whole body of research is employing the importance of play in children and adolescent’s development (Glynn & Webster, 1993; Barnett, 1990, 1991; Basi & Hurwitz, 2012). And an ongoing debate, ought to be whether, adapted education, should be incorporated within an earlier stage through the school curriculum for children and adolescents at the risk zone.