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 with difficulties in several arenas. Nine pupils (14-16 years old), their parents, and teachers were interviewed in 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 to investigate which kind of learning processes seem to be involved in the positive outcome measures found through participation in this unique program. This, as well as the concept of intersubjectivity. Do the teachers in the unique 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 employs the importance of play in children and adolescent’s development (Glynn & Webster, 1993; Barnett, 1990, 1991; Basi & Hurwitz, 2012). An ongoing debate ought to be whether adapted education should be incorporated within an earlier stage through the school curriculum for children and adolescents in the risk zone.