Using interpretative phenomenological analysis and Robert Kegan’s constructive-developmental theory, this study investigated how developmental stage shaped the subjective experiences of 13 adolescents (M_age = 15.92 years, 54% females) in a developmental coaching and outdoor adventure education program. Participants were drawn from socioeconomically disadvantaged schools in Sydney, Australia, and represented Asian, Middle Eastern, and European ethnicities. A single, semi-structured interview was conducted with participants postprogram, following protocols approved by an institutional ethics committee. Interview data were used to investigate participants’ meaning-making structures as evidence of constructive-developmental stage both at the time of interview and program participation. We found that, despite being similar ages at program commencement, participants displayed a range of constructive-developmental stages. The data demonstrate how participants at different stages of meaning-making experienced the same activities differently, including what they experienced as challenging and supportive. Furthermore, our findings suggest that there is a valuable role for developmental coaching in scaffolding program challenges to stimulate constructive-developmental growth. Constructive-developmental theory provides a novel framework for understanding the different ways in which adolescents make meaning of developmental programs. We hope the findings from this study will help those who design and implement these programs to appreciate constructive-developmental differences in their participants to better target interventions aimed at facilitating developmental growth.

本研究使用解释现象学分析和罗伯特·凯根（Robert Kegan）的建构发展理论，研究了发育阶段如何塑造13个青少年（M_年龄）的主观体验。= 15.92岁，其中54％为女性）参加了发展性教练和户外探险教育计划。参加者来自澳大利亚悉尼的社会经济状况不佳的学校，代表亚洲，中东和欧洲种族。按照机构伦理委员会批准的协议，对参与者的后期程序进行了一次半结构化访谈。访谈数据被用来调查参与者的意义形成结构，作为访谈和计划参与时建设性发展阶段的证据。我们发现，尽管计划开始时年龄相似，但参与者仍表现出一系列建设性发展阶段。数据表明，处于不同意义形成阶段的参与者如何经历相同的活动，包括他们经历过的挑战和支持。此外，我们的研究结果表明，发展指导在脚手架计划挑战中具有宝贵的作用，以刺激建设性发展的增长。建构发展理论提供了一个新颖的框架，用于理解青少年理解发展计划的不同方式。我们希望这项研究的结果能够帮助那些设计和实施这些计划的人了解参与者中建设性与发展方面的差异，从而更好地针对旨在促进发展增长的干预措施。建构发展理论提供了一个新颖的框架，用于理解青少年理解发展计划的不同方式。我们希望这项研究的结果能够帮助那些设计和实施这些计划的人了解参与者中建设性与发展方面的差异，从而更好地针对旨在促进发展增长的干预措施。建构发展理论提供了一个新颖的框架，用于理解青少年理解发展计划的不同方式。我们希望这项研究的结果能够帮助那些设计和实施这些计划的人了解参与者中建设性与发展方面的差异，从而更好地针对旨在促进发展增长的干预措施。