This instrumental case study explored non-formal educators’ lay theories of adolescence using the case of the Boy Scouts of America’s Scouts BSA program, a co-ed program serving youth between the ages of 11 and 17. We conducted an iterative analysis of 110 structured interviews with Scouts BSA adult volunteer leaders who served as scoutmasters or assistant scoutmasters. Results indicated that participants discussed adolescence in terms of youth characteristics as well as processes youth underwent during their adolescent years. These adults sometimes viewed adolescence as idiosyncratic, identifying differences in learning, behavior, and family situations among youth, particularly those whom they had identified as exhibiting specific challenges like autism. The results also illustrated relationships between the program and lay theories of adolescence. Namely, core Scouts BSA programmatic structures and expectations such as operating the patrol/troop method hierarchies, building leadership skills, camping or outdoor activities, and including all youth in activities influence participants’ own views of adolescence, including their views of adolescence as a time to cultivate maturity and independence. The study concludes with a brief discussion of results and limitations of the study, including recommendations for training and additional research.

这个工具性案例研究使用美国童子军 BSA 计划的案例探索了非正规教育工作者的非专业理论，这是一个为 11 到 17 岁的青少年提供服务的男女混合计划。我们对 110 个结构化的青少年进行了迭代分析与担任童子军长官或助理童子军长官的童子军 BSA 成人志愿者领袖的访谈。结果表明，参与者讨论了青春期的青年特征以及青年在青春期所经历的过程。这些成年人有时认为青春期是特殊的，他们发现青年人在学习、行为和家庭状况方面存在差异，尤其是那些他们认为表现出自闭症等特定挑战的人。结果还说明了该计划与青春期外行理论之间的关系。即，核心童子军 BSA 计划结构和期望，例如操作巡逻/部队方法层次结构、培养领导技能、露营或户外活动，以及让所有青少年参与活动，都会影响参与者对青春期的看法，包括他们对青春期的看法培养成熟和独立。该研究最后简要讨论了研究的结果和局限性，包括对培训和额外研究的建议。让所有青少年参与活动会影响参与者自己对青春期的看法，包括他们认为青春期是培养成熟和独立的时期。该研究最后简要讨论了研究的结果和局限性，包括对培训和额外研究的建议。让所有青少年参与活动会影响参与者自己对青春期的看法，包括他们认为青春期是培养成熟和独立的时期。该研究最后简要讨论了研究的结果和局限性，包括对培训和额外研究的建议。