Electronic Thesis and Dissertation Repository

Degree

Doctor of Philosophy

Program

Health and Rehabilitation Sciences

Supervisor

Dr. Don Morrow

Abstract

Adolescents are often suffused in social, emotional, and scholastic pressures. The bombardment of stressors provoked by social media, external demands, self-doubt, and consequences of dangerous and spontaneous acts can result in a perception of self-inadequacy. Consequently, an increase in unhealthy activities and a decline in self-actualization become possible. Negative outcomes that result from avoidance of goal setting and ill-conceived decisions lead to familial and social sanctions, and adolescents become further detached from personal growth and success. The persistence of some youth to negative behaviour suggests that further investigation of effective interventions is a worthwhile undertaking. From this perspective, MI-via-CALC was investigated as a possible behaviour intervention for adolescents.

This constructivist grounded theory study was undertaken with the goal of providing a co-construction of meaning that was apprehended in the form of multiple realities to give expression to adolescent participants, deliver an approach that respected their familiarity and contribution to research, and resulted in a substantive theory that is generated for and about them. The methodological, epistemological, and philosophical principles of constructivist grounded theory were applied to this study. The strength of this study was its potential to explain what really happened from the adolescents’ point of view and from their experience. Both MI-via-CALC and constructivist grounded theory required the coach and researcher to focus on shared experiences of coachee/participant and the processes by which conclusions were made of the world.

The core process “getting it done” was accessed through the words of the participants and interweaved the concepts that emerged from the study; that is, “empowering self,” “shoring up purpose,” “creating connections,” and “envisioning the future” formed an interplay of categories and subcategories that represented the process of “getting it done.” The data collected from the participants interconnected with data gathered from my memos of interpretations and crystallizations, the principles of MI-via-CALC, and extant literature. Significant to the findings is that the concerted coaching relationship is critical to the adolescent confidently and positively traversing the processes of “getting it done” and MI-via-CALC. The substantive knowledge that developed from this study delivers implications for health promotion, education, parenting, further research, and counselling.


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