The role of adolescent perceptions in personal and social education: a review of the literature

Authors:
  • MGMary Gallagher
    Mary Gallagher
  • RMRob Millar
    Rob Millar
  • RERoger Ellis
    Roger Ellis
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Abstract
This paper reviews research in the area of worries and concerns, as expressed by young people, and explores its relevance to programmes of personal and social education. General areas of adolescent concerns are identified and prioritized and the possible influences of culture, gender, age and school type are discussed. The implications of the findings of such research for personal and social education in schools are examined and the methods for obtaining young persons' perceptions outlined. Finally, uses of assessment methods in the context of personal and social education are proposed. Following recent reforms in education in the UK, most post-primary schools have explicit aims relating to education of the whole person, which include both the academic and personal spheres of development. In the current educational climate, failure to address needs in either domain will in- evitably lead to institutions being seen to fall short of their overall aims (Millar et al. 1993). Legislation and guidelines inform schools of the curriculum content and teaching methods required to fulfil aims relating to the academic development of young people. The extent to which schools achieve these aims is determined, in part, by analysis of provision, attainment at key stages and examination entry and grades. However, it would seem that guidance on the aims and content of personal development programmes and the methods whereby schools can evaluate the extent to which they are achieving these aims are considerably less clear. In a discussion document of their strategic plan for the period up to the year

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