The influence of personal and social development lessons from a teenage perspective

Abstract

This qualitative study explored the relevance of PSD through the eyes of eight Sixth Form students during their early adolescence in secondary school. The study was carried out at the G. F. Abela Junior College, Msida, Malta College of Arts, Science and Technology (MCAST) Paola, De La Salle College, Vittoriosa and St. Martin's College, Swatar. It also investigated to what extent internalization of skills and attitudes has taken place and if the skills are still practised now that these students are in sixth form. It explored to what extent time-table restrictions limit the whole PSD learning cycle from taking place so that learning occurs and is effective. It also studied the impact of the facilitator's role and the PSD peer group's role on the outcomes of PSD with particular emphasis on cultivating a comfort zone where the informality and ease required to encourage confidentiality on sensitive issues is assured. It was found that lesson duration and frequency; the facilitator's expertise and the PSD peer group familiarity greatly impinge on the outcomes of PSD. It was also indicated that PSD makes a positive difference in adolescents' lives throughout their teenage years.