Management and prevention of personal problems in older adolescents via schematic maps and peer feedback

Jennifer L. Peel, Donald F. Dansereau

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

The purpose of the present study was to provide a basis for enhancing personal development in older adolescents by examining the usefulness of two information-processing tools in solving personal problems: schematic maps and peer feedback. Ninety-five college students were assigned to either a schematic map group or an essay group, and further subdivided into groups that worked alone or with a vicarious partner. Assessment consisted of analyzing and generating alternatives to a scenario involving a college student with a drinking problem. Results indicated that alternative generation, an important step in the problem-solving process, is susceptible to experimental manipulation. Schematic maps facilitate the generation of wider-ranging, viable, synergistic alternatives to an uncomfortable situation. Maps help illustrate the complex systems within which problems occur and how patterns of behavior are maintained through reinforcement. Peer feedback may provide information about strategies for the development of additional options.

Original languageEnglish (US)
Pages (from-to)354-374
Number of pages21
JournalAdolescence
Volume33
Issue number130
StatePublished - Jun 1 1998
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)

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