Constancy and Change
The Hero's Journey: A Framework for Understanding Youth
Transition and for Designing Youth Work Interventions
By Chris Loynes
University of Cumbria
Youth and Youth Transition
The concepts of youth and youth transition have developed alongside the social changes
of the last 100 years. In the last 50 years in the UK the age of financial dependency of a
young person on their family has changed from16 to 25. This provides one measure of an
extended period of youth to which social institutions have only partly responded. At the
same time the rise of individualism and the plurality of western culture means that the
experience of transition from a youth to an adult identity has shifted from a train ride (in
which the time of departure, route and destination and largely known and determined by
others) to a car journey (in which the youth are the drivers, they can leave when they
want, take as long as they like exploring many paths and arrive when they want at a
destination not predetermined) (Furlong and Cartmel,1997).
This social mobility has been enhanced by education and employment policies. In order
to respond to the changing nature of work the emphasis in education has shifted from
manual to technical and knowledge based subjects. In response to these changes the
percentage going into higher education has changed from 10% in the 1960's to 42% today
and with a current government target of 50%. As a response to a delayed adult status a
vibrant youth culture has also emerged based on self expression supported by
consumption. Identity is increasingly found through economic rather than social activity
(Roche and Tucker, 1997).
As a result of these shifts in society the marginalisation of some young people has
increased. Those suited to manual work have fewer opportunities and a lower status.
Some argue that reductions in social cohesion result in greater numbers of disturbed and
disaffected young people. The increased length of the time of youth increases the
challenges presented to youth and their families and communities to find and maintain a
path to adulthood. This marginalisation is from both pathways to adult identities and from
the means of support to find a pathway (The Prince's Trust, 2004).
An added problem is that, at a time of increasing questions about environmental and
social justice on a global scale, a growing number of young people capable of finding
pathways into established adult identities find these routes ethically unacceptable. They
are marginalised by the lack of opportunities to transform rather than reproduce the
culture through their agency.
Youth Work Interventions
In the UK public funds support formal education through schools and colleges and
informal education through youth work until the age of 19. Interventions to help those
aged 19 to 25 who find themselves marginalised is largely left to the efforts of voluntary
youth work organisations. There is a growing but patchy response. Most of these
initiatives simply extend the kind of support offered to younger groups to the older
cohort. They continue to treat youth as a time of transition to adulthood and work as the
central pillar in building this adult identity. A few are beginning to ask whether the idea
of youth should be reconceptualised as a valid stage in development in its own right
rather than as a time of transition. Both approaches raise questions concerning the
appropriate ways to provide support to young people.
My research (Loynes, 2004) suggests that, given the plurality of the social situation and
the increasingly adult nature of young people, interventions need to be person centred,
adult in style and tailored to the individual. Nevertheless they can still draw on intergenerational relations and collective support. These are all values considered desirable by
traditional UK youth work practices (though sadly undermined by recent government
policy) (Jeffs and Smith, 2002). Effective strategies that I have studied include certain
types of outdoor education, voluntary work, creative arts projects, mentoring, peer
education projects, community transformation projects, social and business enterprise and
vocational training. These are often combined with other interventions such as education,
social or probation work and health care.
An Integrated Model of Youth Transition
My practice has involved developing a conceptual model of youth transition (Doughty,
1998), Loynes, 2003) based on the hero's journey (Campbell, 1968) and the transition
change curve (Kubler-Ross, 1997). I have been using this as a diagnostic and programme
design tool to help address the contemporary challenges for youth work discussed above.
My interest in the hero's journey started when I noticed parallels between the narratives
of outdoor adventure and the hero myth. The parallels included symbolic landscapes such
as mountains, roles such as mentors, a challenging journey that turns into a quest,
developing skills for the means to travel and finding resources such as specialist
equipment and finding a symbolic treasure to return to the community from which the
hero departed. Bettelheim (1979) suggested that the experience of growing up in the
absence of a strong aural culture is psychologically challenging because the stories that
support the development of the child are missing. It occurred to me that the growth of
interest amongst young people in outdoor adventure (and in visual media such as movies
based on myths) could be thought of as a response to this lack in youth culture.
Applications of the Model
The psychological model of the hero's journey, combined with other models of youth
transition from a social perspective, can help with the diagnosis of youth development
issues. It can support the professional in the identification of the stage in the process a
young person is working on and so help to develop a congruent response. In this way it
provides a structure for designing interventions. The model can also be readily shared
with the prospective participants so that they can become involved in the diagnosis and
design processes. The stages of the hero's journey model are tabulated with some possible
diagnostic interpretations of youth transition issues and youth work responses in table 1.
The model can also be used as a programme design tool. The model has the benefit of
providing a framework that can opeate on different time scales from the length of a short
residential programme to the entire span of youth transition. Table 2 provides an
illustration of the model in relation to a programme just a few days long.
The model can also be integrated with other useful programme planning tools such as
conceptual models of facilitation style, group and community development, vocational
training, drug rehabilitation, organisational change or therapeutic recovery. It has proved
useful in a range of professional development contexts providing a readily understood
framework for sharing and combining the lay knowledge of professional and volunteer
practitioners. Perhaps the imaginal roots of the model help to unlock the creative
processes of groups supporting a collaborative culture and helping to maintain a youth
work practice that is closer to the life world of the young people it is meant to empower.
References
Bettelheim, B. (1979) the Uses of Enchantment, Penguin, London, UK.
Campbell, J. (1968) The Hero with a Thousand Faces, Princeton University Press,
Princeton, USA.
Doughty, S. (1998) An Applied Model for Use in the Design of Experiential Management
Development Programmes In Outdoor Management Development(Eds, Loynes,
C. and Priest, S.) Adventure Education, Penrith, UK.
Furlong, A. and Cartmel, F. (1997) Young People and Social Change: Individualization
and Risk in Late Modernity, Open University Press, Buckingham, UK.
Jeffs, T. and Smith, M. (2002) Individualisation and Youth Work. Youth and Policy, 76,
39-65.
Kubler-Ross, E. (1997) On Death and Dying, Scribner.
Loynes, C. (2003) Narratives of Agency In Bewegungs- und korperorientierte Ansatze in
der Sozialen Arbeit(Ed, Koch, J.) BSJ, Jahrbuch, Germany.
Loynes, C. (2004) The Stoneleigh Group Pilot Programme 2002-2003: an evaluation,
Threshold, Dalston, UK.
Roche, J. and Tucker, S. (1997) Youth in Society, Sage, London, UK.
The Prince's Trust (2004) Reaching the Hardest to Reach, Prince's Trust, London, UK.
Diagram 1: An Integrated Model for Understanding Youth Transition
Integrating
The KublerRoss change
curve and itÕs
stages
Denial
Adopting
Resistance and
Depression
The normal
world
Experimenting
Letting go
The Stages of
the Heroes
Journey
The ordinary
world
The call to
adventure
Meeting the
mentor
Refusal of
the call
Agency
Theory
They determine
you
Crossing the
threshold
Tests, allies
and enemies
You reject the
established order
Crossing
the
The
threshold
ordeal
The quest and Return with
finding
the treasure
The road the treasure
Celebration
back
You create your own
authentic self
You re-invent the
established order
You return and influence
the established order
Table 1: An illustration of the hero's journey applied the diagnosis of youth transition and possible
character of educational intervention.
Campbell's Stages
Of the Hero's Journey
A brief explanation of the stage
Possible diagnosis and intervention
The ordinary world
The conventional world of order, stability and
routine and the place for which heroic deeds are
done.
Strong social networks maintain young people preventing progression
or social mobility. Beyond the established hurdles of progress in
formal schooling the classic educational response has been the
broadening of horizons through residential experiences, new
activities, new roles, work experience, exchanges, etc.
The call to adventure
The realisation, whether from within or from
elsewhere, that change is coming to you.
Resisting or looking forward to future options for development.
Denial or resistance if educational or social experiences have been
'violent' failing to provide a clear path forward.
The refusal of the call
At first the hero is reluctant to risk the comfort of
the ordinary and argues for no change.
The desire to resist growing up or to simply to reproduce the past
traditions of family and community uncritically.
Meeting the mentor
At times of new possibilities the mentor is someone
who is skilled in making the journey and can help
you in yours.
New adults encountered through social or professional situations who
provide role models or treat the young person in a more adult way
taking the young person seriously and listening to their stories.
Crossing the threshold
The point of commitment when the hero enters the
ambiguous world of uncertainty and new dreams.
The threshold is often guarded so that the hero has
to show resolve.
The move to college, work, gap year or informal educational
programme. Some 'jump' while others are 'pushed'. Building new
social networks involving increased agency on the part of the young
person.
Tests, allies and enemies
The new world appears chaotic and the hero is
clumsy making many mistakes. At the same time
allies and enemies reveal themselves.
Trying out new relationships, roles and identities. Exploring values.
Developing new knowledge and skills based on personal experience.
Typical interventions at this stage might include programmes that aim
to develop performance or social skills. They may also include tests
such as self-reliant journeys and public performances. Less formally
this might involve resisting giving up eg returning to a gang or an
anti-social behaviour.
The ordeal
At some point all may seem hopeless but the hero’s
resolve at last gives the dream vision and passion.
The quest is on!
Travelling alone, retreats or the solo part of an outdoor programme.
It may also be simply feeling alone through for example the break up
of a relationship or moving to a new town.
The road back
The temptation to stay in the adventure can be
strong. The hero may still have to demonstrate
talent and standards to earn the passage home.
Skills and knowledge are applied to the achieving of a selfdetermined goal such as a major project, perhaps a leadership role or
expedition.
The treasure
Symbolised in all kinds of ways the quest reveals
some truth, strength or talent that will prove crucial
on the return.
Personal and social development outcomes, a healthy personal
narrative, a clear sense of values, identity and purpose. Reviews,
evaluations.
Crossing the threshold
The step back into the ordinary world as someone
forever different and with new capabilities.
Taking on an adult role unsupported by the programme.
Return with the treasure
The insight gained on the journey now finds its real
value when applied to the problems of the ordinary
world.
The benefits of the programme recognised by an employer or within
social networks, family or partners.
Celebration
A celebration of a safe return, the recognition of the
gift and accepting the new role for the hero in the
community.
A public/social event that recognises what has been achieved and
what the young person has to give as an adult. Effort made by the
community to create the opportunity for which the person is suited.
Table 2: An illustration of the hero's journey as an outdoor adventure programme.
Campbell's Stages
Of the Hero's Journey
A brief explanation of the stage
The outdoor programme compared
with Campbell's stages
The ordinary world
The conventional world of order, stability and routine and the
place for which heroic deeds are done.
Work. The training course of which this was a part. The
rural landscape and hostel accommodation of the
programme's base.
The call to adventure
The realisation, whether from within or from elsewhere, that
change is coming to you.
The invitation to explore the hero's journey through an
adventure on the coastal cliffs.
The refusal of the call
At first the hero is reluctant to risk the comfort of the ordinary
and argues for no change.
Feelings of uncertainty and doubt about participation.
Questions seeking clarification and re-assurance. Asking
for 'an opt' out clause.
Meeting the mentor
At times of new possibilities the mentor is someone who is
skilled in making the journey and can help you in yours.
The staff took different roles including the storyteller or
interpreter of the journey and the guide to the cliffs, the
mentor. The seals watching offered another kind of mentor.
Crossing the threshold
The point of commitment when the hero enters the ambiguous
world of uncertainty and new dreams. The threshold is often
guarded so that the hero has to show resolve.
Dropping down onto the cliff base. Losing sight of the
rural landscape. Passing through a natural sea arch onto the
coastline.
Tests, allies and enemies
The new world appears chaotic and the hero is clumsy making
many mistakes. At the same time allies and enemies reveal
themselves.
Cliffs, rocks, sea, weather, wildlife and tide. Sand
sculptures of the things to leave behind washed away by
the tide. Learning to use special gear. Activities to build
trust and develop spotting skills. A traverse to test these
skills. "Caught' by the tide and challenged to find an
escape.
The ordeal
At some point all may seem hopeless but the hero’s resolve at
last gives the dream vision and passion. The quest is on!
Next day's descent by abseil into a new coastline.
Traversing, abseiling and climbing to find a hidden cave.
Finding a way to the destination cave even though it is a
tougher journey than before. Applying the new skills
effectively.
The road back
The temptation to stay in the adventure can be strong. The
hero may still have to demonstrate talent and standards to earn
the passage home.
The treasure
Symbolised in all kinds of ways the quest reveals some truth,
strength or talent that will prove crucial on the return.
Crossing the threshold
The step back into the ordinary world as someone forever
different and with new capabilities.
Return with the treasure
The insight gained on the journey now finds its real value
when applied to the problems of the ordinary world.
Sharing, where appropriate, the insights from the cave.
Locating these in narratives of family and work.
Celebrating with sparkling wine.
Celebration
A celebration of a safe return, the recognition of the gift and
accepting the new role for the hero in the community.
A recognition amongst those involved and with other
colleagues and family not involved of the outcomes and
consequences of the experience.
Entering the cave and finding seal pups. Taking part in
meditative activities to support reflection on insights.
Returning to the hostel and having an ordinary meal.