SENSE OF FUTURE ORIENTATION AND SCHOOL CONNECTEDNESS :
Preventing
adolescents from engaging in high risk behaviour
KAMILLA VARSHA RAWATLAL
(Counselling/Career Psychologist)
UKZN, SOUTH AFRICA
INTRODUCTION
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Most interventions in African and South African school settings have been focused on
strengthening individual level assets and address mostly single issues such as substance
abuse, AIDS, suicide etc. (Gallant & Maticka-Tyndale, 2004). These approaches adopt
individual approaches to mental health promotion and are seen as a-contextual.
The Department of Education (DOE) in South Africa has adopted the concept of whole
school development in the delivery of basic education.
The whole school, ecological approach has been adopted by the DOE (2006), in the
Education White Paper 6.
This marks a shift from the traditional individual oriented approaches towards ecological,
systemic, health promotive approaches.
Social connectedness within the school environment is central to this concept and is
protective of mental and emotional well-being and can contribute to reducing high risk
behaviour in adolescence.
ECOLOGICAL PERSPECTIVE AND WHOLE SCHOOL APPROACHES
School
Management Level
Interpersonal
level of Influence
Intrapersonal
Level of
Influence
WHAT IS SCHOOL CONNECTEDNESS
Sense of
Belonging
Elements of
School
Climate
School
Connectedness
Sense of Future
Orientation
School
Involvement
DEFINING FUTURE ORIENTATION
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Future orientation was defined as one’s expectations and the degree to which one is
thoughtful about their future. This definition draws from Nurmi (1989), where future
orientation is a multidimensional concept that includes such dimensions as motivation,
planning and evaluation.
Motivation
Planning
Evaluation
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• What interests the individual.
• How an individual intends to realize a particular future goal.
• Is the extent to which realizing a goal is expected by that
individual.
Future orientation is important for adolescents because it is related to decisions about
one’s education, career, and family (Havighurst, 1972; Nurmi, 1991; Seginer, 1988).
ADOLESCENCE AND A SENSE OF FUTURE ORIENTATION
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Adolescence is the time when significant decisions concerning life are made
(Stattin & Kerr, 2001).
Thinking about the future and oneself in the future has a bigger role in
adolescence than in the other developmental periods of life (Trempala &
Malmberg , 2002).
Long-term goals and expectations are in relation to individual’s lifestyle
(Nurmi, 2004).
ADOLESCENCE, FUTURE ORIENTATION AND HIGH RISK BEHAVIOUR
SENSE OF FUTURE ORIENTATION AND HEALTH RISK BEHAVIOUR
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According to Brook et al,s (1986) risk and protective factors for adolescent
alcohol drug use, high future orientation appeared to have a protective
influence which delays the offset effects of alcohol consumption by peers.
Newcomb and Bentler (1986) found that “educational aspirations” were an
even more powerful predictor of high school graduation than actual
academic achievement.
Research has indicated the relationship between positive future orientation
and psychological health. Snyder and Lopez (2005) found that people with a
positive future orientation report more satisfaction with the quality of their life
and could easily confront adversity or difficulty in the future.
SENSE OF FUTURE ORIENTATION AND HEALTH RISK BEHAVIOUR
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Bandler’s (1986) research into why some children of alcoholics developed
into healthy, successful adults identifies the critical variable as their “sense of
a compelling future.”
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When a compelling future is generated, we are easily persuaded to
subordinate immediate gratification for a more fulfilling later gratification
(Bandler, 1986).
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Edelman (1986) concludes from her research into pregnancy prevention
initiatives that “a bright future is the best contraceptive.
COMPONENTS OF FUTURE ORIENTATION BASED ON THEORETICAL MODELS
FUTURE TIME PERSPECTIVE
MENTAL CONTRASTING
GOAL SETTING
• Lang & Carstensen (2002)
• Oettingen (2000)
• Wentzel (1989)
COMPONENTS OF FUTURE ORIENTATION : Future Time Perspective
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This component aims to make the future personally meaningful and ‘”real” by
teaching and encouraging individuals to construct a representation of their
future lives,
recognise the importance of planning for the future,
anticipate events they can expect to experience,
engage in the process of goal setting,
and evaluate the possibilities of achieving their goals.
COMPONENTS OF FUTURE ORIENTATION :
Mental Contrasting / Fantasy Realisation
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Mental contrasting refers to the contrasting of fantasies about a desired future.
Entails reflections about obstacles that prevent their realisation of a desired future.
Supplementing a goal to which an individual feels committed with an implementation intention ( a plan
that details when, where and how the individual will take action) makes goal realisation more probable
(Gollwitzer, 1999 ; Sheeran, Webb, & Gollwitzer, 2005).
Mental contrasting is a self regulation strategy.
When people use the self-regulation strategy of mental contrasting they first imagine a desired future
(e.g., running a half-marathon) and then reflect on the respective negative reality (e.g., inconsistent
training).
Mental contrasting commits people to realizing the desired future by scrutinizing the feasability of its
attainment (Oettingen et.al., 2001, 2009).
COMPONENTS OF FUTURE ORIENTATION : Goal Setting
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Adolescent students have both interpersonal and achievement goals such as becoming
a successful student, earning approval from others, making and keeping friendships,
getting things done on time (Wentzel, 1989).
Bandura (1997) suggested that having successfully achieved a set goal stimulates the
setting of ever more challenging goals.
Individuals who do not experience significant encouragement and reinforcement for
goal setting and planning appear less inclined to develop a sense of future orientation.
FUTURE ORIENTATION AND CONNECTIVITY
Research indicates that individuals who do not experience
encouragement and reinforcement for goal setting don’t learn
to develop a sense of future orientation (Marko & Savickas,
1998).
Research also indicates that when teachers
don’t teach, motivate and support adolescents
career interests, student develop a poor sense
of future orientation (Reeve, Bolt & Cai, 1999).
Lack of future orientation leads to
disengagement/ disconnectivity
from school.
High Risk Behaviour
* Deviance
IMPLICATIONS FOR FUTURE ORIENTATION INTERVENTIONS : THE PRESENT STUDY
Intrapersonal Level of Influence
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Individual characteristics that influence
behaviour
such
as
knowledge,
competencies, attitude, skills.
Interpersonal Level of Influence
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Relationship characteristics with peers
that influence behaviour.
IMPLICATIONS FOR FUTURE ORIENTATION INTERVENTIONS : THE PRESENT STUDY
INTRAPERSONAL LEVEL
INTRAPERSONAL LEVEL OF INFLUENCE
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Students value learning they consider
meaningful and relevant.
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Instruction is relevant to learners when they
can relate what is being learned to their
future goals.
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Recognises the role teachers play in
enhancing students sense of purpose for
learning.
THE CURRENT STUDY
“Learners are goalless, they don’t think of
the future..for the learners, the
weekend is the future , they are
aimless, goalless”. (Teacher)
“Those students who are motivated, goal
directed, experience a greater sense of
connectivity
to
the
school”.
(Teacher)
INTRAPERSONAL LEVEL INTERVENTIONS
(To strengthen individual characteristics )
Life Orientation Lesson Plans on Future Orientation
PART 1 : FUTURE TIME PERSPECTIVE
OUTCOMES
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Adolescents who can conceptualise relations
among the past, present and future possess a
cognitive schema that enables them to form
goals and make plans to achieve their goals.
Me Tomorrow = “I will be a hard working doctor
that helps others”.
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Individuals with an integrated time perspective
realise that they can control their futures by
forming plans that build on their past
experiences and guide their present behaviour.
Me Today = “I realised I have to work harder,
become focused and positive things happen. I
am trying more because I realised to moment
you sit back , you will fail”.
Me Yesterday = “Last term I went from number 1 in
the Grade to number 12. I was unorganised
and not focused. Going down made me realise
I had to work harder”.
INTRAPERSONAL LEVEL INTERVENTIONS
(To strengthen individual characteristics )
Life Orientation Lesson Plans on Future Orientation
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PART 2 : MENTAL CONTRASTING /
FANTASY REALISATION
OUTCOMES : GOAL SETTING LADDER
Plot out a course of action of where you are today, where you
would like to be in the future and any obstacles alongside.
Fantasy realisation states that when people
contrast their fantasies about a desired
future with reflections on present reality
they are motivated to accomplish their
goals.
The intervention aims to teach and encourage
learners to construct a representation of
their future lives, anticipate events they
can expect to experience , engage in goal
setting and evaluate the possibilities of
achieving their goals.
Me Tomorrow –
Get a Mechanical
Engineering
Degree
Weak pass in
matric
Bad behaviour
Go to university
Peers and poor time
management
Concentration in
school
Me Today – Work hard
and stay focused in
school.
Speak with teachers and
research my career
path.
Prioritise my time, do well in
exams
Get good grades
INTRAPERSONAL LEVEL INTERVENTIONS
(To strengthen individual characteristics )
Life Orientation Lesson Plans on Future Orientation
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PART 3 : GOAL SETTING
Mental Contrasting / Fantasy realisation creates the
space for contrasting positive fantasises with
aspects of reality leads to setting goals in line with
expectations.
It is assumed that people choose goals that are
highly desirable, but still feasible (Oettingen,
Hyeon-Pak, Scheteer (2001).
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Thus highlights that adolescents should choose
goals in line with their academic potential and
suitability.
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Providing the space for contrasting positive
fantasies
with aspects of reality (academic
potential) leads to setting realistic goals.
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OUTCOMES : GOAL SETTING SHEET
1.
What are the areas of my school performance I want to
improve on ?
Physical Science, Drawing and Design
2.
What can I do to accomplish my long term goal ?
Extra lessons, Organise my work and my goals around my
timetable.
3.
How can this short term goal be broken down into a stepby step plan ?
Do my homework
Listen in class
Get involved with the subject (e.g. Science Club)
Interact with the teacher
4.
5.
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What are the things that might get in my way as i work
toward my goal ?
Influenced by friends to do the wrong thing
Not preparing well enough for tests.
How will I remind myself of my goal
Think about accomplishing my long term goals
Pictures in my room
Thinking about how I can help my family, especially my
mother
Thinking about all I want to have when I grow up one day
IMPLICATIONS FOR FUTURE ORIENTATION INTERVENTIONS : THE PRESENT STUDY
INTERPERSONAL LEVEL
INTERPERSONAL LEVEL OF INFLUENCE
THE CURRENT STUDY
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Recognises that close relationships function to
help individuals learn more about themselves
(Flum & Porton, 1995).
“Your peers, the group...just accept you for who you
are, no matter how stupid or clever you are”.
(Grade 10 learner)
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Within the context of close, mutual peer
relationships, individuals can explore their
similarities and differences, strengths and
weaknesses, likes and dislikes.
“You can learn a lot about yourself from your
peers”. (Grade 10 learner)
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The support by peers may facilitate the wideranging exploration, risk taking, and social
mastery that is inherent in career decision
making (Blustein et al., 1991)
“Sometimes we are afraid or we can’t speak to our
parents ..its easier to speak amongst friends
who have the same issues”. (Grade 10 learner)
INTERPERSONAL LEVEL INTERVENTIONS
(Relationships with Peers influence behaviour )
Peer Mentoring Group (Personal and Careers)
Peer Mentoring
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Adolescents with close peer relationships may feel freer to explore in great depth and may also commit to
career choices more readily than adolescents who have not established close peer relationships (Felsman
& Blustein, 1998).
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Adolescents who experience close peer relationships draw upon these support networks to help them
negotiate the exploration and commitment to goals and tasks in the career development process.
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Felsman & Blustein (1998) research indicates that adolescents who reported greater levels of attachment
to peers were more likely to engage in greater levels of environmental exploration (school resources,
teachers, research) and had made greater progress in committing to career choices.
INTERPERSONAL LEVEL INTERVENTIONS
(Relationships with Peers influence behaviour )
Peer Mentoring Group (Personal & Careers)
Training of Peer Mentors (Careers)
Grade 10 Peer Mentors
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Career information talks amongst the Grade 10
learners.
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Career Information Day in the Library
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Career Information Stalls
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Career Information consultation sessions with
Grade 9 learners for subject choice selection IN
Grade 10.
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Peer Academic Skills Development Groups.
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To increase the availability of career
development resources in the school through
the peer mentoring programme.
To promote the relationship between school
(Grade 9 subject choice selection, Grade 10,11
researching career prospects, post secondary
education and potential careers) and learners
career development through their peers.
To promote adolescents commitments to their
goals.
To increase adolescents commitment to pursue
their career development / post secondary
education.
To promote adolescents accessibility to career
information in a context of limited resources
through consultation with informed peers.
IMPLICATIONS
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The effects of this form of intervention will be measured after a 3 month interval to allow participants to
assimilate and integrate thinking.
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Future orientation provides meaningful opportunities for adolescents in the school context so that
learners become encouraged by engaging in career related activities.
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Participation in career related activities encourages students to maintain their interest in school subjects
throughout the academic year.
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A model to create school social connectedness, integrating a sense of future orientation and addressing
the South African school context.
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Shift from “once-off” career development interventions that are short term to long term, process
orientated approaches that can be integrated into the school curriculum.
ELEMENTS OF ADOLESCENTS DEVELOPMENT AND CONNECTIVITY TO THE SCHOOL CONTEXT
Positive Future Orientation
Self Regulation and
Emotional Competence
Academic Skills
Development
Belongingness
School
Involvement
Help seeking behaviour and peer
support networks
THE END
THANK YOU!!!