Development of an Interdisciplinary Conceptual Framework for a Dialogue-Based Formative Intervention for Transformative Social and Emotional Learning for Adolescents

I use the plug-and-play method to draw from Vygotskian social learning theories, the participatory culture-specific intervention model, the transformative social and emotional learning framework, and cultural-historical formative interventions to develop a conceptual framework for research that centers dialogue-based data collection and aims to study the associated processes and outcomes. First, I describe how I identified the need for a new conceptual framework. Second, I examine the historical roots, philosophical beliefs, conceptualization of processes related to learning and development and successful outcomes, and methodological requirements of each contributing theory or framework to determine a compatibility of perspectives and complementarity of goals and technical terms, and I consider application to dialogue-based data collection methods. Then, I outline a framework for a dialogue-based formative intervention for transformative social and emotional learning for adolescents, and I use this to suggest future directions for research with adolescents. Finally, I invite researchers to learn from the process to create their middle range conceptual frameworks and draw from the frameworks’ principles for a dialogue-based formative intervention for transformative social and emotional learning for adolescents to develop innovative research designs.