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

Authors

• Rebekah Pollock, Georgia State University, Georgia, USAFollow

Abstract

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.

Keywords

conceptual framework, Vygotskian social learning theory, cultural-historical research, transformative social and emotional learning, participatory culture-specific intervention model, dialogue-based formative intervention, adolescents

Author Bio(s)

Rebekah Pollock, Ph.D. (https://orcid.org/0000-0003-0199-4329) is an instructor of Educational Psychology at Georgia State University. Her research interests include the perspectives and lived experiences of adolescents, the learning and developmental processes associated with discussion-based data collection and instructional methods, experiential learning among adolescents and adults, professional identity development within adult communities of learners, and promotion of equity-focused research and educational practices. Please direct correspondence to rpollock400@gmail.com

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

Recommended APA Citation

Pollock, R. (2026). Development of an Interdisciplinary Conceptual Framework for a Dialogue-Based Formative Intervention for Transformative Social and Emotional Learning for Adolescents. The Qualitative Report, 31(6), 5937-5963. DOI: https://doi.org/10.46743/1052-0147.8074

ORCID ID

0000-0003-0199-4329