Using contextual action theory for conceptualization and research on adolescent development

Contextual Action Theory (CAT) is a conceptual, methodological, and practical framework that is consistent with these calls. In CAT, action is conceptualized as a complex, dynamic, and multidimensional system that can be comprehended from multiple levels of organization and from multiple perspectives. To illustrate how CAT has been used to conceptualize the design of research and the Action-Project Method (A-PM) to reflect that design, this chapter presents an integration of findings from several recent studies on the transition to adulthood that used the theory and the method. In CAT, change appears as the product of the interactions or transactions between individuals and the social contexts they are embedded in, that is, of their actions and of how these actions unfold over time. Feeling angry with or being understood by a parent, as well as doubting or trusting the parent’s ability to help, are examples of internal processes an adolescent may experience in response to the parent’s action.