Tapping Autobiographical Narratives to Illuminate Resilience: A Transformative Learning Tool for Adult Educators

Autor/in	Lohr, Kathy D.
Titel	Tapping Autobiographical Narratives to Illuminate Resilience: A Transformative Learning Tool for Adult Educators
Quelle	In: Educational Gerontology, 44 (2018) 2-3, S.163-170 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lohr, Kathy D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1277
DOI	10.1080/03601277.2018.1432529
Schlagwörter	Resilience (Psychology); Adult Education; Adult Educators; Transformative Learning; Coping; Aging (Individuals); Violence; Natural Disasters; Personality Traits; Teaching Methods; Qualitative Research; Personal Narratives; Writing (Composition); Stress Variables; Interviews + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Pädagogische Transformation; Bewältigung; Aging; Altern; Gewalt; Natural disaster; Naturkatastrophe; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Erlebniserzählung; Schreibübung; Interviewing; Interviewtechnik
Abstract	Adversity has always been a part of life, however, today's hurricanes and earthquakes in increasingly populated areas, violent unrest creating a global refugee crisis, battlefield stress and work-place harassment, and the challenges of aging populations are demanding a better understanding of how individuals cope with adversity regardless of the source. One answer is resilience. This paper describes a narrative strategy that captures resilience in its many forms based on current research on resilience and transformative learning. Resilience research has moved from a focus on personality traits that help some to rebound to resilience as a process and outcome. As process and outcome, resilience is seen as a teachable attribute. This article applies two metatheories--one from resilience research and one from transformative learning--to data gathered in a qualitative research study on life-story writing. The results provide educators with a tool for facilitating resilience in their learners, clients, and patients. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01