Literaturnachweis - Detailanzeige
Autor/inn/en | Dugas, Daryl; Geosling, Bobbi Jean; Shelton, Jeron |
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Titel | In Defense of Discomfort: The Role of Challenging Emotions in the Growth toward Self-Authorship on a Weekend Retreat |
Quelle | In: Journal of College and Character, 20 (2019) 1, S.47-64 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1940-1639 |
DOI | 10.1080/2194587X.2018.1559200 |
Schlagwörter | Undergraduate Students; Individual Development; Recreational Activities; Guidance; Student Role; Small Group Instruction; Emotional Response; College Faculty; Self Concept; Metacognition; Phenomenology; Self Actualization; Buddhism; Student Attitudes Individuelle Entwicklung; Freizeitgestaltung; Beratung; Emotionales Verhalten; Fakultät; Selbstkonzept; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Phenomenological psychology; Phänomenologie; Psychologie; Self actualisation; Selbstverwirklichung; Buddhismus; Schülerverhalten |
Abstract | This article explores the experiences of undergraduate students participating in a retreat providing guidance toward self-authorship. In post-retreat interviews, participants discussed their experiences of discomfort during the retreat and its importance to their personal growth. Sources of discomfort included inhabiting unfamiliar environments and roles, participating in small group processes, and experiencing unpleasant emotions. Following the retreat, participants linked these experiences with greater capacity for introspection and greater ability to assert themselves. Implications for fostering students' self-authorship are discussed, including the need for greater engagement with students' emotions and for college educators to reconsider their own relationship with discomfort. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |