Transformative Learning in the Context of Suicide Bereavement

Autor/inn/en	Sands, Diana; Tennant, Mark
Titel	Transformative Learning in the Context of Suicide Bereavement
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 60 (2010) 2, S.99-121 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713609349932
Schlagwörter	Theories; Grief; Transformative Learning; Suicide; Coping; Interpersonal Relationship; Group Counseling; Thematic Approach; Classification; Social Bias; Religion; Mothers; Psychological Patterns; Parent Child Relationship + Suchen Sie Ihr Suchwort? Theory; Theorie; Trauer; Pädagogische Transformation; Selbstmord; Bewältigung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gruppenberatung; Themenzentrierter Unterricht; Classification system; Klassifikation; Klassifikationssystem; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This article examines the experience of suicide bereavement through the lens of transformative learning. Its purpose is twofold: first, to analyse the dynamics of the grieving process and the transformative experience of the bereaved; second, to use this analysis to draw implications for theory, practice, and research on transformative learning. It is a study of the way in which those bereaved by suicide construct meaning about the self-volition of the death and their ongoing relationships with the deceased, themselves, and significant others. In common with transformative learning, this quest for meaning proceeds through discourse, dialogue, and the re-storying past events and relationships. While the study illustrates the general thrust of transformative learning theory, it also highlights some of its limitations as it is commonly expressed and conducted. These limitations are discussed in relation to the tension between cognition and affect, the role of relationships, and underlying conceptions of the self. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10