Citation

Taylor MB, Hill LH. J. Transform. Educ. 2016; 14(3): 254-271.

Copyright

(Copyright © 2016, SAGE Publishing)

DOI

10.1177/1541344616644685

PMID

unavailable

Abstract

This study sought to analyze the experiences of participants in court-ordered parent education with the ultimate goal to identify a framework, which promotes learning that is transformative. Participants included 11 parents court ordered to attend parent education classes through the Department of Human Services. A basic qualitative design, which was comprised of a before-training interview, training, after-training interview, and follow-up interview, was used. Analysis of data, which included transcribed interviews, field notes, journal postings, and observations of parent-child interactions, revealed that most of the participants experienced a transformation of parenting style. Transformation was fostered through self-reflection and rational discourse in the form of journal writings, guided class discussions, and critical questioning.

FINDINGS suggest that transformative learning can occur in a mandated setting providing that the incentive is powerful enough and that transformative learning can be lasting in non-life-threatening situations, such as the potential loss of custody of one's children.

Language: en