@article{ref1,
title="Employing transformative learning theory in the design and implementation of a curriculum for court-ordered participants in a parent education class",
journal="Journal of transformative education",
year="2016",
author="Taylor, Mariann B. and Hill, Lilian H.",
volume="14",
number="3",
pages="254-271",
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. <br><br>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.<p /> <p>Language: en</p>",
language="en",
issn="1541-3446",
doi="10.1177/1541344616644685",
url="http://dx.doi.org/10.1177/1541344616644685"
}