Date of Graduation
12-2022
Document Type
Dissertation
Degree Name
Doctor of Education in Adult and Lifelong Learning (EdD)
Degree Level
Graduate
Department
Rehabilitation, Human Resources and Communication Disorders
Advisor/Mentor
Kevin M. Roessger
Committee Member
Kristin Higgins
Second Committee Member
Kenda S. Grover
Keywords
Addiction, Formal Reflective Activities, Transformative Learning Theory
Abstract
Although there has been considerable empirical support for the effect of reflection, and specifically reflective activities, within the domain of transformative learning (Ballon & Skinner, 2008; King, 2004; Mezirow, 2012; Roessger, 2014; Taylor, 2017), there is a gap in the literature concerning the value of formal reflective activities when used with people in addiction recovery programs. I will interview facilitators of addiction programs to inquire on the methods of reflection their programming provides people in addiction, investigate the effectiveness of the activities, and then determine the connections (if any) between formal reflective activities and transformation in people in addiction. This study will add to the epistemological framework of addiction, reflection, and transformative learning by adding empirical evidence that addresses these gaps in the research. This study will use a qualitative phenomenological approach, and participants will be purposefully sampled. The researcher will interview professionals who have specific experience facilitating addiction (both substance and behavioral addiction) and substance abuse groups and sessions.
Citation
Eller, J. R. (2022). Investigating How Facilitators View the Functions and Perceived Values of Reflective Activities on Transformative Learning Amongst People in Addiction. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/4780