The University of Southern Mississippi The Aquila Digital Community Dissertations Spring 5-2013 Through the Lens of Perspective Transformation: The mpI act of Parent Education on the Parenting Styles of Court-Ordered Participants Mariann Baucum Taylor University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Adult and Continuing Education and Teaching Commons Recommended Citation Taylor, Mariann Baucum, "Through the Lens of Perspective Transformation: The mpI act of Parent Education on the Parenting Styles of Court-Ordered Participants" (2013). Dissertations. 75. https://aquila.usm.edu/dissertations/75 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi THROUGH THE LENS OF PERSPECTIVE TRANSFORMATION: THE IMPACT OF PARENT EDUCATION ON THE PARENTING STYLES OF COURT-ORDERED PARTICIPANTS by Mariann Baucum Taylor Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May2013 ABSTRACT THROUGH THE LENS OF PERSPECTIVE TRANSFORMATION: THE IMPACT OF PARENT EDUCATION ON THE PARENTING STYLES OF COURT-ORDERED PARTICIPANTS by Mariann Baucum Taylor May2013 Parenting is one of the most widespread developmental tasks of adulthood. Simply put, most adults are or eventually will be parents. Even though parenting is commonplace, it is nonetheless a complex and sometimes overwhelming process. Support for parents can be found in the form of parent education, a topic which has been extensively researched over the last several decades. This research consistently upholds the efficacy of parent education (Heath & Palm, 2009; Marienau & Segal, 2006; Miller & Sambell, 2002); however, there is far less research related to parent education for court-ordered parents. This study sought to fill that gap by analyzing the experiences of participants in court-ordered parent education with the ultimate goal of identifying a framework which promotes learning that is transformative. A basic qualitative design, which consisted of a before-training interview, training, an after-training interview, and a follow-up interview, was used in this research. Participants included eleven parents who had been court-ordered to attend parent education classes through the Department of Human Services. Through the data collection and data analysis process, the researcher was able to assess the outcome and the experience of the parent education class for the participants. She contends that most of the participants experienced a transformation of the parenting practices which 11 characterize responsiveness and demandingness, the essential elements of parenting style. The researcher therefore concludes that these participants experienced a transformation of parenting style. She further contends that the transformative experience began with a disorienting dilemma and was fostered through critical self­ reflection and rational discourse. This study has implications for adult education theory, practice and policy. For example, this study suggests that transformative learning can occur in a mandated setting providing that the incentive is powerful enough. Additionally, this study indicates that ·transformative learning can be lasting in non-life threatening situations, such as the potential loss of custody of one's children. The researcher recommends that this program be replicated with other court­ ordered audiences and taught by other facilitators to determine if it is relevant in alternative settings. It is also recommended that this theoretical framework be applied in other types of adult education programs that promote major life-style changes (e.g. family-life education, substance abuse, weight loss, etc.) 111 ABSTRACT THROUGH THE LENS OF PERSPECTIVE TRANSFORMATION: THE IMPACT OF PARENT EDUCATION ON THE PARENTING STYLES OF COURT-ORDERED PARTICIPANTS by Mariann Baucum Taylor May2013 Parenting is one of the most widespread developmental tasks of adulthood. Simply put, most adults are or eventually will be parents. Even though parenting is commonplace, it is nonetheless a complex and sometimes overwhelming process. Support for parents can be found in the form of parent education, a topic which has been extensively researched over the last several decades. This research consistently upholds the efficacy of parent education (Heath & Palm, 2009; Marienau & Segal, 2006; Miller & Sambell, 2002); however, there is far less research related to parent education for court-ordered parents. This study sought to fill that gap by analyzing the experiences of participants in court-ordered parent education with the ultimate goal of identifying a framework which promotes learning that is transformative. A basic qualitative design, which consisted of a before-training interview, training, an after-training interview, and a follow-up interview, was used in this research. Participants included eleven parents who had been court-ordered to attend parent education classes through the Department of Human Services. Through the data collection and data analysis process, the researcher was able to assess the outcome and the experience of the parent education class for the participants. She contends that most of the participants experienced a transformation of the parenting practices which 11 characterize responsiveness and demandingness, the essential elements of parenting style. The researcher therefore concludes that these participants experienced a transformation of parenting style. She further contends that the transformative experience began with a disorienting dilemma and was fostered through critical self­ reflection and rational discourse. This study has implications for adult education theory, practice and policy. For example, this study suggests that transformative learning can occur in a mandated setting providing that the incentive is powerful enough. Additionally, this study indicates that transformative learning can be lasting in non-life threatening situations, such as the potential loss of custody of one's children. The researcher recommends that this program be replicated with other court­ ordered audiences and taught by other facilitators to determine if it is relevant in alternative settings. It is also recommended that this theoretical framework be applied in other types of adult education programs that promote major life-style changes (e.g. family-life education, substance abuse, weight loss, etc.) 111 COPYRIGHT BY MARIANN BAUCUM TAYLOR 2013 The University of Southern Mississippi THROUGH THE LENS OF PERSPECTIVE TRANSFORMATION: THE IMPACT OF PARENT EDUCATION ON THE PARENTING STYLES OF COURT-ORDERED PARTICIPANTS by Mariann Baucum Taylor A Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Approved: Lilian Hill Director Anne Burgess Thomas Lipscomb Kyna Shelley Susan A. Siltanen Dean of the Graduate School May2013 ACKNOWLEDGMENTS I would first like to thank my advisor and mentor, Dr. Lilian Hill, who has skillfully and patiently guided me on this journey. Dr. Hill's expertise in the field of Adult Education, her thoughtful relevant feedback and her unfaltering encouragement were crucial to the completion of this project and the fulfillment of my dreams of a doctoral degree. I would also like to extend my heartfelt gratitude to Dr. Anne Burgess, Dr. Thomas Lipscomb, and Dr. Kyna Shelley, who despite their very busy schedules took the time to serve on my committee. Each contributed their own unique and individual viewpoints which provided the collective insight to produce a richer, more worthwhile document. I would also like to acknowledge Mrs. Doris Vines for her incredible organizational abilities and her attention to detail which assured that my documents reached the right person at the right time. I would like to thank the staff of the Jones County Department of Human Services for their collaboration on this project. Their willingness to accommodate my schedule and to provide the space for class meetings, interviews, and visitations is deeply appreciated. In essence, without their cooperation and the referral of their clients, this project would not have been possible. I would also like to say a special thank you to the parents who participated in this research endeavor. Without their partnership, their willingness to share their personal stories, and their valuable insight, there would have been no study. Lastly, but certainly not least, I would like to thank my entire wonderful family for their support and steadfast encouragement throughout this long iv process. I am a believer in the importance of family and mine has been absolutely essential in the undertaking of this venture. Thank you and much love to my biggest cheerleaders. v TABLE OF CONTENTS ABSTRACT ......................................................................................... .ii ACKNOWLEDGMENTS ................................................................................. .iv CHAPTER I. IN"TRODUCTION .................................................................. 1 Transformative Learning Theory Purpose of the Study The Research Questions Definition