A narrative inquiry of the experience of a mother with adolescents participating in parental education based on emotional intelligence

Y. Choi, Jeong-sook Kim, Bo-young Song, Myung-Woo Lee
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Abstract

Objectives This study was conducted to explore in-depth the actual participation experience of a mother with adolescents participating in emotional intelligence-based parent education and the meaning of the experiences. Methods To this end, emotional intelligence-based parent education was conducted from September to November 2023, and data were collected through face-to-face interviews three times by selecting one parent participant with adolescents. It was analyzed in the three-dimensional narrative inquiry’s space proposed by Clandinin & Connelly(2000) to interpret vivid experiences and their meanings in the context of the participant's life stories naturally and spontaneously. Results There were 3 experience domains and 1 semantic domains and 15 lower categories. The first domain were ‘desperate desire to become an expert and be comfortable from a empty heart’ as the motivation. The sec-ond domain were ‘I'm afraid I'm going to be hurt’, ‘I'm desperate to fill my childhood parent position’, ‘the moment when a spark bursts while doing my best to play the role of a parent’, ‘mother constantly cracking down on me for fear of being told that I raised my child wrong’, ‘I'm living a hard life without a break and collapsing because of my emotions,’ and ‘I pretend to be okay outside and I'm acting like a comedian.’ The third domain were ‘the joy of warm support and care toward me’, ‘the courage to experience deep inner fears’, and ‘the person who grows into true self-understanding’. Conclusions In the process of recognizing and understanding oneself, who unilaterally controlled and demanded change in relationships with children, it led to inner growth. The meaning of the participation experience in emo-tional intelligence parental education became an inflection point not only for the relationship with the children but also for the change in one's own growth through true meeting with oneself.
一位母亲参加基于情商的家长教育的青少年经历叙事调查
目的 本研究旨在深入探讨一位有青少年的母亲参与情商型家长教育的实际参与体验及其意义。方法 为此,于 2023 年 9 月至 11 月开展了情商式家长教育,通过选取一位有青少年的家长参与者进行三次面对面访谈,收集数据。在 Clandinin & Connelly(2000)提出的三维叙事探究空间中进行分析,在被试的生活故事中自然、自发地解读生动的体验及其意义。结果 共有 3 个经验域和 1 个语义域以及 15 个低级类别。第一个领域是 "迫切希望成为专家,并从空虚的内心获得舒适 "作为动机。第二个领域是'我害怕自己受到伤害'、'我急于填补儿时父母的位置'、'在尽力扮演父母角色时迸发出火花的那一刻'、'母亲不断打击我,生怕别人说我养错了孩子'、'我活得很辛苦,没有休息,因为情绪而崩溃'、'我在外面假装没事,却像个喜剧演员'。第三个领域是'对我的热情支持和关怀带来的快乐'、'体验内心深处恐惧的勇气'和'成长为真正了解自我的人'。结论 在认识和了解单方面控制和要求改变与儿童关系的自己的过程中,内心得到了成长。参与情绪智力家长教育的经历的意义,不仅成为与孩子关系的转折点,也成为通过与自己的真正会面改变自己成长的转折点。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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