The Family as a Place of Experiencing Critical Events – Case Study

Keywords: a family, a crisis, a critical event, an experience, a narrative

Abstract

RESEARCH OBJECTIVE: The main aim is to show the narrative of a woman who experienced critical events in her personal life.

THE RESEARCH PROBLEMS AND METHODS: 1. How does the narrator describe critical events based on her family experience? 2. What meaning does she ascribe to the events experienced in retrospect? The presented research is situated in the interpretative research tradition. A descriptive‑theoretical type of case study was used. Empirical data was collected using Fritz Schütze’s narrative interview technique.

THE PROCESS OF ARGUMENTATION: The interview began by presenting the narrator’s life story from her childhood to the present day. Attention was paid to her understanding of herself and her life, her relationship with her parents, and critical events that occurred in her family. The empirical material was then interpreted based on Schütze’s process structures, which revealed her current life course, critical events in the family and landmark events in the narrator’s individual biography.

RESEARCH RESULTS: The interpretation of the empirical material showed the narrator in the process of change, internal metamorphoses. It revealed poor intra‑family relations, which became the cause of illness, lack of self‑acceptance, and depressive and anxious states. The therapy that she underwent, satisfying professional work and mutual feelings of love allowed the narrator to overcome her limitations, weaknesses and take a critical look at the family relationships that were the cause of her pain and suffering.

CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: The narrative presented in the paper can become a stimulus for change in people who are currently struggling with family problems, illness or suffering: all those people who experience anxiety and loneliness in the space of family life.

References

Bauman, T. (1998). O możliwości zastosowania metod jakościowych w badaniach pedagogicznych [On the possibility of using qualitative methods in pedagogical research]. In T. Pilch, Zasady badań pedagogicznych [Rules od pedagogical research] (pp. 54–175). Wydawnictwo Żak.

Borowska‑Beszta, B. (2011). Sama sobie tak postanowiłam, bo miałam dość takiego życia [I decided for myself because I had enough of such life]. In E. Dubas & W. Świtalski (Eds.), Uczenie się z (własnej) biografii [Learning from (one’s) own biography] (pp. 105–122). Wydawnictwo Uniwersytetu Łódzkiego.

Dobrowolska, D. (1992). Przebieg życia, fazy, wydarzenia [Life course‑phases‑events]. Kultura i Społeczeństwo, 36(2), 75–88.

John‑Borys, M. (1995). Kryzys rodziny jako doświadczenie życiowe [Family crisis as a life experience]. In J. Heszen‑Niejodek (Ed.), Doświadczenie kryzysu. Szansa rozwoju czy ryzyko zaburzeń [Crisis experience: Opportunity for development or risk of disorder] (pp. 12–24). Wydawnictwo Uniwersytetu Śląskiego.

Krawczyk‑Bocian, A. (2019). Narracja w pedagogice. Teoria, metodologia, praktyka badawcza [Narration in pedagogy: Theory, methodology, research practice]. Wydawnictwo Uniwersytetu Kazimierza Wielkiego.

Krawczyk‑Bocian, A. (2021). Homo narrator. Wydawnictwo Uniwersytetu Kazimierza Wielkiego.

Oleś, P. (2004). Konstruowanie autonarracji. Refleksja teoretyczna [Constructing autonarratives: Theoretical reflection]. In E. Dryll & A. Cierpka (Eds.), Narracja. Koncepcje i badania psychologiczne [The Narrative: Psychological concepts and research] (pp. 193–205). Wydawnictwo Instytutu Psychologii PAN.

Pilch, T., & Bauman, T. (2001). Zasady badań pedagogicznych. Strategie ilościowe i jakościowe [Principles of pedagogical research: Quantitative and qualitative strategies]. Wydawnictwo Żak.

Rubacha, K. (2004). Budowanie teorii pedagogicznych [Building pedagogical theories]. In Z. Kwieciński & B. Śliwerski (Eds.), Pedagogika. Podręcznik akademicki [Pedagogy. Academic textbook] (Vol. 1, pp. 59–71). Wydawnictwo Naukowe PWN.

Rubacha, K. (2008). Metodologia badań nad edukacją [Methodology of research on education]. Wydawnictwa Akademickie i Profesjonalne.

Schütze, F. (1997). Trajektorie cierpienia jako przedmiot badań socjologii interpretatywnej [Trajectories of suffering as a subject of interpretative sociology research] (M. Czyżewski, Trans.). Studia Socjologiczne, 1, 11–34.

Stake, R.E. (2009). Jakościowe studium przypadku [Qualitative case study]. In N. Denzin & Y.S. Lincoln (Eds.), Metody badań jakościowych (Vol. 1, pp. 623–654). Wydawnictwo Naukowe PWN.

Szkudlarek, T. (1997). Poststrukturalizm a metodologia pedagogiki [Poststructuralism and the methodology of pedagogy]. Acta Universitatis Nicolai Copernici. Socjologia Wychowania, 13(317), 167–199.

Teusz, G. (2002). Koncepcja krytycznych wydarzeń życiowych na tle transakcyjnej teorii stresu R.S. Lazarusa [The concept of critical life events in the context of R.S. Lazarus’ transactional theory of stress]. Teraźniejszość – Człowiek – Edukacja, 2, 7–33.

Teusz, G. (2010). Historie, według których żyjemy [Stories we live by]. In M. Straś‑Romanowska, B. Bartosz & M. Żurko (Eds.), Psychologia małych i wielkich narracji [The psychology of small and grand narratives] (pp. 151–156). Wydawnictwo Eneteia.

Published
2024-06-30
How to Cite
Krawczyk-Bocian, A. (2024). The Family as a Place of Experiencing Critical Events – Case Study. HORIZONS OF EDUCATION, 23(66), 123-133. https://doi.org/10.35765/hw.2024.2366.12