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ERIC Number: ED557820
Record Type: Non-Journal
Publication Date: 2013
Pages: 367
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-8247-3
ISSN: N/A
Bringing the Adult Learning Experience of Successful Weight Loss Maintenance into Focus: A Narrative Analysis with Implications for Educators and Clinicians
Stametz, Rebecca A.
ProQuest LLC, D.Ed. Dissertation, The Pennsylvania State University
In light of the many social, medical, and political viewpoints on obesity, little is known of the weight loss maintenance experience and the impact on learning processes and outcomes among adults. The purpose of this study was two-fold: a) to explore the experience and meaning-making processes of individuals who have maintained a weight loss and b) to explore how this learning manifested in successful weight maintenance and improved self-identity despite cultural stressors. This study was grounded in three intersecting theoretical frameworks relating to adult education: Transtheorectical Model of Behavior Change Transformational Learning Theory and Critical Media Literacy as informed by Critical Public Pedagogy. Narrative inquiry was chosen to study the nine stories of adult participants who successfully maintained a weight loss that bring meaning to the weight loss maintenance experience. The collective analysis resulted in two categories and five themes. The first category centered on adult learning. The first theme was related to triggers that were grounded by health and life events. Secondly, learning processes were evident in the narratives and were either self-directed, largely instrumental knowledge and occurred in a non-formal environment. Thirdly, weight loss was seen primarily as a physical transformation motivated by increased self-concept and helping relationships. The second category centered on hegemony and resistance. The fourth theme focused on cultural stressors including the fashion and entertainment industries. The fifth theme focused on changes in obesity discourse post weight loss. The study ends with a consideration of the findings in light of the theory for adult learning and practical implications for strengthening subsequent intervention design. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A