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How do retired military officers sta...

The George Washington University., Human and Organizational Learning.

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How do retired military officers start anew in civilian society? A phenomenological study of life transition.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How do retired military officers start anew in civilian society? A phenomenological study of life transition./
作者:	Savion, Sydney M.
面頁冊數:	316 p.
附註:	Adviser: Michael J. Marquardt.
Contained By:	Dissertation Abstracts International70-02B.
標題:	Military Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3344658
ISBN:	9781109030365

How do retired military officers start anew in civilian society? A phenomenological study of life transition.
Savion, Sydney M.

How do retired military officers start anew in civilian society? A phenomenological study of life transition. - 316 p.

Adviser: Michael J. Marquardt.

Thesis (Ed.D.)--The George Washington University, 2009.

The life transitioning experience of the participants was captured by crafting structural and textural descriptions, integrating structural-textural descriptions, and synthesizing the articulated meanings and essences of the phenomenon as a whole.

ISBN: 9781109030365Subjects--Topical Terms:

1017606
Military Studies.

How do retired military officers start anew in civilian society? A phenomenological study of life transition.
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245 1 0 $a How do retired military officers start anew in civilian society? A phenomenological study of life transition.
300 $a 316 p.
500 $a Adviser: Michael J. Marquardt.
500 $a Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1330.
502 $a Thesis (Ed.D.)--The George Washington University, 2009.
520 $a The life transitioning experience of the participants was captured by crafting structural and textural descriptions, integrating structural-textural descriptions, and synthesizing the articulated meanings and essences of the phenomenon as a whole.
520 $a This phenomenological study explored the life transitioning experience that accompanies the retirement of senior military officers and their return to civilian society. In particular, this study looked at how retired senior officers who have been living in civilian society for 2 to 5 years navigate a change in cultural differences and attend to the identity, awareness, and self-renewal that lead to a new beginning and a potential for learning. The research method selected for this study is qualitative. This is the best methodological fit to explore the research problem of this study because it offers a method of inquiry into the meaning that individuals ascribe to the human problem of life transition.
520 $a Ten participants were purposefully selected to explore the life transitioning process that accompanies retired senior officers as a result of returning to civilian society after more than two decades of active-duty military service. Each participant was interviewed twice over a period of time using Seidman's (1998) in-depth phenomenological interview method. Individual profiles were developed for each participant, as recommended by Seidman (2006), and the interview data were analyzed using Moustakas' (1994) phenomenological analysis method. As a result of the phenomenological reduction, clustering, and thematizing, eight themes and thirteen sub-themes emerged that paralleled Bridges' (2003) life transition process stages.
520 $a This study offers the following conclusions: (1) Life transitioning experience is expressed in terms of how an individual conceptualizes self in relation to the culture change. (2) Adjusting to a different environment is an evolutionary process for individuals exchanging a structured culture for an unstructured culture. (3) Navigating the life transition process of letting go of the old situation and starting anew involves a shift in thinking, being, and doing. (4) The life transitioning experience unfolds in three stages---an ending, a neutral zone, and a new beginning---as an individual adjusts to a culture change. (5) Identity and attitude evolve as an individual becomes more aware of self, others, and the environment. (6) Learning is transformative---through self-reflection and self-discovery, one learns to embrace change, which leads to self-renewal. (7) A favorable life transition outcome is dependent upon a self--realizing frame of mind.
520 $a The conclusions that flow from the findings of this study reinforce the ideas of Bridges (1980, 2001, 2003, 2004), who discusses life transition; Hudson (1999), who relates life transition to self renewal; Erikson (1980), who discusses identity; and Mead (1967), who relates identity to self. These new insights contribute to the life transition literature and provide military officers with insights to consider long before retiring from the military and returning to civilian society. The intent is that this research enrich practice but, moreover, generate dialogue that fosters an appreciation of the life transitioning experience of a invaluable yet often overlooked segment of our society.
590 $a School code: 0075.
650 4 $a Military Studies. $3 1017606
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Sociology, Individual and Family Studies. $3 626655
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710 2 $a The George Washington University. $b Human and Organizational Learning. $3 1020303
773 0 $t Dissertation Abstracts International $g 70-02B.
790 $a 0075
790 1 0 $a Felt, Eric J. $e committee member
790 1 0 $a Lim, Peng Soon $e committee member
790 1 0 $a Marquardt, Michael J., $e advisor
791 $a Ed.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3344658