NON FORMAL EDUCATION OF ADULTS FROM FAMILIES AT SOCIAL RISK: GROUNDED THEORY APPROACH

• Main Authors: Rimvydas Augutavičius, Tomas Butvilas
• Format: Article
• Language: English
• Published: Mykolas Romeris University 2018-12-01
• Series: Socialinis Darbas
• Subjects: social risk; adult education; non-formal education
• Online Access: https://www3.mruni.eu/ojs/social-work/article/view/4911

The phenomenon of social risk in the context of family functioning, or so called at family at social risk is linked with the possible risks and harmful social environment to which children are exposed. This can be distinguished by the specific behavior of adults, their perceptions and values as well as characteristics of personality. The phenomenon is rather widely discussed in the scientific literature, however the majority of these explorations are made in the field of sociology, psychology, social work, while very little focus on the educational side of it is drawn upon. The analysis of scientific literature disclosed that the education of children from families at social risk in day care centers are often emphasized and no feasible research is made in the field of adult education. Number of interventions deal with social risk characteristics and they can be identified as non-formal education as far as these activities are provided in an organized way and aim to change the personality, patterns of behavior, values, gaining new skills and knowledge. The topic of non-formal education of adults from families at social risk is pretty new and relevant to study because of its insufficient scientific ground and persistent trends of the phenomenon. The research in the area of non-formal education of adults from families at social risk was carried using classic grounded theory approach. The aim of this research – to discover the theory grounded in empirical data which could explain the process of phenomenon emphasized. Thorough usage of all the parameters of grounded theory approach lead to the elaboration of the theory that is distinguished as the constant effort to solve, process and manage lead to participation. It is implemented via contextual realization of engaging relationship, which may gain two opposite forms – rejection circle linked with negative purposefulness and represented by rigidity of the process as well as directing consciousness linked with positive purposefulness and change as the result of education.