<p>This dissertation investigated the lived experience of transformation of participants in an earth-based Hero’s Journey Program and how a transformation manifests in participants’ daily lives. Three conceptual frameworks were investigated: Transformative Learning Theory, Joseph Campbell’s Hero’s Journey, and Scharmer’s U Theory. This study utilized a triangulation of multiple forms of qualitative inquiry including researcher experience in conjunction with data collected and analyzed in 3 phases that informed and validated each other. A total of 36 participants (<i>N</i> = 36) were involved in this study; participants included myself, facilitators, and journeyers. Phase 1 was a focus group (<i>n</i> = 5). Phase 2 was an interpretive phenomenological analysis of interviews (<i>n</i> = 16); and Phase 3 was an exploratory survey (<i>n</i> = 15). Phase 2 and Phase 3 ran concurrently after the completion of Phase 1. Two participants were involved in more than 1 phase of the study; therefore, the total number of participants is less than the combined number of participants listed for each of the 3 phases. Research found full-embodied spiritual journeys in a time concentrated mythological orientation steeped in nature’s elements foster human development and leadership capacities. Transformative process emerged six themes: (a) deep longing for clarity, likeminded community, connection to nature; (b) embracing the unknown, rituals create symbolic connections to soul, spirit and a sense of not being alone. Ritualized intentions embodied within nature create a catalyst for transformation; (c) willingness to tolerate discomfort reveals five interconnections: presencing, overcoming fear, trusting, surrendering and mutual support. Crossing thresholds evokes increased energy, a felt sense of spaciousness, reclaimed parts of self and an energetic unity of <i>being</i> (feminine) and <i>doing</i> (masculine). Reflective dialogue significantly enhance a transformation; (d) transformation shifts relationships with self, others, nature and time; (e) facilitators’ provide safety, unconditional acceptance, compassionate inquiry and profound sense of presence; and (f) an interwoven leadership atmosphere augments individual development and leadership capacities. </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3645150 |
| Date | 19 November 2014 |
| Creators | Lundin-Taylor, Vicki |
| Publisher | Institute of Transpersonal Psychology |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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