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Psychological After-Effects of Ex-Cu...

Wells-Derbigny, Tammelle Cherrise,

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Psychological After-Effects of Ex-Cult Members Socially and Academically Limited While in School: A Qualitative Phenomenological Study /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Psychological After-Effects of Ex-Cult Members Socially and Academically Limited While in School: A Qualitative Phenomenological Study // Tammelle Cherrise Wells-Derbigny.
Author:	Wells-Derbigny, Tammelle Cherrise,
Description:	1 electronic resource (118 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
Contained By:	Dissertations Abstracts International85-02B.
Subject:	Religious education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30525236
ISBN:	9798379961909

Psychological After-Effects of Ex-Cult Members Socially and Academically Limited While in School: A Qualitative Phenomenological Study /
Wells-Derbigny, Tammelle Cherrise,

Psychological After-Effects of Ex-Cult Members Socially and Academically Limited While in School: A Qualitative Phenomenological Study /Tammelle Cherrise Wells-Derbigny. - 1 electronic resource (118 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: B.

The problem was that students reared in religious cults experienced academic and social limitations in school that perpetuated into adulthood after leaving the cult. This qualitative phenomenological study aimed to explore the experiences of adults reared in religious cults with academic and social limitations as children and whether those limitations continued into adulthood. Albert Bandura's social development theory provided the theoretical framework for creating and addressing the research questions using a purposive sample of 12 participants who completed audio-recorded, 45-minute, semi-structured interviews. Data were collected and analyzed using an interpretative phenomenological analytical approach. The results revealed that participants affiliated with cults faced academic restrictions such as limitations in continuing their education to college, accepting scholarships, participating in other school activities such as sports and debates, and being discouraged from putting effort into their academics. Participants also faced social limitations such as socializing with non-cult members, participating in social events, isolation by their peers, and not being invited to parties. Cult members experienced psychological trauma and anger and needed psychological support and therapy to deprogram, while others gained freedom, peace, and joy. Based on the findings, cults affected students negatively and limited them academically. Cult membership denies its members the opportunity to socialize and participate in extra-curricular activities and social events, leaving them feeling remorseful, traumatized, and bitter. A practical application recommendation is for public school systems to develop and implement strategies particular to students from religious cults to encourage their academic success.

English

ISBN: 9798379961909Subjects--Topical Terms:

555072
Religious education.
Subjects--Index Terms:

Religious cult

Psychological After-Effects of Ex-Cult Members Socially and Academically Limited While in School: A Qualitative Phenomenological Study /
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520 $a The problem was that students reared in religious cults experienced academic and social limitations in school that perpetuated into adulthood after leaving the cult. This qualitative phenomenological study aimed to explore the experiences of adults reared in religious cults with academic and social limitations as children and whether those limitations continued into adulthood. Albert Bandura's social development theory provided the theoretical framework for creating and addressing the research questions using a purposive sample of 12 participants who completed audio-recorded, 45-minute, semi-structured interviews. Data were collected and analyzed using an interpretative phenomenological analytical approach. The results revealed that participants affiliated with cults faced academic restrictions such as limitations in continuing their education to college, accepting scholarships, participating in other school activities such as sports and debates, and being discouraged from putting effort into their academics. Participants also faced social limitations such as socializing with non-cult members, participating in social events, isolation by their peers, and not being invited to parties. Cult members experienced psychological trauma and anger and needed psychological support and therapy to deprogram, while others gained freedom, peace, and joy. Based on the findings, cults affected students negatively and limited them academically. Cult membership denies its members the opportunity to socialize and participate in extra-curricular activities and social events, leaving them feeling remorseful, traumatized, and bitter. A practical application recommendation is for public school systems to develop and implement strategies particular to students from religious cults to encourage their academic success.
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