Self-distancing and narrative wisdom in older adults’ autobiographical reflection

Abstract

The aim of the study was to explore the relationship between the ability of older adults to distance themselves from their life stories and the intensity of their narrative wisdom. In the study, we followed a narrative-constructivist approach while using mixed research strategies, including our working concept of narrative wisdom. We used our original coding system to analyze the transcripts of life stories obtained from 259 Polish older adults (aged 60 to 97). The coding outcomes were subsequently compared with the self-distancing questionnaire results. Our findings suggest that self-distancing is a differentiating factor for the strategies used by older adults in their autobiographical reflection: in its structure-, content-, and process-related qualities. When based on self-distancing strategies, narrative autobiographical reflection correlates with a higher sense of purpose and a higher level of agency. This interplay facilitates older adults in their author-like, flexible, and open attitudes toward their life stories; it can also be applied in counseling and older adults’ therapy.

Keywords:

• Autobiographical reflection
• self-distancing
• narrative wisdom
• supporting older adults

Acknowledgment

The research project was carried out by all three authors as part of the statutory research activities conducted by the Unit for the Psychological Support of Human Development at the Chair of Psychology, Pedagogical University of Cracow, Poland (now the Chair for the Psychological Support of Human Development at the Institute of Psychology, Pedagogical University of Cracow, Poland).

Notes

1 Thus, the narrative development trajectory runs from 1/ motivating for autobiographical activity and stimulating interest in one’s “inner truth”; 2/ discovering the meaning of particular experiences and the strategies with which they can be transformed into an individual life story; 3/ transforming negative aspects of life into positive experiences (sufferings into lessons, losses into gains) and attaining wisdom afterwards; 4/ a heightened sense of meaningful connection with a broader context that transcends the individual self.

2 Some of the representatives of narrative gerontology are: W. L. Randall (2008; 2013; Randall & McKim, 2008), G. Kenyon (Kenyon, Bohlmeijer, & Randall, 2011), and K. de Medeiros (2007).

3 The narrative context inherent in this approach also suggests that developmental processes can be (to some extent) metaphorised and supported when using mechanisms which were hitherto confined to the realm of literature and literary criticism (cf. “the poetics of growing old”, Randall & McKim, 2008; and “aging as a literary process”, McKim & Randall, 2007).

4 We differentiate between the authorship of one’s “life story” and the authorship of “one’s life”. The former denotes the intentional and creative reconstructing of one’s life story. The latter depicts an individual agency and influence on one’s life which is expressed by particular actions or decisions.

5 Based on Decision nb. WP.113-4/ 2017 made by the Ethical Committee of the Faculty of Pedagogy, Pedagogical University of Cracow, Poland.

6 Participants in these studies reconstructed meaning by changing their conceptual outlook on experience: they developed a deeper or broader perspective on themselves, their relationships with others, their lives, and the world. Personal growth in turn was expressed in personal transformation (e.g. participants reported that they improved their health or particular skills or became more mature following a particular event).