The Centrality of Meaning-Making in Transformational Learning: How HIV-Positive Adults Make Sense of their Lives

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Abstract
At the heart of transformational learning is meaning-making—the act of "making sense" of an experience. A review of the literature on adult and transformational learning, adult development, and counseling revealed that there are few detailed descriptions of the process of meaning-making. The purpose of this study was to understand how meaning is constructed in the lives of those diagnosed as HIV-positive. Face-to-face interviews were conducted with a sample of 18 HIV-positive men and women. Using the constant comparative method, an inductive analysis of the data revealed a process for meaning-making that involves a period of initial reaction to the diagnosis, a catalytic experience that sets into motion the meaning-making process, and three distinct yet interrelated phases of reflection and activity. The findings not only provide a clearly delineated description of the meaning-making process, they also reveal unique contributions that underscore the centrality of meaning-making in transformational learning.

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