Exploring Gerotranscendence Experiences of Turkish Older People with the Guided Autobiography Method

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This theory encompasses three dimensions: Cosmic Transcendence, involving a new perception of time and connections to past generations; Self-Transcendence, involving ego integrity and reduced self-centeredness; and Social Transcendence, involving deeper, more meaningful relationships and a release from societal pressures. The aim of this article is to introduce new Guided Autobiography themes related to Gerotranscendence by examining the experiences of older adults at a Guided Autobiography (GAB) workshop conducted in Turkey. Methods In order to answer the question “ How do gerotranscendence experiences and turning points connect through autobiographical narratives?" , a gerotranscendence themed Guided Autobiography workshop was designed and offered to older people. Participants consisted of 24 older people who voluntarily attended the workshop. The autobiographical writings of the participants were qualitatively analyzed using the Biographical Case Reconstruction method. Results The findings from the GAB workshop reveal that older adults often resonate with the dimensions of gerotranscendence, validating the theory through their personal narratives and experiences. Conclusion This article contributes to the understanding of aging by highlighting the potential of guided autobiographical writing as a tool for fostering self-reflection and connection among older individuals. Three new themes with stimulating questions focused on gerotranscendence experiences were identified. In further studies, these themes would be used as data collection tool or part of Guided Autobiography interventions. Gerotranscendence Guided Autobiography Turkish Older People University of Third Age Introduction “Guided Autobiography is a semistructured process for life review. It incorporates individual and group experiences with autobiographical writing” [1]. The process was developed in the 1970s by American gerontologist James Emmett Birren. It serves as an educational tool and as research material based on life review and reminiscence methods aimed at exploring various issues related to adult development [2]. Since its development, a variety of scholars have used this method for a variety of subjects related to aging, including counselling [3], retirement preparation [4] and career planning [5]. It has been used for identifying the purpose of successful aging [6], as a lifelong learning activity [7], as a therapy method [8], as a tool for oral history [9], as a support program for older care [10], as a gerontological education tool [11] and as research material [12]. Guided Autobiography (GAB) consists of four key components related to writing and psychosocial development: sensitization exercises, writing on a specific theme, small group discussion, and providing feedback on the writings of fellow group members [3]. In each session, the leader clearly defines a theme and presents a series of sensitizing questions that directly relate to that theme [13]. The themes progress from stimulating questions about basic life issues, such as turning points and family, to deeper, more philosophical topics, including death and the meaning of life. This progression helps establish an environment of trust among group members. More sensitive subjects like gender and sexuality can be addressed later on once trust has been built. The purpose of the questions is to encourage participants to reflect on the topics and to provoke thoughtful discussion. Therefore, the aim is not necessarily for the participant to directly answer a specific question or all the questions presented [12]. The standardized themes of a classical guided autobiography group are listed below [14]: 1. The major branching points in my life 2. My family 3. My career or major life work 4. The role of money in my life 5. My health and body image 6. The loves and hates of my lifetime 7. My sexual identity, sex roles, and sexual experiences 8. My experiences with death and ideas about dying 9. The history of my aspirations and life goals and the meaning of my life Even the traditional version of the Guided Autobiography Method includes universal themes; organized according to specific groups [15] such as veteran experiences [16], spiritual development experiences [17] and bereavement experiences [18]. The aim of this article is to introduce new Gerotranscendence themes for a Guided Autobiography based on the findings of the Gerotranscendence themed workshop with Turkish older adults. Gerotranscendence The Gerotranscendence Theory introduces a novel perspective on experiences, interpreting the changes they cause as spiritual transition rather than disengagement from life [19]. According to Tornstam [20,21], gerotranscendence encompasses three primary dimensions. The first dimension involves a shift in the perception of time and death, a sense of connection to preceding generations and historical identities, an appreciation for elemental sources of happiness, such as natural or art-related aspects, and an acceptance of the unexplained mysteries in life. This dimension is termed Cosmic Transcendence. The Self-Transcendence dimension comprises several aspects: ego integrity, a reduced self-centeredness, body-transcendence, which acknowledges changes in the body without becoming fixated on them, self-confrontation and discovering new things about oneself, and self-transcendence which shifts the focus of activities towards others. The third dimension, Social Transcendence, includes five transitions. The first is the redefining of the significance of relationships, opting for deeper and more meaningful connections with fewer people. The second, emancipated innocence, enables individuals to release the pressure created by unnecessary norms. Third, acceptance of role changes with transitions in life making it easier to accept and let go of societal roles. Fourh, everyday wisdom leads individuals to think more and opine less, moving away from rigid views of right and wrong. Lastly, modern asceticism signifies a decreased reliance on material possessions to sustain one's life. Hyse and Tornstam [22] noted that when older individuals are introduced to the Gerotranscendence Theory, they often spontaneously recognize the dimensions in their experiences. Thus, they validate the theory through their own experiences rather than relying on formal testing procedures. Additionally, it is emphasized that due to the theory's developmental nature, it lends itself well to biographical studies, allowing for the consideration of significant turning points in individuals' lives. According to Lars Tornstam [21] life crises trigger the development of gerotranscendence. However, the process of gerotranscendence is unique to each individual and does not have to occur at the same time or in the same way for everyone. In other words, although the likelihood of reaching gerotranscendence increases as one ages, it can be experienced at any age. As Bandyopadhyay and Singh [24] stated that even though there are various studies about gerotranscendence in the context of western countries, the number of studies is not sufficient in the non-western countries, and this study aims to fill the gap, especially since Tornstam claims his theories to be universal. In Turkey, while many scholars have conducted research on the gerotranscendence theory using both qualitative and quantitative approaches, there is a lack of research on the gerotranscendence experiences of older Turkish individuals [24, 25]. In this research, in order to answer the question: " How do gerotranscendence experiences and turning points connect through autobiographical narratives?" the Guided Autobiography Method was used as a data collection tool and new themes were organized in line with Tornstam’s Gerotranscendence Theory. Participants 60+ Refreshment University is a u3a program founded by Prof. Dr. İsmail Tufan of Akdeniz University in 2016 as a social responsibility project and example of gerontological intervention for individuals aged 60 and over. Refreshment University students are expected to come together with a focus on learning [26]. Therefore, they formed a separate intervention subgroup, within the aging population in Turkey. The participants of this study consisted of volunteer Refreshment University students who applied after announcement made by the directors sharing posters to advertise the program in WhatsApp groups on January 10, 2023, March 15, 2023, and May 1, 2023. Participants were chosen using the convenience sampling method. Inclusion and exclusion criteria for the study are shown in Table 1: Table 1 Inclusion and exclusion criteria for participants of the study Inclusion Criteria Exclusion Criteria Have internet connection Have computer or smartphone Maintain reading and writing assignments Ensure attendance at the workshops Absenteeism from workshop Failure to complete assigned writing The final number of participants who completed the workshops was 24. The oldest participant was an 82-year-old male, and the youngest was a 62-year-old female. The mean age of the participants was 69.9 years. Regarding educational background, one participant held a master’s degree, 12 held bachelor’s degrees, 10 had a high school diploma, and one had completed only middle school. During the workshop sessions, 13 participants used laptops, 10 used smartphones, and one used a tablet computer. Data Collection As a data collection method, A gerotranscendence themed Guided Autobiography workshop was designed and conducted by the first author of this study. James Birren and Betty Birren [27] stated that Guided Autobiography can be used as research material, and that life history can be collected with prepared themes regarding common experiences, which encourage life story sharing by developing a sense of trust among the members of each group. A traditional Guided Autobiography group starts with the “Branching Points in Life” theme and a stimulating exercise of drawing a lifeline chart which encourages participants to represent important turning points in their lives [28]. This theme, in the Turkish study, included a variety of stimulating questions related to transitions in the course of life and provided a general look into the participants’ life stories. The exercises of the second, third, and fourth weeks - the Johari Window, the Three Selves, and Clustering exercises - were adapted into Turkish from Birren and Deutschman's [28] book. While preparing stimulating questions regarding the themes of gerotranscendence, the exercises mentioned by Tornstam [21] and the questions asked in his book [20] were also used, but open-ended Guided Autobiography- type questions were asked about both positive and negative aspects of life. This way, participants did not have to focus only on the positive, or only on the negative aspects. (See Appendix for Stimulating Questions). The first author of this study had previously received Guided Autobiography training and practical experience. During translations and new themes were being created, the questions were finalized by taking onto account the opinions of the second author. Table 2 shows the general flow of the workshop, session by session. Table 2 Weekly flow of the transcending the aging workshop Week No Average Duration Flow and Thema Introductory Week 1 Hour Introducing the Guided Autobiography and the Purpose of the Workshop, Specifying the Theme to be Written and Read in the Next Week 1 2 Hour 1st Hour Stimulating Exercise: Lifeline Graph 2nd Hour: Branching Points in Life 2 2 Hour 1st Hour: Stimulating Exercise: Johari Window 2nd Hour: Cosmic Transcendence 3 2 Hour 1st Hour: Stimulating Exercise: Three Self 2nd Hour: Self Transcendence 4 2 Hour 1st Hour: Stimulating Exercise: Clustering 2nd Hour: Social and Personal Relationships The workshops were held weekly via the Microsoft Teams platform, and the participants were informed about the scientific purpose. The reason for selecting online workshop was to provide flexibility to participants for attendance in their daily routine. The start date of the workshops was January 30, 2023. For the first group, after the introduction week there was a two-week break due to the Kahramanmaraş Earthquake on February 6, 2023. Since the introductory session had just been held and only the homework to be done had been explained, there was no distruption to the workshop. Five more workshops were held in the following three months. The completion date of all workshops was May 31, 2023. The dates and number of participants in the workshops are shown in Table 3: Table 3 Dates and number of participants in completed workshops Group Participants Dates Group 1: 2 Male, 3 Female January 30 2023-March 13 2023* Group 2 1 Male, 3 Female February 28 2023-March 27 2023 Group 3 5 Female March 16 2023-April 13 2023 Group 4 2 Male, 1 Female March 17 2023-April 14 2023 Group 5 5 Female May 3 2023-May 31 2023 Group 6 2 Male May 3 2023-May 31 2023 * This workshop was paused for two weeks after the Introductory week due to the February 6, 2023 Earthquake. As group leader, the first author of this paper informed and oriented the participants about completing weekly tasks and sharing the writings with groups. As defined in the rules of Guided Autobiography [29], she also shared her own experiences on the subject at a minimal level in order to encourage sharing. Analysis Methodology The autobiographical narratives obtained from the workshops were analyzed using Gabriele Rosenthal's [30] Biographical Case Reconstruction Method. The purpose of this analysis method is to highlight theoretical types rather than single individual stories. Therefore, after the biographical case reconstruction of every participant, according to the predetermined research question (relation between gerotranscendence signs and turning points) and social and psychological phenomenon (gerotranscendence) biographical flows are defined [31,32] Research question was chosen to reveal instances of gerotranscendence resulting in a life perception turning point. Therefore, after the participants’ biographical case reconstructions were completed, a summary of general changes in the biographies of the group was drawn up. The analysis procedure was as follows: 1. In the first step, the autobiographical writings of every participant were reconstructed chronologically. 2. The second phase was creating biographical typologies. In this study, narrative elements including the signs of gerotranscendence were the main focus of the analysis for the authors. According to Rosenthal [33], there may be a variety of stories in one life story, but the perspective of the researcher defines which one will be taken. In this case, the researchers’ focus on finding the signs of gerotranscendence was the main selection criterion. 3. The last phase was finding gerotranscendence experiences related to a turning point in the participant’s perspective. The most important reason for using Biographical Case Reconstruction is that this technique was created primarily to examine biographical data. The second reason is that Guided Autobiography allows basic biographical structuring by accessing events in individuals lives through through the exercises which reveal the turning points. Thus, it parallels the stages specified in Rosenthal's analysis technique. Findings All respondents reported experiences that demonstrate indications of all three dimensions of gerotranscendence. However, variances exist in the sub-dimensions associated with these experiences. Table 4 provides a breakdown of the number of participants provided narratives pertaining to the dimensions and sub-dimensions of gerotranscendence. Tablo 4 Number of participants according to narratives, including signs of main and sub-dimensions of gerotranscendence Dimension Subdimension N Cosmic Transcendence Change in the Meaning of Time and Childhood 18 Change in the Meaning of Death 17 Mystery in Life 17 The Connection to Earlier Generations 17 Transcendental Sources of Happiness 9 Self Transcendence Self-transcendence 18 Ego Integrity/Ego Transcendence 19 Self-confrontation 18 Decrease in Self-Centeredness 18 Body Transcendence 17 Social Transcendence Change in the meaning of relationships 15 Emancipated Innocence 17 Importance of Material Assets 15 Coping with Roles 10 Everyday Wisdom 14 An example of reflection on questions in autobiographical narratives: case of Muhsin, 65, male Muhsin was one of the participants of this workshop. His biographical reconstruction is reported below: Muhsin spent a significant portion of his life working abroad. When he first emigrated to Canada in his early 30s, he faced challenges in adapting to the climate and the culture, as well as in finding a job. However, with determination, he was able to establish himself there. At the age of 32, he was unable to return to Turkey for his father's funeral, which caused him additional difficulties in adjusting. This experience ultimately led him to return to Turkey. After returning, he worked on various projects in countries such as Turkmenistan and Pakistan. He also enjoyed vacations in the Far East and became a homeowner. After turning 40, he worked intensely and purchased his second house. However, in 2000, he took a break from his career due to a stroke. During this period, he lost significant weight and appeared younger, but he also experienced a decline in his memory. Despite these challenges, he continued working on various projects in different countries until age 54. Unfortunately, due to the stroke he suffered, he could not be as active as before. The deterioration of his eyesight, which followed the stroke, further prevented him from working on computer projects. At 54, he performed the Hajj, which brought him a sense of spiritual peace. He described his retirement as fulfilling, enjoying travel whenever he had the opportunity. He learned to cook during the pandemic and attended "Refreshment University." Reflecting on his life, which he described as dedicated primarily to work, he said, “ It passed like water.” His perspective on death is one of acceptance, viewed as a natural part of aging: " Death is also a fact of life. As we get older, sometimes it is desired." He recalled his father's words as an example of his experience in connecting with previous generations: "I remember my father's words that when a wolf grows old, it becomes food for the lambs. Now I understand that instead of learning from the experiences of the old, the young people see them as dinosaurs and stay away from them, and only remember them when it benefits them." This expression is an indication that Muhsin learned about the change in intergenerational relations, and the negativity he experienced as a result of this, only through experience during the aging process. Thus, his experience taught him the meaning of the expression his father used. Muhsin stated that he believed in miracles but preferred not to share an example from his life. He had a change in his relationship with nature and animals (re-joicing/transcendental sources of happiness) as a result of experiencing his stroke: “Especially after my stroke and as I got older, I started to love nature, mountains, seas, countryside, forests, animals, children and all people who can preserve the purity more; they became my purpose of attachment to life.” Thus, in Muhsin's experiences, it can be seen that having a stroke, which is a turning point, was supportive in producing gerotranscendence. Muhsin's experience of self-confrontation is expressed through his awareness of his behavior: “In my youth and even into my middle age, I was slow to realize that my outspokenness and honesty could hurt some people. I discovered that those who were unsuccessful often despised me and held grudges against me. However, these individuals misunderstood my good intentions and chose to take offense. Ultimately, they were unsuccessful in causing me harm." Despite living a social life, Muhsin also emphasized positive solitude. "In my youth and middle age, while I enjoyed being social, I preferred working alone, reading, and learning new things without interruptions. Noise has always disturbed me, from childhood to the present. I have consistently worked at night in silence, which makes me more productive." The experience of a decrease in egocentrism was expressed in relation to his departure from his hometown and the culture he saw there: "I initially believed my presence was vital in the small town where I grew up and in the companies I worked for during my school years, so traveling to other countries and being treated as an ordinary person was quite disappointing at first. This was especially true in cultures that were very different from my own, such as those in England and Canada. However, I eventually adapted to this new reality. In my youth, I enjoyed the freedom to dress like an ordinary person, sit on the floor, enter and exit any environment comfortably, and communicate freely with people from various backgrounds, including English, European, Canadian, Russian, and Thai. I cherished having fun and going on vacations without feeling the need to conform to the expectations of a "great man." Muhsin has had problems with diabetes and stroke throughout his life, and due to the influence of living a single life, he has increased his body awareness in order to maintain his independence. “My physical health had deteriorated rapidly since the age of 40; first I had diabetes and then a stroke at the age of 42. Since then, I have overcome these problems with physical activity and dietary changes I have made. I have regulated my diabetes. However, while regulating things, new illnesses and the aging process began to be felt painfully during the period when I was living alone at home. In recent years, I have fallen twice while walking on the street.” The experience of loneliness, in particular, had an adverse effect on Muhsin’s process of experiencing self-transcendence. . Thus, it did not result in a decrease in egocentrism and an increase in altruism as predicted by Tornstam, but rather in an increase in Muhsin’s more egocentric perspective: "I've always tried to be there for others, but as I've grown older and needed to stand on my own two feet, I've found myself becoming a bit more focused on my own needs. I’ve tackled everything by myself—even in emergencies, I’ve made my own way to the doctor or the hospital, and I’m grateful for that. My hope is to remain independent for as long as I can. I've done my best to support my siblings and nephews whenever I could, but I’m feeling a bit worn out these days and finding it challenging to keep up with my own needs." When he evaluates his life in general, the point of view that Muhsin expresses without regretting anything emerges as a sign of ego transcendence. “When I look back at my past, I don’t regret anything. I have lived through everything, both bitter and sweet, I have gained more or less experience from everything, I have become stronger, and these have shaped who I am today.” Muhsin expressed emancipated innocence through his abandonment of timidity "I have gotten over my childhood shyness over time; I behave comfortably. I don't have any fear of rejection; I just let it happen.” Over time, he came closer to modern asceticism and expressed this with the words, "As I got older, my interest in material things and belongings decreased; I live simply." Lastly, he shared his opinion on everyday wisdom as no change in reaction time, but perhaps he decides with a little more thought: "In the past, my reactions were not so sudden; I would think before making a decision. Now, it's the same, maybe a little more, and I think and make decisions wisely." Biographical Case Reconstruction of Muhsin’s autobiographical writings show that he shows signs of a shift of perception of time and childhood, change in the meaning of death, the connection to earlier generations, and transcendental sources of happiness from the Cosmic Transcendence dimension. He shows signs of ego integrity/ego transcendence, self-confrontation, and body transcendence from the Self Transcendence dimension, and signs of emancipated innocence, decreased ımportance of material assets, and everyday wisdom from the Social Transcendence dimension. However, as distinct from the theory, his point of view regarding a decrease in self-centeredness is not indicated. Missing from his reflections were experiences regarding coping with role changes. The experience of recovering from a stroke was a triggering factor for rejoicing , illness was a factor for body transcendence , and going abroad was a leading factor for a decrease in the egocentrism subdimensions in his life. Prominent turning poins of the participants related to gerotranscendence As shown in case of Muhsin above, other 23 participants also shared turning points experiences lead to any subdimension of gerotranscendence. The turning points found in the narratives are explained below: Earthquake During the workshops, the February 6, 2023 Kahramanmaraş Earthquake also had a stimulating effect on the participants’ including stimulating them to remember earthquakes in the past as turning points. For this reason, 5 participants talked about the indirect, if not direct, impact of the February 6 Earthquake on their own lives, while 2 participants made narratives related to other earthquake experiences in the past. In these narratives, it was apparent that "the perception of time", "the perception of death" and "the self-transcendence that expresses the insignificance of existence in life" emerge in such disaster processing. Caregiving experiences Seven of the female participants had provided care to their mothers or were still providing care. No such experience was shared by the male participants. It was observed that the isolation and loneliness that come with the caregiving process allowed the person to discover themselves. This situation points to the sub-dimension of encountering oneself again, as expressed in Tornstam's theory, and the realization of a characteristic that one had not noticed before. Refreshment university Refreshment University is seen by some participants as an effective turning point in their lives. When the narratives of the 9 participants who made statements about Refreshment University are examined, it is seen that they mentioned the effects that caused gerotranscendence in various aspects of their lives thanks to the various trainings offered here. It can be stated that among these, there is the sub-dimension of "meeting oneself again" by discovering a characteristic that they were not aware of before but have just noticed. Pandemic The Covid-19 Pandemic is also expressed as an event that had a significant impact on the lives of 10 participants and therefore became a turning point. When the narratives were examined, some of them stated that the meaning of death changed with the loss of their loved ones, while some of them stated that they made new life arrangements, which pointed to physical transcendence. Political atmosphere of the period One of the common turning points of the participants was the impact of the political atmosphere of the period on their daily lives. 16 participants mentioned the impact of the 1980 Revolution on their own lives, describing various problems related to education, work and access to health services. There were two participants who described its impact on their own gerotranscendence. One of them was a male participant who stated that his perspective on death changed due to the obstacle of accessing health services during the period in question, and, moreover, his closeness to nature increased. Another was a female participant who stated that she realized the importance of having few but real social relationships at that time. Other turning points The most frequently mentioned other turning points were work life, having a child, marriage, retirement, death of a loved one, moving, illness of a loved one, volunteering, going on a hajj, suffering a serious illness, divorce and accidents. The death of a loved one and illness of a loved one led to the participants reaching an understanding of the finititude of life, time limitations and the meaning of death. Moving and retirement experiences were particularly effective for social transcendence and positive solitude. Interestingly, marriage and having children were mentioned by male participants as a reason for a decrease in self-centredness while female participants stated it as a reason for self-transcendence. Volunteering experiences provided participants an opportunity to get together with the younger generation and by focusing on helping them, they reached self-transcendence. In addition, one male participant stated that after major depression, his perspective on life and death changed significantly, and he also reached emancipated innocence. The illness of a loved one and accident experiences were shared as related to believing in mysteries in life and to time transcendence. Discussion Various studies [ 11 , 34 ] state that life events may be a trigger for gerotranscendence. Caring for older relatives is an essential process, and it brings with it separation from social life and significant burdens in daily life. It is a task primarily attributed to women, especially in Turkey. In a qualitative study by Kırışık and Korkmaz-Yaylagül [ 35 ] it was observed that care was taught to women from childhood, and expressions regarding care were stated less by male participants during the interviews. For this reason, the fact that the participants describing the care experience were only women in this study, indicates that we can interpret it in connection with gender roles. Another dimension in which the care experience causes transformation in the life of the participant is the death of the individual receiving care. In the study conducted by Akış [ 36 ] on the care experience of older people, the experiences of falling into emptiness after the death of the care receiver and then entering into a re-adaptation process by turning to their relatives and social environment were conveyed. The re-choice and self-encounter experiences of transcendence in the participants who experienced loss in this study indicate a similar transformation. Harmful health conditions are another turning point that help individuals create new meanings for themselves. In the single case analysis study conducted by Hyse and Tornstam (2009), it was observed that the participant researched his own family roots and realized that he could enjoy simply taking a walk in the neighborhood and visiting a jewelry store after being confined to his home for a long time after his illness. Similarly, in another study conducted with individuals with treatable cancer, it was observed that participants tended to engage in self-transcendence behaviors, such as sharing their experiences with others, informing them, participating in volunteer activities, and taking care of their patients' relatives or grandchildren after the recovery process [ 37 ]. The fact that the study was conducted with 60 + volunteers from Refreshment University caused participation from Refreshment University to emerge as a sample-specific determinant of gerotranscendence. Bjursell’s [ 38 ] study with third age university students similarly shows that older people had a new perspective and self-realization experience in their lives with the new skills they acquired and the courses they took. There are also studies examining and expressing the relationship between moving and displacement and gerotranscendence. In a study conducted on older people living in a care center, moving to a care institution was considered a crisis [ 39 ]. In this sense, it can be said that the signs of transcendence in this study that occurred as a result of moving also support the literature. Religious belief was not a very common narrative element in the participants' experiences of transcendence. However, there are studies that state that cosmic transcendence and religious belief are linked, and participants’ experiences are expressed by connecting them to religious values [ 40 , 41 ]. In a study conducted with Turks, it was observed that while there were no signs of gerotranscendence in secular people, there were signs of gerotranscendence in those who belonged to religious groups [ 24 ]. Significant changes or life events can also cause an individual to feel outside of time. When an event occurs, it can, in addition, affect the behavior of the individual [ 42 ]. The February 6 earthquakes that occurred during the workshops stimulated some of the participants' earthquake-related memories, and their expressions of transcendence regarding their perception of time are examples of this effect. According to the study conducted by Tornstam [ 20 ] the self-confrontation dimension can be both positive and negative. In Tornstam’s study, similar to this study, there were participants who expressed realizations that they had a talent for literature, that they had become a cheerful or more serious person than before, and that showing excessive empathy was actually excessive anxietywhich led to redefining the current situation. Additionally, in connection with self-transcendence, one participant stated that while he used to ignore his children's opinions, he now takes them into consideration. The findings of Thornstam’s study are parallel to this study. The fact that one of the participants realized that he now enjoys loneliness, while he used to lead a more social life, demonstrates that social withdrawal does not always have a negative meaning, which supports Tornstam's [ 43 ] study. Some studies on gerotranscendence, especially when a quantitative research design is used, mention that the scales do not give the expected results and the theory is not universal (Jönson 2001; Jewell, 2014). However, when qualitative studies are examined, it is seen that individuals can point to gerotranscendence with questions based on life history and individual experiences [ 22 , 45 , 46 , 47 , 48 ]. Wadensten and Hägglund [ 49 ] developed a gerotranscendence reminiscence group, and Wadensten [ 50 ] created a gerotranscendence-themed innovation program for six older adults living in a nursing home, resulting in observed positive changes. One of the more recent studies using a workshop approach was conducted by Hanson [ 51 ], who designed a gerotranscendence themed workshop specifically for individuals aged 80 and over and analyzed its effects. However, the studies mentioned primarily focused on interventions aimed at assessing the well-being of older adults or qualitative research centered on gerotranscendence, without incorporating autobiographical narratives directly. This study distinguishes itself by both developing a novel data collection tool and introducing a new Guided Autobiography theme that can be tested and applied in future intervention practices. Particularly, the standard themes of the first week, “branching points in my life” and “lifeline chart,” provide a chronologically ordered life story. After this session, participants had an opportunity to focus more deeply on a specific theme. The new themes of gerotranscendence used in this study thereby provided a way to look into spesific experiences of the gerotranscendence subdimensions. Guided Autobiography is known to have various positive outcomes, including enhancing well-being. Previous research using the standard theme has indicated that participation fosters feelings of closeness and friendship, and it is recognized as an educational activity [ 1 , 7 , 28 ] (Birren & Deutchman, 1991; Birren & Cochran, 2001; Thornton & Collins, 2010). Therefore, the effects of applying this approach with gerotranscendence themes should be evaluated in future studies. Limitations of the Study During the data collection process, the Guided Autobiography method's rule of reading only two pages per group and not forming groups larger than 5–6 people (Birren and Deutchman, 1991) was adhered to, and the narratives obtained were within these limits. Another limitation was that the participants fit the memories they prioritized onto only the two pages in question. The fact that the workshops were held online may have caused participants’ narratives to be different from the narratives of individuals who attended face-to-face groups, and whether the online narratives were excluded from the criteria is unknown. In this study, the sample consists of older people registered in third age university programs which is composed of a special group that had been intervened, The education level of most participants was high school or above, which limited the ability to access the autobiographical backgrounds of participants with lower education levels. This is important since the meanings that individuals at different sociocultural levels can create as a result of turning points may differ. Another limitation regarding the sample is related to gender distribution. Reaching the participants through announcements and using the convenience sampling technique with voluntary participants resulted in the applications being predominantly women [ 52 ] Conclusion In this study, each participant made statements about gerotranscendence themes. At least one significant event or 'turning point' in each participant's life was related to gerotranscendence. These turning points, which were either a significant life change or a shift in perspective, were crucial in understanding the process of gerotranscendence. For this reason, the first result of this study is that gerotranscendence is a natural process that occurs in a person’s development throughout life, as stated by Tornstam (2005). Gerotranscendence can be seen in everyone, but it does not have to include every dimension, and the processes related to the development of gerotranscendence can progress differently, even in similar lives with different breaking points. The study’s findings are not generalizable because they were conducted with only volunteer participants using a convenience sampling technique. However, in addition to showing parallelism with the existing gerotranscendence literature, reveal that gerotranscendence is not specific to culture but is affected by culture, just as Tornstam [ 53 ] stated. The Guided Autobiography Method [ 28 ] was utilized as a data collection tool, focusing on themes related to gerotranscendence by examining participants' experiences. One important outcome of the study is that the gerotranscendence themes developed for guided autobiography can be effectively applied in future workshops. This makes it a valuable resource for upcoming studies, and can be used as a leisure activity, an intervention tool, educational material, and, as demonstrated in this study, a data collection instrument. In future research, incorporating that bring together different generations could also enhance perceptions of the aging process. Declarations Ethics approval and consent to participate This study was approved as ethically appropriate by the Akdeniz University Faculty of Medicine Clinical Research Ethics Committee (decision date: 24.07.2022, decision number: 2012-KAEK-20). Permission was also obtained from the Directorate of Aging Studies Application and Research Center (YAÇUMER). The study was conducted in accordance with the principles of the Declaration of Helsinki. The announcement poster for the workshops stated that the study was conducted within the scope of a doctoral thesis, that the workshops would be recorded during the introductory week for each group, that the shared autobiographies would be used solely for scientific purposes, and that participant information would be kept confidential. Workshop applications were collected online, and participants were required to approve the informed consent form within the application form. In reporting analyses of autobiographical narratives, each participant was identified by a pseudonym. Clinical Trial Number Not applicable Consent for publication Not applicable Availability of data and materials The original data and results generated in this study are available from the corresponding author upon reasonable request. Competing interests The authors declare no conflicts of interest. Funding This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors. Authors' contributions [blinded for review] originally planned the study. [blinded for review] conducted the workshops and collected and analysed the data. [blinded for review] oversaw data analysis and interpretation Acknowledgements We would like to thank to Refresher University Students for participating this study. References Birren JE, Cochran KN. Telling the stories of life through guided autobiography groups. Baltimore: The Johns Hopkins University Press; 2001. Birren JE, Schaie KW, editors. Handbook of the psychology of aging. 6th ed. 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London: Sage; 2004. p. 48-64. Hiegemann I. Doing biography: (re)constructing the intersection of gender and age(ing) through narratives and experiences of older people. In: Earl C, Taylor P, editors. Research handbook on inequalities in later life. Cheltenham: Edward Elgar Publishing; 2024. p. 266-79. doi:10.4337/978789907247. Rosenthal G. Interpretive social research: an introduction. Göttingen: Universitätsverlag Göttingen; 2018. Read S, Braam AW, Lyyra T, Deeg DJ. Do negative life events promote gerotranscendence in the second half of life? Aging Ment Health. 2014;18(1):117-24. doi:10.1080/13607863.2013.814101. Kırışık H, Yaylagül NK. Yaşlı bakımında kadın emeği. Süleyman Demirel Üniv Sos Bilim Enst Derg. 2020;(38):17-41. Akış AG. Caring expereences of older carer: conditions of life course affecting the care trajectories. J World Turks/ZfWT. 2021;13(2). doi:10.46291/ZfWT/130211. Haug SHK, Danbolt LJ, Kvigne K, DeMarinis V. Older people with incurable cancer: existential meaning-making from a life-span perspective. Palliat Support Care. 2016;14(1):20-32. doi:10.1017/S1478951515000644. Bjursell C. Growth through education: the narratives of older adults. Front Sociol. 2019;4:11. Gamliel T. A social version of gerotranscendence: case study. J Aging Identity. 2001;6:105-14. Jewell A. Gerotranscendence: myth or glorious possibility? Rural Theol. 2014;12(2):96-105. doi:10.1179/1470499414Z.00000000029. Raeesi Dehkordi F, Eslami AA, Zamani Alavijeh F, Matlabi H. Gerotranscendence and active aging: the lived experience. J Relig Spiritual Aging. 2021;33(3):271-97. doi:10.1080/15528030.2020.1770662. Akış AG, Yaylagül NK. Yaşam seyri perspektifi ve yaşlılık. Adıyaman Üniv Sos Bilim Enst Derg. 2021;(38):276-309. doi:10.14520/adyusbd.867560. Wadensten B, Carlsson M. Theory-driven guidelines for practical care of older people based on the theory of gerotranscendence. J Adv Nurs. 2003;41(5):462-70. doi:10.1046/j.1365-2648.2003.02554.x. Jönson H, Magnusson JA. A new old age? Gerotranscendence and the re-enchantment of aging. J Aging Stud. 2001;15(4):317-33. doi:10.1016/S0890-4065(01)00026-3. Wadensten B, Carlsson M. A qualitative study of nursing staff members' interpretations of signs of gerotranscendence. J Adv Nurs. 2001;36(5):635-42. doi:10.1046/j.1365-2648.2001.02019.x. Wadensten B, Carlsson M. Theory-driven guidelines for practical care of older people based on the theory of gerotranscendence. J Adv Nurs. 2003;41(5):462-70. doi:10.1046/j.1365-2648.2003.02554.x. Wadensten B. Life situation and daily life in a nursing home as described by nursing residents in Sweden. Int J Older People Nurs. 2007;2(3):180-8. doi:10.1111/j.1748-3743.2007.00067.x. Wadensten B. Introducing older people to the theory of gerotranscendence. J Adv Nurs. 2005;52(4):381-8. doi:10.1111/j.1365-2648.2005.03603.x. Wadensten B, Hägglund D. Older people's experience of participating in a reminiscence group with a gerotranscendental perspective: reminiscence group with a gerotranscendental perspective in practice. Int J Older People Nurs. 2006;1(3):159-67. doi:10.1111/j.1748-3743.2006.00031.x. Wadensten B. Changes in nursing home residents during an innovation based on the theory of gerotranscendence. Int J Older People Nurs. 2010;5(2 Suppl 1):108-15. doi:10.1111/j.1748-3743.2010.00215.x. Hanson A. The gerotranscendence workshop: a transformational approach to leisure education for the oldest of the old [master’s thesis]. Long Beach (CA): California State University; 2023. O’Neill P, Birren JE, Svensson C. Narrative and gender differences: how men and women interpret their lives. In: Storying later life: issues, investigations, and interventions in narrative gerontology. New York: Oxford University Press; 2011. p. 143-58. Tornstam L. Caring for the elderly: introducing the theory of gerotranscendence as a supplementary frame of reference for caring for the elderly. Scand J Caring Sci. 1996;10(3):144-50. doi:10.1111/j.1471-6712.1996.tb00327.x. Additional Declarations No competing interests reported. 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It incorporates individual and group experiences with autobiographical writing\u0026rdquo;\u003c/em\u003e [1]. The process was developed in the 1970s by American gerontologist James Emmett Birren. It serves as an educational tool and as research material based on life review and reminiscence methods aimed at exploring various issues related to adult development [2].\u003c/p\u003e\n\u003cp\u003eSince its development, a variety of scholars have used this method for a variety of subjects related to aging, including counselling [3], retirement preparation [4] and career planning [5]. It has been used for identifying the purpose of successful aging [6], as a lifelong learning activity [7], as a therapy method [8], as a tool for oral history [9], as a support program for older care [10], as a gerontological education tool [11] and as research material [12].\u003c/p\u003e\n\u003cp\u003eGuided Autobiography (GAB) consists of four key components related to writing and psychosocial development: sensitization exercises, writing on a specific theme, small group discussion, and providing feedback on the writings of fellow group members [3].\u0026nbsp;In each session, the leader clearly defines a theme and presents a series of sensitizing questions that directly relate to that theme [13].\u0026nbsp;The themes progress from stimulating questions about basic life issues, such as turning points and family, to deeper, more philosophical topics, including death and the meaning of life. This progression helps establish an environment of trust among group members. More sensitive subjects like gender and sexuality can be addressed later on once trust has been built. The purpose of the questions is to encourage participants to reflect on the topics and to provoke thoughtful discussion. Therefore, the aim is not necessarily for the participant to directly answer a specific question or all the questions presented [12]. The standardized themes of a classical guided autobiography group are listed below [14]:\u003c/p\u003e\n\u003cp\u003e1. The major branching points in my life\u003c/p\u003e\n\u003cp\u003e2. My family\u003c/p\u003e\n\u003cp\u003e3. My career or major life work\u003c/p\u003e\n\u003cp\u003e4. The role of money in my life\u003c/p\u003e\n\u003cp\u003e5. My health and body image\u003c/p\u003e\n\u003cp\u003e6. The loves and hates of my lifetime\u003c/p\u003e\n\u003cp\u003e7. My sexual identity, sex roles, and sexual experiences\u003c/p\u003e\n\u003cp\u003e8. My experiences with death and ideas about dying\u003c/p\u003e\n\u003cp\u003e9. The history of my aspirations and life goals and the meaning of my life\u003c/p\u003e\n\u003cp\u003eEven the traditional version of the Guided Autobiography Method includes universal themes; organized according to specific groups [15] such as veteran experiences [16], spiritual development experiences [17] and bereavement experiences [18]. The aim of this article is to introduce new Gerotranscendence themes for a Guided Autobiography based on the findings of the Gerotranscendence themed workshop with Turkish older adults.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eGerotranscendence\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Gerotranscendence Theory introduces a novel perspective on experiences, interpreting the changes they cause as spiritual transition rather than disengagement from life [19]. According to Tornstam [20,21], gerotranscendence encompasses three primary dimensions. The first dimension involves a shift in the perception of time and death, a sense of connection to preceding generations and historical identities, an appreciation for elemental sources of happiness, such as natural or art-related aspects, and an acceptance of the unexplained mysteries in life. This dimension is termed Cosmic Transcendence.\u003c/p\u003e\n\u003cp\u003eThe Self-Transcendence dimension comprises several aspects: ego integrity, a reduced self-centeredness, body-transcendence, which acknowledges changes in the body without becoming fixated on them, self-confrontation and discovering new things about oneself, and self-transcendence which shifts the focus of activities towards others.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe third dimension, Social Transcendence, includes five transitions. The first is the \u0026nbsp;redefining of the significance of relationships, opting for deeper and more meaningful connections with fewer people. The second, emancipated innocence, enables individuals to release the pressure created by unnecessary norms. Third, acceptance of role changes with transitions in life making it easier to accept and let go of societal roles. Fourh, everyday wisdom leads individuals to think more and opine less, moving away from rigid views of right and wrong. Lastly, modern asceticism signifies a decreased reliance on material possessions to sustain one\u0026apos;s life.\u003c/p\u003e\n\u003cp\u003eHyse and Tornstam [22] noted that when older individuals are introduced to the Gerotranscendence Theory, they often spontaneously recognize the dimensions in their experiences. Thus, they validate the theory through their own experiences rather than relying on formal testing procedures. Additionally, it is emphasized that due to the theory\u0026apos;s developmental nature, it lends itself well to biographical studies, allowing for the consideration of significant turning points in individuals\u0026apos; lives. According to Lars Tornstam [21] life crises trigger the development of gerotranscendence. However, the process of gerotranscendence is unique to each individual and does not have to occur at the same time or in the same way for everyone. In other words, although the likelihood of reaching gerotranscendence increases as one ages, it can be experienced at any age.\u003c/p\u003e\n\u003cp\u003eAs Bandyopadhyay and Singh [24] stated that even though there are various studies about gerotranscendence in the context of western countries, the number of studies is not sufficient in the non-western countries, and this study aims to fill the gap, especially since Tornstam claims his theories to be universal. In Turkey, while many scholars have conducted research on the gerotranscendence theory using both qualitative and quantitative approaches, there is a lack of research on the gerotranscendence experiences of older Turkish individuals [24, 25]. In this research, in order to answer the question: \u0026quot;\u003cem\u003eHow do gerotranscendence experiences and turning points connect through autobiographical narratives?\u0026quot;\u003c/em\u003e the Guided Autobiography Method was used as a data collection tool and new themes were organized in line with Tornstam\u0026rsquo;s Gerotranscendence Theory.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e60+ Refreshment University is a u3a program founded by Prof. Dr. İsmail Tufan of Akdeniz University in 2016 as a social responsibility project and example of gerontological intervention for individuals aged 60 and over. Refreshment University students are expected to come together with a focus on learning [26]. Therefore, they formed a separate intervention subgroup, within the aging population in Turkey. The participants of this study consisted of volunteer Refreshment University students who applied after announcement made by the directors sharing posters to advertise the program in WhatsApp groups on January 10, 2023, March 15, 2023, and May 1, 2023. Participants were chosen using the convenience sampling method.\u0026nbsp;Inclusion and exclusion criteria for the study are shown in\u0026nbsp;Table 1:\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 100%;\"\u003e\n \u003cp\u003eTable 1\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eInclusion and exclusion criteria for participants of the study\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eInclusion Criteria\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cp\u003e\u003cstrong\u003eExclusion Criteria\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cul\u003e\n \u003cli\u003eHave internet connection\u003c/li\u003e\n \u003cli\u003eHave computer or smartphone\u003c/li\u003e\n \u003cli\u003eMaintain reading and writing assignments\u003c/li\u003e\n \u003cli\u003eEnsure attendance at the workshops\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50%;\"\u003e\n \u003cul\u003e\n \u003cli\u003eAbsenteeism from workshop\u003c/li\u003e\n \u003cli\u003eFailure to complete assigned writing\u0026nbsp;\u003c/li\u003e\n \u003c/ul\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe final number of participants who completed the workshops was 24. The oldest participant was an 82-year-old male, and the youngest was a 62-year-old female. The mean age of the participants was 69.9 years. Regarding educational background, one participant held a master\u0026rsquo;s degree, 12 held bachelor\u0026rsquo;s degrees, 10 had a high school diploma, and one had completed only middle school. During the workshop sessions, 13 participants used laptops, 10 used smartphones, and one used a tablet computer.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs a data collection method, \u0026nbsp;A gerotranscendence themed Guided Autobiography workshop was designed and conducted by the first author of this study. James Birren and Betty Birren [27] stated that Guided Autobiography can be used as research material, and that life history can be collected with prepared themes regarding common experiences, which encourage life story sharing by developing a sense of trust among the members of each group. A traditional Guided Autobiography group starts with the \u0026ldquo;Branching Points in Life\u0026rdquo; theme and a stimulating exercise of drawing a lifeline chart which encourages participants to represent important turning points in their lives \u0026nbsp;[28]. This theme, in the Turkish study, included a variety of stimulating questions related to transitions in the course of life and provided a general look into the participants\u0026rsquo; life stories. The exercises of the second, third, and fourth weeks - the Johari Window, the Three Selves, and Clustering exercises - \u0026nbsp;were adapted into Turkish from Birren and Deutschman\u0026apos;s [28] book. While preparing stimulating questions regarding the themes of gerotranscendence, the exercises mentioned by Tornstam [21] and the questions asked in his book [20] were also used, but open-ended Guided Autobiography- \u0026nbsp; type questions were asked about both positive and negative aspects of life. This way, participants did not have to focus only on the positive, or only on the negative aspects. (See Appendix for Stimulating Questions). The first author of this study had previously received Guided Autobiography training and practical experience. During translations and new themes were being created, the questions were finalized by taking onto account the opinions of the second author. Table 2 shows the general flow of the workshop, session by session.\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003eTable 2\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eWeekly flow of the transcending the aging workshop\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eWeek No\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage Duration\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eFlow and Thema\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eIntroductory Week\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e1 Hour\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003eIntroducing the Guided Autobiography and the Purpose of the Workshop,\u003c/p\u003e\n \u003cp\u003eSpecifying the Theme to be Written and Read in the Next Week\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e2 Hour\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003e1st Hour Stimulating Exercise: Lifeline Graph\u003c/p\u003e\n \u003cp\u003e2nd Hour: Branching Points in Life\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e2 Hour\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003e1st Hour: Stimulating Exercise: Johari Window\u003c/p\u003e\n \u003cp\u003e2nd Hour: Cosmic Transcendence\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e2 Hour\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003e1st Hour: Stimulating Exercise: Three Self\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e2nd Hour: Self Transcendence\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 14px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 18px;\"\u003e\n \u003cp\u003e2 Hour\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 67px;\"\u003e\n \u003cp\u003e1st Hour: Stimulating Exercise: Clustering\u003c/p\u003e\n \u003cp\u003e2nd Hour: Social and Personal Relationships\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eThe workshops were held weekly via the Microsoft Teams platform, and the participants were informed about the scientific purpose. \u0026nbsp;The reason for selecting online workshop was to provide flexibility to participants for attendance in their daily routine. The start date of the workshops was January 30, 2023. For the first group, after the introduction week there was a two-week break due to the Kahramanmaraş Earthquake on February 6, 2023. Since the introductory session had just been held and only the homework to be done had been explained, there was no distruption to the workshop. Five more workshops were held in the following three months. The completion date of all workshops was May 31, 2023. The dates and number of participants in the workshops are shown in Table 3:\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" class=\"fr-table-selection-hover\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 580px;\"\u003e\n \u003cp\u003eTable 3\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eDates and number of participants in completed workshops\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGroup\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDates\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eGroup 1:\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e2 Male, 3 Female\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eJanuary 30 2023-March 13 2023*\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eGroup 2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e1 Male, 3 Female\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eFebruary 28 2023-March 27 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eGroup 3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e5 Female\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eMarch 16 2023-April 13 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eGroup 4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e2 Male, 1 Female\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eMarch 17 2023-April 14 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eGroup 5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e5 Female\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eMay 3 2023-May 31 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eGroup 6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003e2 Male\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 193px;\"\u003e\n \u003cp\u003eMay 3 2023-May 31 2023\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 580px;\"\u003e\n \u003cp\u003e* This workshop was paused for two weeks after the Introductory week due to the February 6, 2023 Earthquake.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003eAs group leader, the first author of this paper informed and oriented the participants about completing weekly tasks and sharing the writings with groups. As defined in the rules of Guided Autobiography [29], she also shared her own experiences on the subject at a minimal level in order to encourage sharing.\u0026nbsp;\u003c/p\u003e"},{"header":"Analysis Methodology","content":"\u003cp\u003eThe autobiographical narratives obtained from the workshops were analyzed using Gabriele Rosenthal\u0026apos;s [30] Biographical Case Reconstruction Method. The purpose of this analysis method is to highlight theoretical types rather than single individual stories. Therefore, after the biographical case reconstruction of every participant, according to the predetermined research question (relation between gerotranscendence signs and turning points) and social and psychological phenomenon (gerotranscendence) biographical flows are defined [31,32]\u003c/p\u003e\n\u003cp\u003eResearch question was chosen to reveal instances of gerotranscendence resulting in a life perception turning point. \u0026nbsp;Therefore, after the participants\u0026rsquo; biographical case reconstructions were completed, a summary of general changes in the biographies of the group was drawn up.\u003c/p\u003e\n\u003cp\u003eThe analysis procedure was as follows:\u003c/p\u003e\n\u003cp\u003e1. In the first step, the autobiographical writings of every participant were reconstructed chronologically.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e2. The second phase was creating biographical typologies. In this study, narrative elements including the signs of gerotranscendence were the main focus of the analysis for the authors. According to Rosenthal [33], there may be a variety of stories in one life story, but the perspective of the researcher defines which one will be taken. In this case, the researchers\u0026rsquo; focus on finding the signs of gerotranscendence was the main selection criterion.\u003c/p\u003e\n\u003cp\u003e3. The last phase was finding gerotranscendence experiences related to a turning point in the participant\u0026rsquo;s perspective.\u003c/p\u003e\n\u003cp\u003eThe most important reason for using Biographical Case Reconstruction is that this technique was created primarily to examine biographical data. The second reason is that Guided Autobiography allows basic biographical structuring by accessing events in individuals lives through through the exercises which reveal the turning points. Thus, it parallels the stages specified in Rosenthal\u0026apos;s analysis technique.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFindings\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAll respondents reported experiences that demonstrate indications of all three dimensions of gerotranscendence. However, variances exist in the sub-dimensions associated with these experiences. Table 4 provides a breakdown of the number of participants provided narratives pertaining to the dimensions and sub-dimensions of gerotranscendence.\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 100px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTablo 4\u0026nbsp;\u003c/strong\u003eNumber of participants according to narratives, including signs of main and sub-dimensions of gerotranscendence\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDimension\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSubdimension\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eN\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCosmic Transcendence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eChange in the Meaning of Time and Childhood\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eChange in the Meaning of Death\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eMystery in Life\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eThe Connection to Earlier Generations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eTranscendental Sources of Happiness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSelf Transcendence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eSelf-transcendence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eEgo Integrity/Ego Transcendence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eSelf-confrontation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eDecrease in Self-Centeredness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eBody Transcendence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSocial Transcendence\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eChange in the meaning of relationships\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eEmancipated Innocence\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e17\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eImportance of Material Assets\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eCoping with Roles\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 30px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 62px;\"\u003e\n \u003cp\u003eEveryday Wisdom\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 6px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003eAn example of\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u003cspan id=\"_Toc160072028\"\u003ereflection on questions in autobiographical narratives: case of Muhsin, 65,\u0026nbsp;male\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMuhsin was one of the participants of this workshop. His biographical reconstruction is reported below:\u003c/p\u003e\n\u003cp\u003eMuhsin spent a significant portion of his life working abroad. When he first emigrated to Canada in his early 30s, he faced challenges in adapting to the climate and the culture, as well as in finding a job. However, with determination, he was able to establish himself there. At the age of 32, he was unable to return to Turkey for his father\u0026apos;s funeral, which caused him additional difficulties in adjusting. This experience ultimately led him to return to Turkey. After returning, he worked on various projects in countries such as Turkmenistan and Pakistan. He also enjoyed vacations in the Far East and became a homeowner. After turning 40, he worked intensely and purchased his second house. However, in 2000, he took a break from his career due to a stroke. During this period, he lost significant weight and appeared younger, but he also experienced a decline in his memory. Despite these challenges, he continued working on various projects in different countries until age 54. Unfortunately, due to the stroke he suffered, he could not be as active as before. The deterioration of his eyesight, which followed the stroke, further prevented him from working on computer projects. At 54, he performed the Hajj, which brought him a sense of spiritual peace. He described his retirement as fulfilling, enjoying travel whenever he had the opportunity. He learned to cook during the pandemic and attended \u0026quot;Refreshment University.\u0026quot; Reflecting on his life, which he described as dedicated primarily to work, he said, \u0026ldquo;\u003cem\u003eIt passed like water.\u0026rdquo;\u003c/em\u003e His\u003cem\u003e\u0026nbsp;\u003c/em\u003eperspective on death\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eis one of acceptance, viewed as a natural part of aging: \u0026quot;\u003cem\u003eDeath is also a fact of life. As we get older, sometimes it is desired.\u0026quot;\u003c/em\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eHe recalled his father\u0026apos;s words as an example of his experience in connecting with previous generations:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I remember my father\u0026apos;s words that when a wolf grows old, it becomes food for the lambs. Now I understand that instead of learning from the experiences of the old, the young people see them as dinosaurs and stay away from them, and only remember them when it benefits them.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis expression is an indication that Muhsin learned about the change in intergenerational relations, and the negativity he experienced as a result of this, only through experience during the aging process. Thus, his experience taught him the meaning of the expression his father used.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMuhsin stated that he believed in miracles but preferred not to share an example from his life. \u0026nbsp;He had a change in his relationship with nature and animals (re-joicing/transcendental sources of happiness) as a result of experiencing his stroke:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;Especially after my stroke and as I got older, I started to love nature, mountains, seas, countryside, forests, animals, children and all people who can preserve the purity more; they became my purpose of attachment to life.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp id=\"_Toc160072031\"\u003eThus, in Muhsin\u0026apos;s experiences, it can be seen that having a stroke, which is a turning point, \u0026nbsp; was supportive in producing gerotranscendence.\u003c/p\u003e\n\u003cp\u003eMuhsin\u0026apos;s experience of self-confrontation\u003cu\u003e\u0026nbsp;\u003c/u\u003eis expressed through his awareness of his behavior:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;In my youth and even into my middle age, I was slow to realize that my outspokenness and honesty could hurt some people. I discovered that those who were unsuccessful often despised me and held grudges against me. However, these individuals misunderstood my good intentions and chose to take offense. Ultimately, they were unsuccessful in causing me harm.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eDespite living a social life, Muhsin also emphasized positive solitude.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;In my youth and middle age, while I enjoyed being social, I preferred working alone, reading, and learning new things without interruptions. Noise has always disturbed me, from childhood to the present. I have consistently worked at night in silence, which makes me more productive.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe experience of a decrease in egocentrism was expressed in relation to his departure from his hometown and the culture he saw there:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I initially believed my presence was vital in the small town where I grew up and in the companies I worked for during my school years, so traveling to other countries and being treated as an ordinary person was quite disappointing at first. This was especially true in cultures that were very different from my own, such as those in England and Canada. However, I eventually adapted to this new reality. In my youth, I enjoyed the freedom to dress like an ordinary person, sit on the floor, enter and exit any environment comfortably, and communicate freely with people from various backgrounds, including English, European, Canadian, Russian, and Thai. I cherished having fun and going on vacations without feeling the need to conform to the expectations of a \u0026quot;great man.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eMuhsin has had problems with diabetes and stroke throughout his life, and due to the influence of living a single life, he has increased his body awareness in order to maintain his independence.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026ldquo;My physical health had deteriorated rapidly since the age of 40; first I had diabetes and then a stroke at the age of 42. Since then, I have overcome these problems with physical activity and dietary changes I have made. I have regulated my diabetes. However, while regulating things, new illnesses and the aging process began to be felt painfully during the period when I was living alone at home. In recent years, I have fallen twice while walking on the street.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe experience of loneliness, in particular, had an adverse effect on Muhsin\u0026rsquo;s process of experiencing self-transcendence.\u003cstrong\u003e\u003cem\u003e.\u0026nbsp;\u003c/em\u003e\u003c/strong\u003eThus, it did not result in a decrease in egocentrism and an increase in altruism as predicted by Tornstam, but rather in an increase in Muhsin\u0026rsquo;s more egocentric perspective:\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I\u0026apos;ve always tried to be there for others, but as I\u0026apos;ve grown older and needed to stand on my own two feet, I\u0026apos;ve found myself becoming a bit more focused on my own needs. I\u0026rsquo;ve tackled everything by myself\u0026mdash;even in emergencies, I\u0026rsquo;ve made my own way to the doctor or the hospital, and I\u0026rsquo;m grateful for that. My hope is to remain independent for as long as I can. I\u0026apos;ve done my best to support my siblings and nephews whenever I could, but I\u0026rsquo;m feeling a bit worn out these days and finding it challenging to keep up with my own needs.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eWhen he evaluates his life in general, the point of view that Muhsin expresses without regretting anything emerges as a sign of ego transcendence.\u003cstrong\u003e\u003cem\u003e\u003cu\u003e\u0026nbsp;\u003c/u\u003e\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp id=\"_Toc160072032\"\u003e\u003cem\u003e\u0026ldquo;When I look back at my past, I don\u0026rsquo;t regret anything. I have lived through everything, both bitter and sweet, I have gained more or less experience from everything, I have become stronger, and these have shaped who I am today.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eMuhsin expressed \u003cstrong\u003e\u003cem\u003eemancipated innocence\u003c/em\u003e\u003c/strong\u003e through his abandonment of timidity\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;I have gotten over my childhood shyness over time; I behave comfortably. I don\u0026apos;t have any fear of rejection; I just let it happen.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eOver time, he came closer to \u003cstrong\u003e\u003cem\u003emodern asceticism\u003c/em\u003e\u003c/strong\u003e and expressed this with the words, \u003cem\u003e\u0026quot;As I got older, my interest in material things and belongings decreased; I live simply.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eLastly, he shared his opinion on everyday wisdom as no change in reaction time, but perhaps he decides with a little more thought:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cem\u003e\u0026quot;In the past, my reactions were not so sudden; I would think before making a decision. Now, it\u0026apos;s the same, maybe a little more, and I think and make decisions wisely.\u0026quot;\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eBiographical Case Reconstruction of Muhsin\u0026rsquo;s autobiographical writings show that he shows signs of a shift of perception of time and childhood, change in the meaning of death, the connection to earlier generations, and transcendental sources of happiness from the \u003cem\u003eCosmic Transcendence\u003c/em\u003e dimension. He shows signs of ego integrity/ego transcendence, self-confrontation, and body transcendence from the \u003cem\u003eSelf Transcendence\u003c/em\u003e dimension, and signs of emancipated innocence, decreased ımportance of material assets, and everyday wisdom from the \u003cem\u003eSocial Transcendence\u003c/em\u003e dimension. However, as distinct from the theory, his point of view regarding a decrease in self-centeredness is not indicated. Missing from his reflections were experiences regarding coping with role changes.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe experience of recovering from a stroke was a triggering factor for \u003cstrong\u003e\u003cem\u003erejoicing\u003c/em\u003e\u003c/strong\u003e, illness was a factor for \u003cstrong\u003e\u003cem\u003ebody transcendence\u003c/em\u003e\u003c/strong\u003e, and going abroad was a leading factor for a \u003cstrong\u003e\u003cem\u003edecrease in the egocentrism\u003c/em\u003e\u003c/strong\u003e subdimensions in his life.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProminent turning poins of the participants related to gerotranscendence\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAs shown in case of Muhsin above, other 23 participants also shared turning points experiences lead to any subdimension of gerotranscendence. The turning points found in the narratives are explained below:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEarthquake\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp id=\"_Toc156057763\"\u003eDuring the workshops, the February 6, 2023 Kahramanmaraş Earthquake also had a stimulating effect on the participants\u0026rsquo; \u0026nbsp;including stimulating them to remember earthquakes in the past as turning points. For this reason, 5 participants talked about the indirect, if not direct, impact of the February 6 Earthquake on their own lives, while 2 participants made narratives related to other earthquake experiences in the past. In these narratives, it was apparent that \u0026quot;the perception of time\u0026quot;, \u0026quot;the perception of death\u0026quot; and \u0026quot;the self-transcendence that expresses the insignificance of existence in life\u0026quot; emerge in such disaster processing.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCaregiving experiences\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSeven of the female participants had provided care to their mothers or were still providing care. No such experience was shared by the male participants. It was observed that the isolation and loneliness that come with the caregiving process allowed the person to discover themselves. This situation points to the sub-dimension of encountering oneself again, as expressed in Tornstam\u0026apos;s theory, and the realization of a characteristic that one had not noticed before.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eRefreshment university\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eRefreshment University is seen by some participants as an effective turning point in their lives. When the narratives of the 9 participants who made statements about Refreshment University are examined, it is seen that they mentioned the effects that caused gerotranscendence in various aspects of their lives thanks to the various trainings offered here. It can be stated that among these, there is the sub-dimension of \u0026quot;meeting oneself again\u0026quot; by discovering a characteristic that they were not aware of before but have just noticed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePandemic\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Covid-19 Pandemic is also expressed as an event that had a significant impact on the lives of 10 participants and therefore became a turning point. When the narratives were\u003cs\u003e\u0026nbsp;\u003c/s\u003eexamined, some of them stated that the meaning of death changed with the loss of their loved ones, while some of them stated that they made new life arrangements, which pointed to physical transcendence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePolitical atmosphere of the period\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOne of the common turning points of the participants was the impact of the political atmosphere of the period on their daily lives. 16 participants mentioned the impact of the 1980 Revolution on their own lives, describing various problems related to education, work and access to health services. There were two participants who described its impact on their own gerotranscendence. One of them was a male participant who stated that his perspective on death changed due to the obstacle of accessing health services during the period in question, and, moreover, his closeness to nature increased. Another was a female participant who stated that she realized the importance of having few but real social relationships at that time.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eOther turning points\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe most frequently mentioned other turning points were work life, having a child, \u0026nbsp;marriage,\u003cs\u003e\u0026nbsp;\u003c/s\u003eretirement, death of a loved one, moving, illness of a loved one, volunteering, going on a hajj, \u0026nbsp;suffering a serious illness, divorce and accidents.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe death of a loved one and illness of a loved one led to the participants reaching an understanding of the finititude of life, time limitations and the meaning of death. Moving and retirement experiences were particularly effective for social transcendence and positive solitude. Interestingly, marriage and having children were mentioned by male participants as a reason for a decrease in self-centredness while female participants stated it as a reason for self-transcendence. Volunteering experiences provided participants an opportunity to get together with the younger generation and by focusing on helping them, they reached self-transcendence. In addition, one male participant stated that after major depression, his perspective on life and death changed significantly, and he also reached emancipated innocence.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe illness of a loved one and accident experiences were shared as related to believing in mysteries in life and to time transcendence.\u0026nbsp;\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eVarious studies [\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e] state that life events may be a trigger for gerotranscendence.\u003c/p\u003e\u003cp\u003e Caring for older relatives is an essential process, and it brings with it separation from social life and significant burdens in daily life. It is a task primarily attributed to women, especially in Turkey. In a qualitative study by Kırışık and Korkmaz-Yaylag\u0026uuml;l [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e] it was observed that care was taught to women from childhood, and expressions regarding care were stated less by male participants during the interviews. For this reason, the fact that the participants describing the care experience were only women in this study, indicates that we can interpret it in connection with gender roles.\u003c/p\u003e\u003cp\u003eAnother dimension in which the care experience causes transformation in the life of the participant is the death of the individual receiving care. In the study conducted by Akış [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e] on the care experience of older people, the experiences of falling into emptiness after the death of the care receiver and then entering into a re-adaptation process by turning to their relatives and social environment were conveyed. The re-choice and self-encounter experiences of transcendence in the participants who experienced loss in this study indicate a similar transformation.\u003c/p\u003e\u003cp\u003eHarmful health conditions are another turning point that help individuals create new meanings for themselves. In the single case analysis study conducted by Hyse and Tornstam (2009), it was observed that the participant researched his own family roots and realized that he could enjoy simply taking a walk in the neighborhood and visiting a jewelry store after being confined to his home for a long time after his illness. Similarly, in another study conducted with individuals with treatable cancer, it was observed that participants tended to engage in self-transcendence behaviors, such as sharing their experiences with others, informing them, participating in volunteer activities, and taking care of their patients' relatives or grandchildren after the recovery process [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eThe fact that the study was conducted with 60\u0026thinsp;+\u0026thinsp;volunteers from Refreshment University caused participation from Refreshment University to emerge as a sample-specific determinant of gerotranscendence. Bjursell\u0026rsquo;s [\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e38\u003c/span\u003e] study with third age university students similarly shows that older people had a new perspective and self-realization experience in their lives with the new skills they acquired and the courses they took.\u003c/p\u003e\u003cp\u003eThere are also studies examining and expressing the relationship between moving and displacement and gerotranscendence. In a study conducted on older people living in a care center, moving to a care institution was considered a crisis [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e]. In this sense, it can be said that the signs of transcendence in this study that occurred as a result of moving also support the literature.\u003c/p\u003e\u003cp\u003eReligious belief was not a very common narrative element in the participants' experiences of transcendence. However, there are studies that state that cosmic transcendence and religious belief are linked, and participants\u0026rsquo; experiences are expressed by connecting them to religious values [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. In a study conducted with Turks, it was observed that while there were no signs of gerotranscendence in secular people, there were signs of gerotranscendence in those who belonged to religious groups [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eSignificant changes or life events can also cause an individual to feel outside of time. When an event occurs, it can, in addition, affect the behavior of the individual [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e]. The February 6 earthquakes that occurred during the workshops stimulated some of the participants' earthquake-related memories, and their expressions of transcendence regarding their perception of time are examples of this effect.\u003c/p\u003e\u003cp\u003eAccording to the study conducted by Tornstam [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e] the self-confrontation dimension can be both positive and negative. In Tornstam\u0026rsquo;s study, similar to this study, there were participants who expressed realizations that they had a talent for literature, that they had become a cheerful or more serious person than before, and that showing excessive empathy was actually excessive anxietywhich led to redefining the current situation. Additionally, in connection with self-transcendence, one participant stated that while he used to ignore his children's opinions, he now takes them into consideration. The findings of Thornstam\u0026rsquo;s study are parallel to this study. The fact that one of the participants realized that he now enjoys loneliness, while he used to lead a more social life, demonstrates that social withdrawal does not always have a negative meaning, which supports Tornstam's [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e] study.\u003c/p\u003e\u003cp\u003eSome studies on gerotranscendence, especially when a quantitative research design is used, mention that the scales do not give the expected results and the theory is not universal (J\u0026ouml;nson 2001; Jewell, 2014). However, when qualitative studies are examined, it is seen that individuals can point to gerotranscendence with questions based on life history and individual experiences [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e, \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e46\u003c/span\u003e, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e47\u003c/span\u003e, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e48\u003c/span\u003e].\u003c/p\u003e\u003cp\u003eWadensten and H\u0026auml;gglund [\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e49\u003c/span\u003e] developed a gerotranscendence reminiscence group, and Wadensten [\u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e50\u003c/span\u003e] created a gerotranscendence-themed innovation program for six older adults living in a nursing home, resulting in observed positive changes. One of the more recent studies using a workshop approach was conducted by Hanson [\u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e51\u003c/span\u003e], who designed a gerotranscendence themed workshop specifically for individuals aged 80 and over and analyzed its effects. However, the studies mentioned primarily focused on interventions aimed at assessing the well-being of older adults or qualitative research centered on gerotranscendence, without incorporating autobiographical narratives directly.\u003c/p\u003e\u003cp\u003eThis study distinguishes itself by both developing a novel data collection tool and introducing a new Guided Autobiography theme that can be tested and applied in future intervention practices. Particularly, the standard themes of the first week, \u0026ldquo;branching points in my life\u0026rdquo; and \u0026ldquo;lifeline chart,\u0026rdquo; provide a chronologically ordered life story. After this session, participants had an opportunity to focus more deeply on a specific theme. The new themes of gerotranscendence used in this study thereby provided a way to look into spesific experiences of the gerotranscendence subdimensions.\u003c/p\u003e\u003cp\u003eGuided Autobiography is known to have various positive outcomes, including enhancing well-being. Previous research using the standard theme has indicated that participation fosters feelings of closeness and friendship, and it is recognized as an educational activity [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e] (Birren \u0026amp; Deutchman, 1991; Birren \u0026amp; Cochran, 2001; Thornton \u0026amp; Collins, 2010). Therefore, the effects of applying this approach with gerotranscendence themes should be evaluated in future studies.\u003c/p\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003eLimitations of the Study\u003c/h2\u003e\u003cp\u003eDuring the data collection process, the Guided Autobiography method's rule of reading only two pages per group and not forming groups larger than 5\u0026ndash;6 people (Birren and Deutchman, 1991) was adhered to, and the narratives obtained were within these limits. Another limitation was that the participants fit the memories they prioritized onto only the two pages in question.\u003c/p\u003e\u003cp\u003eThe fact that the workshops were held online may have caused participants\u0026rsquo; narratives to be different from the narratives of individuals who attended face-to-face groups, and whether the online narratives were excluded from the criteria is unknown. In this study, the sample consists of older people registered in third age university programs which is composed of a special group that had been intervened, The education level of most participants was high school or above, which limited the ability to access the autobiographical backgrounds of participants with lower education levels. This is important since the meanings that individuals at different sociocultural levels can create as a result of turning points may differ. Another limitation regarding the sample is related to gender distribution. Reaching the participants through announcements and using the convenience sampling technique with voluntary participants resulted in the applications being predominantly women [\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e52\u003c/span\u003e]\u003c/p\u003e\u003c/div\u003e"},{"header":"Conclusion","content":"\u003cp\u003eIn this study, each participant made statements about gerotranscendence themes. At least one significant event or 'turning point' in each participant's life was related to gerotranscendence. These turning points, which were either a significant life change or a shift in perspective, were crucial in understanding the process of gerotranscendence. For this reason, the first result of this study is that gerotranscendence is a natural process that occurs in a person\u0026rsquo;s development throughout life, as stated by Tornstam (2005). Gerotranscendence can be seen in everyone, but it does not have to include every dimension, and the processes related to the development of gerotranscendence can progress differently, even in similar lives with different breaking points. The study\u0026rsquo;s findings are not generalizable because they were conducted with only volunteer participants using a convenience sampling technique. However, in addition to showing parallelism with the existing gerotranscendence literature, reveal that gerotranscendence is not specific to culture but is affected by culture, just as Tornstam [\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e53\u003c/span\u003e] stated.\u003c/p\u003e\u003cp\u003eThe Guided Autobiography Method [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e] was utilized as a data collection tool, focusing on themes related to gerotranscendence by examining participants' experiences. One important outcome of the study is that the gerotranscendence themes developed for guided autobiography can be effectively applied in future workshops. This makes it a valuable resource for upcoming studies, and can be used as a leisure activity, an intervention tool, educational material, and, as demonstrated in this study, a data collection instrument. In future research, incorporating that bring together different generations could also enhance perceptions of the aging process.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was approved as ethically appropriate by the Akdeniz University Faculty of Medicine Clinical Research Ethics Committee (decision date: 24.07.2022, decision number: 2012-KAEK-20). Permission was also obtained from the Directorate of Aging Studies Application and Research Center (YA\u0026Ccedil;UMER). The study was conducted in accordance with the principles of the Declaration of Helsinki. The announcement poster for the workshops stated that the study was conducted within the scope of a doctoral thesis, that the workshops would be recorded during the introductory week for each group, that the shared autobiographies would be used solely for scientific purposes, and that participant information would be kept confidential. Workshop applications were collected online, and participants were required to approve the informed consent form within the application form. In reporting analyses of autobiographical narratives, each participant was identified by a pseudonym.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eClinical Trial Number\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/li\u003e\n \u003cli\u003eNot applicable\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe original data and results generated in this study are available from the corresponding author upon reasonable request.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eThe authors declare no conflicts of interest.\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/li\u003e\n \u003cli\u003eThis research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003e[blinded for review] originally planned the study. [blinded for review] conducted the workshops and collected and analysed the data. \u0026nbsp;[blinded for review] oversaw data analysis and interpretation\u003c/p\u003e\n\u003cul\u003e\n \u003cli\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/li\u003e\n\u003c/ul\u003e\n\u003cp\u003eWe would like to thank to Refresher University Students for participating this study.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBirren JE, Cochran KN. Telling the stories of life through guided autobiography groups. Baltimore: The Johns Hopkins University Press; 2001.\u003c/li\u003e\n\u003cli\u003eBirren JE, Schaie KW, editors. Handbook of the psychology of aging. 6th ed. Burlington: Academic Press; 2006..\u003c/li\u003e\n\u003cli\u003eMalde S. Guided autobiography: A counseling tool for older adults. J Couns Dev. 1988;66(6):290-3. doi:10.1002/j.1556-6676.1988.tb00872.x.\u003c/li\u003e\n\u003cli\u003ePinho Fran\u0026ccedil;a LHF, Amorim SM. 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Yaşam seyri perspektifi ve yaşlılık. Adıyaman \u0026Uuml;niv Sos Bilim Enst Derg. 2021;(38):276-309. doi:10.14520/adyusbd.867560.\u003c/li\u003e\n\u003cli\u003eWadensten B, Carlsson M. Theory-driven guidelines for practical care of older people based on the theory of gerotranscendence. J Adv Nurs. 2003;41(5):462-70. doi:10.1046/j.1365-2648.2003.02554.x.\u003c/li\u003e\n\u003cli\u003eJ\u0026ouml;nson H, Magnusson JA. A new old age? Gerotranscendence and the re-enchantment of aging. J Aging Stud. 2001;15(4):317-33. doi:10.1016/S0890-4065(01)00026-3.\u003c/li\u003e\n\u003cli\u003eWadensten B, Carlsson M. A qualitative study of nursing staff members\u0026apos; interpretations of signs of gerotranscendence. J Adv Nurs. 2001;36(5):635-42. doi:10.1046/j.1365-2648.2001.02019.x.\u003c/li\u003e\n\u003cli\u003eWadensten B, Carlsson M. Theory-driven guidelines for practical care of older people based on the theory of gerotranscendence. 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Int J Older People Nurs. 2010;5(2 Suppl 1):108-15. doi:10.1111/j.1748-3743.2010.00215.x.\u003c/li\u003e\n\u003cli\u003eHanson A. The gerotranscendence workshop: a transformational approach to leisure education for the oldest of the old [master\u0026rsquo;s thesis]. Long Beach (CA): California State University; 2023.\u003c/li\u003e\n\u003cli\u003eO\u0026rsquo;Neill P, Birren JE, Svensson C. Narrative and gender differences: how men and women interpret their lives. In: Storying later life: issues, investigations, and interventions in narrative gerontology. New York: Oxford University Press; 2011. p. 143-58.\u003c/li\u003e\n\u003cli\u003eTornstam L. Caring for the elderly: introducing the theory of gerotranscendence as a supplementary frame of reference for caring for the elderly. Scand J Caring Sci. 1996;10(3):144-50. doi:10.1111/j.1471-6712.1996.tb00327.x.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-geriatrics","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"bgtc","sideBox":"Learn more about [BMC Geriatrics](http://bmcgeriatr.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/bgtc/default.aspx","title":"BMC Geriatrics","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Gerotranscendence, Guided Autobiography, Turkish Older People, University of Third Age","lastPublishedDoi":"10.21203/rs.3.rs-7384529/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7384529/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e\u003cp\u003eGerotranscendence Theory provides a framework for understanding the aging process, emphasizing spiritual transformation rather than disengagement. This theory encompasses three dimensions: Cosmic Transcendence, involving a new perception of time and connections to past generations; Self-Transcendence, involving ego integrity and reduced self-centeredness; and Social Transcendence, involving deeper, more meaningful relationships and a release from societal pressures. The aim of this article is to introduce new Guided Autobiography themes related to Gerotranscendence by examining the experiences of older adults at a Guided Autobiography (GAB) workshop conducted in Turkey.\u003c/p\u003e\u003ch2\u003eMethods\u003c/h2\u003e\u003cp\u003eIn order to answer the question \u0026ldquo;\u003cem\u003eHow do gerotranscendence experiences and turning points connect through autobiographical narratives?\"\u003c/em\u003e, a gerotranscendence themed Guided Autobiography workshop was designed and offered to older people. Participants consisted of 24 older people who voluntarily attended the workshop. The autobiographical writings of the participants were qualitatively analyzed using the Biographical Case Reconstruction method.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e\u003cp\u003eThe findings from the GAB workshop reveal that older adults often resonate with the dimensions of gerotranscendence, validating the theory through their personal narratives and experiences.\u003c/p\u003e\u003ch2\u003eConclusion\u003c/h2\u003e\u003cp\u003eThis article contributes to the understanding of aging by highlighting the potential of guided autobiographical writing as a tool for fostering self-reflection and connection among older individuals. Three new themes with stimulating questions focused on gerotranscendence experiences were identified. In further studies, these themes would be used as data collection tool or part of Guided Autobiography interventions.\u003c/p\u003e","manuscriptTitle":"Exploring Gerotranscendence Experiences of Turkish Older People with the Guided Autobiography Method","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-10-13 15:00:39","doi":"10.21203/rs.3.rs-7384529/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-11-06T08:38:54+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-22T00:40:15+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-20T04:16:59+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"276647050792527436211426554825478558768","date":"2025-10-11T11:50:57+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"124734644451387930771316885576718836903","date":"2025-10-09T13:09:55+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-30T09:37:31+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-23T10:20:48+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-09-03T04:37:52+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-02T04:38:52+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Geriatrics","date":"2025-09-02T04:35:42+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-geriatrics","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"bgtc","sideBox":"Learn more about [BMC Geriatrics](http://bmcgeriatr.biomedcentral.com/)","snPcode":"","submissionUrl":"https://www.editorialmanager.com/bgtc/default.aspx","title":"BMC Geriatrics","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"em","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"aa0593ff-a9d4-47a5-be0b-79c9188e7509","owner":[],"postedDate":"October 13th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-12-10T08:38:23+00:00","versionOfRecord":[],"versionCreatedAt":"2025-10-13 15:00:39","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-7384529","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7384529","identity":"rs-7384529","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}