Halfway house, lifestyle, education, dysfunctional families

Pedagogical research focusing on the lifestyle of vulnerable population groups and mitigating potential risk factors is lacking. This study examines young adult clients living in halfway houses, defining lifestyle as encompassing aspects such as diet, relationships, education, leisure activities, housing, and adaptive responses to various situations. It places particular emphasis on the role of institutions such as schools and educators. In the Czech Republic, halfway houses offer temporary accommodation—typically up to one year—to young individuals, often following their departure from children's homes, prisons, or dysfunctional families.This qualitative research aims to explore the lifestyles of halfway house clients and understand the contextual factors influencing their lives, with a focus on pedagogical work in children's homes and with dysfunctional families. Another objective is to examine the microsystem, mesosystem, and exosystem contexts shaping their current lifestyles and to consider temporal changes.Data were collected through semi-structured interviews and analyzed using thematic analysis based on Braun and Clark's methodology [1]. Twelve interviews were conducted, and analysis proceeded through stages of data familiarization, coding, theme identification, verification of themes, theme definition, and naming, resulting in thematic outcomes. Braun and Clark's approach was chosen for its alignment with constructivist principles that recognize the co-construction of meaning between researchers and participants.This research adhered to ethical principles outlined by the American Psychological Association [2] concerning research involving human subjects. Based on the research findings, both school and family emerge as key factors in shaping lifestyle. The role of educators should focus more on specific aspects of lifestyle among children from dysfunctional families. The data obtained indicate potential implications for educators working in settings such as children's homes or engaged in outreach work in marginalized communities.

Pedagogical research focusing on the lifestyle of vulnerable population groups and mitigating potential risk factors is lacking. This study examines young adult clients living in halfway houses, defining lifestyle as encompassing aspects such as diet, relationships, education, leisure activities, housing, and adaptive responses to various situations. It places particular emphasis on the role of institutions such as schools and educators. In the Czech Republic, halfway houses offer temporary accommodation—typically up to one year—to young individuals, often following their departure from children's homes, prisons, or dysfunctional families.This qualitative research aims to explore the lifestyles of halfway house clients and understand the contextual factors influencing their lives, with a focus on pedagogical work in children's homes and with dysfunctional families. Another objective is to examine the microsystem, mesosystem, and exosystem contexts shaping their current lifestyles and to consider temporal changes.Data were collected through semi-structured interviews and analyzed using thematic analysis based on Braun and Clark's methodology [1]. Twelve interviews were conducted, and analysis proceeded through stages of data familiarization, coding, theme identification, verification of themes, theme definition, and naming, resulting in thematic outcomes. Braun and Clark's approach was chosen for its alignment with constructivist principles that recognize the co-construction of meaning between researchers and participants.This research adhered to ethical principles outlined by the American Psychological Association [2] concerning research involving human subjects. Based on the research findings, both school and family emerge as key factors in shaping lifestyle. The role of educators should focus more on specific aspects of lifestyle among children from dysfunctional families. The data obtained indicate potential implications for educators working in settings such as children's homes or engaged in outreach work in marginalized communities.