Buzzetta, Chris Anthony2012-02-162012-02-162012-01https://hdl.handle.net/11299/120743University of Minnesota Ph.D. dissertation. January 2012. Major: Education, Curriculum and Instruction. Advisor: Jane Plihal, Ph.D. 1 computer file (PDF); vii, 223 pages, appendix p. 214-223This study explored the embodied teen experience of parent-teen conflict and argument. Using a hermeneutic-phenomenological approach, data were collected from eight teens living within 150 miles of Minneapolis, MN. Teens self-identified as (a) living in a family with everyday conflict, (b) not seeing a psychologist or counselor, (c) not having been in any drug or alcohol treatment programs, (d) not knowing the researcher ahead of time, and (e) being between the ages of 13 to 19 at the time the interview took place. The interview data were unstructured conversations with teens that were audio-recorded, transcribed, and analyzed using a phenomenological text analysis procedure. From these data, the following themes emerged: (a) feeling powerless, small, devalued, and oppressed; (b) experiencing irritation, frustration, hypocrisy, pettiness, and defiance; (c) wanting freedom and autonomy and the battle for control; and (d) needing safe space and "me" time. Each theme and the whole embodied essence of this experience were interpreted through teens' as well as the researcher's lenses. The interpretations provide insight for teens, parents, and parent educators that may help improve parent-teen relationships and provide strategies to use in the classroom setting.en-USAdolescentArgumentConflictParentPhenomenologyTeenEducation, Curriculum and InstructionThesis or Dissertation