Suchergebnisse

A lack of specificity between two types of disclosure has emerged in research on adolescents' relationship and communication with their parents. Researchers are obscuring the distinctions between self‐disclosure and routine disclosure (i.e., disclosure of their whereabouts and activities to parents). In this article, we describe where the problems have arisen and then outline the conceptual differences between the two. Illustrations of how the two types of disclosure overlap or co‐occur are provided to demonstrate how fruitful areas for future research can emerge from attending to the distinctions between these two constructs.

AbstractConflicts are frequently incorporated into research on parent‐adolescent relationships. However, empirical research has inconsistently used "parent‐adolescent conflict" as a broad and often singular term rather than processes involving a range of constructs. To understand the balance of attention to the constructs involved in parent‐adolescent conflicts, we conducted a systematic review of measures that were reported in peer‐reviewed journal articles between January 1, 1970 and January 31, 2021, across several disciplines. The initial search identified 17,036 references; after removing duplicates, excluding studies based on stated criteria, and adding 22 articles from reference lists, 467 articles were retained, and 568 measures were extracted from articles. Two types of content analysis (directed and conventional) were used to organize measures into categories. Findings reveal that conflict frequency, intensity, and quality of interactions are most often used while initiation and duration tend to be overlooked. Uneven coverage may generate biases in understanding parent‐adolescent conflict processes.

Researchers working in various regions of the world, such as Saudi Arabia, where little joint research has been conducted on youth together with their families, tend to adopt theories and research methods with less than full transparency about how the researchers have adapted them. In this article, we describe the action-project method, a qualitative research method for conducting research with particular application to unique and understudied cultural contexts. The method was used to describe the joint processes between parents and adolescents in a Saudi-Arabian sample. It is based on a conceptualization of human behavior as process oriented, systemic phenomena in which context and culture are critical to an integrated understanding of the person. The method uses a longitudinal design involving observations and interviews. The cultural application of this method to the study of transition-to-adulthood processes in Saudi Arabia is addressed, including its cultural appropriateness and the process of adapting and using it in Saudi Arabia.

The qualitative action‐project method was developed in counseling psychology and health psychology. This article demonstrates the utility of this method for research with families and intimate partners. The article describes the action theory undergirding the method, along with the multiple phases of data collection involved in the longitudinal protocol. In parallel with the action theory used to guide this method, the protocol generates data from the three perspectives of action: manifest behavior, internal processes, and social meaning. Data analysis integrates, at the supraindividual level of analysis, observations of manifest behaviors with self‐reports of internal processes and social meanings to generate rich descriptions of family life. The article also describes types of research for which this method is suitable.

AbstractNursing home (NH) residents are often considered passive recipients of care with a limited role in shaping their experience. This perspective is often reproduced in NH research, which restricts resident participation, thereby upholding ageist views that cause discrimination of older adults living in NH settings. In this article, we propose using Contextual Action Theory (CAT) as a conceptual framework for exploring NH experiences in a way that incorporates the active role of residents. CAT supports the active role of NH residents by emphasizing the capabilities of human beings to form preferences and act on those preferences, without assumptions of rationality. The emphasis on human action allows researchers to consider NH experiences as co-constructed between residents, care providers, and family members, which means placing an emphasis on the actions and goals of NH residents, no matter their cognitive or physical impairments. CAT also supports personhood and social citizenship concerns in NH research, by acknowledging the differing preferences and thereby differing experiences of NH care by individual residents. We argue that CAT should be considered a useful framework for putting residents in the center of NH research.

The transition to adulthood involves, for most individuals, moving from school to work, establishment of long-term relationships, possibly parenting, and a number of other psychosocial transformations. Now more than ever, there is a concern within popular and research literature about children growing up too soon or too late or failing to realize changes associated with being adult. With this in mind, this book intends to answer a series of timely questions in regard to transition to adulthood and propose a wholly new approach to counseling that enables youth to engage fully in their lives and

This study used an action theoretical framework and the action-project method to address the following research question: "How do youth jointly with peers construct, articulate, and act on goals and strategies pertinent to the transition to adulthood?" Fifteen young adult friendship dyads were studied over a 9-month period, using videotaped conversations and telephone monitoring. Peers jointly and intentionally engaged in actions and enacted goals related to young adult transition. Negotiating and maintaining friendship, constructing identity, and promoting career were the projects that emerged most frequently. These projects involved using a range of skills and resources that allowed the participants to take a number of functional steps in constructing and realizing their joint goals, including being intimate, humorous, and reciprocal with each other, providing support, sharing emotion, and exercising judgment. The findings illustrate how friendship, identity, and career promotion are jointly constructed and enacted by young adults.

INTRODUCTIONParents have found the transition to adulthood for their sons or daughters with intellectual and/or developmental disabilities (IDD) particularly challenging. The literature has not examined how parents work together and with others in face of this transition nor has it highlighted parental goals in this process. This study used a perspective based on joint, goal‐direct action to describe the projects that Canadian parents engaged in together and with others relative to this transition.MethodsUsing the qualitative action‐project method, joint projects between parents and with others were identified from their conversations and followed for 6 months.FindingsThree groups of projects were described: equipping the young adult for adult life, connecting for personal support and managing day‐to‐day while planning for the future.ConclusionsParents act together and with others relative to the transition to adulthood of their young adult children with IDD. These projects are complex and differ in goals, steps, resources and emotional regulation and motivation.