How Care Is Negotiated Between a Young Carer and a Parent Experiencing Mental Illness and Addiction

Aeyelts, Renee; Marshall, Sheila K.; Charles, Grant; Young, Richard A.

doi:10.18357/ijcyfs.71201615417

Cited by 4 publications

(7 citation statements)

References 26 publications

(28 reference statements)

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“…Existing research on young carers does not routinely give extensive insight into the processes, relationships and experiences of people in families. There are some exceptions (Aeyelts, Marshall, Grant, & Young, 2016; Becker, Aldridge, & Dearden, 1998; Jones et al, 2002; Meltzer, 2017) but the literature is dominated by individualised account of the young carer experience, detached from the institutional or domestic context in which this identity is reproduced. The lack of research on family experiences coincides with the development of policies that intensify the involvement of public bodies in family life.…”

Section: Methodsmentioning

confidence: 99%

Affects of policy design: The case of young carers in the Care Act 2014 and the Children and Families Act 2014

Alexander

2021

Soc Policy Adm

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This article presents an analysis of policies on young carers in England, considering both the design but also the lived experience of policy subjects. Drawing on affect theory we can increase understanding of the reach of these policies into family life and the nature of English policy‐making focussed on this group. This analytic framework presents the opportunity to draw on the use of affect theory developed in other disciplines but less so in the discipline of social policy. The article argues, firstly, that normative messages through policy design are conveyed to families through affects. Secondly, it argues that hierarchies of subject positions established within policy design are reaching and impacting on young carers and their families through affective pressures. This article demonstrates that affect theory contributes to the analysis of social policies on young carers and also illuminates the impacts of policies in the context of limited formal implementation.

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Section: Methodsmentioning

confidence: 99%

Affects of policy design: The case of young carers in the Care Act 2014 and the Children and Families Act 2014

Alexander

2021

Soc Policy Adm

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“…The length of the joint action can be determined by the participants given the phenomenon being researched. In previous studies using this method, the length of the joint actions was approximately 15–20 min, but ultimately, each joint action is terminated when the participants are ready to end it 21,31,33 Self‐confrontation video‐recall procedure , in which the video recording of the joint action is viewed separately by each participant, guided by the researcher.…”

Section: Research Questions and Gathering Datamentioning

confidence: 99%

“…In previous studies using this method, the length of the joint actions was approximately 15-20 min, but ultimately, each joint action is terminated when the participants are ready to end it. 21,31,33 b. Self-confrontation video-recall procedure, in which the video recording of the joint action is viewed separately by each participant, guided by the researcher. The recall occurs immediately after the joint action is complete.…”

Section: Data Collectionmentioning

confidence: 99%

“…In a study of parent–adolescent joint action patterns, Marshall et al 31 were able to generate a deeper understanding of how adolescents' sense of self pertaining to their future career is shaped through interactions with their parents. In another example, Graham et al 32 describe the value of an action theoretical perspective for understanding addiction processes over time, whereas Aeyelts et al 33 apply this method to explore how care is negotiated between a carer and a parent experiencing mental illness and addiction. Through this latter case study, 33 the findings described how both individuals have power during negotiation of care, reinforcing the complexity and fluidity of a caring relationship.…”

Section: Introductionmentioning

confidence: 99%

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Action‐project method: An approach to describing and studying goal‐oriented joint actions

Shankar

Young

2022

Medical Education

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Context Practicing health professionals and educators frequently act together in an interdependent or joint capacity to reach goals. Teaching or learning a new skill or engaging with patients in shared decision‐making exemplifies this joint and goal‐directed nature of Health Professions Education (HPE) and practice. However, building a robust understanding of the complexity of action, and joint action in particular, in HPE or patient care remains a challenge because of a limited number of methodologies available within HPE research. Methods In this manuscript, we describe the Action‐Project Method (A‐PM) as a qualitative research approach that can be used to describe and understand goal‐directed joint actions. A‐PM is grounded in contextual action theory and is a methodology focussed on action as an object of study, as it is occurring. A‐PM uses three distinct perspectives to understand goal‐directed joint actions: observable behaviour, internal processes (i.e. reported thoughts and feelings) and the social meaning reflected in goals. Data collection in A‐PM involves observations, interviews, recording of actions and a self‐confrontation procedure—where participants watch video‐recorded segments of action and reflect on their internal processes, describing what they were thinking or feeling as they were completing the action. Together, the rich data generated and the layered approach to analysis provide a means to better understand the joint actions embedded in complex systems and collaborative work. Furthermore, the participants are treated as equal partners within A‐PM, ensuring data equity even when the research context includes hierarchical relationships. Discussion Given increasing recognition to the importance of teamwork, relationships, interdependence, complex environments and centring patient or learner voices, A‐PM is a valuable research approach for HPE. A‐PM deepens our research arsenal with an approach that focusses on interdependent dyads or teams and provides a deeper understanding for how individuals engage together in goal‐oriented actions.

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“…Specifically, A-PM has been used to describe projects related to the transition to adulthood, including education and career, for a range of groups and topics, including parent-youth joint projects for young people with developmental disabilities (Marshall et al, 2018;Young et al, 2017;Young et al, 2020); between parents and youth in Saudi Arabia (Khalifa et al, 2018); between young adult peers (Young, Marshall et al, 2015); in urban residing Aboriginal families in Canada (Marshall et al, 2011), and in counselling (Young et al, 2011). It has also been used to describe how non-paid work is determined, for example, between young carers and their parents (Aeyelts et al, 2016), as well as a range of other topics (e.g., Klaassen et al, 2015;Zaidman-Zait et al, 2014) The strength of the action-project method to date is that it considers culture, social institutions, and practices by looking specifically at participant joint actions and projects. This method captures culture as enacted.…”

Section: Research Applicationsmentioning

confidence: 99%

Facilitating Life-Enhancing Career in the Context of Significant Social Challenges and Changes: The Perspective of Goal-Directed Action

Young

Chi

2022

Swiss Psychology Open

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The problems and challenges people in both Eastern and Western societies face regarding life work and career are complex and in flux. These issues range from a neoliberal socio-economic climate to the increasing prevalence of the gig economy and part-time work. These problems, compounded by racism and social injustice, threaten the existential and moral commitment required not only for sustained work involvement but also for constructing a meaningful life. The neoliberal agenda appears to give pre-eminence to individual agency. However, at the same time, it challenges the joint collaborative and cooperative requirements needed to construct meaningful long-term carreers. These challenges to long-term career are elaborated. In this article, we address this problem by examining the conceptual link between short-term, goaldirected actions, mid-term projects and long-term career, in an approach known as contextual action theory. Essentially, this framework suggests that long-term career is constructed through in-the-moment goal-directed actions and mid-term projects, both of which require significant components to contribute to a meaningful and motivated career. This article provides the opportunity to examine the characteristics of contextual action theory that contribute to addressing the challenges to long term career, including goals as explanatory, relation to the other, the process of change, culture, and social justice. These characteristics are illustrated by referring to current research and practice that have emerged from contextual action theory.

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How Care Is Negotiated Between a Young Carer and a Parent Experiencing Mental Illness and Addiction

Cited by 4 publications

References 26 publications

Affects of policy design: The case of young carers in the Care Act 2014 and the Children and Families Act 2014

Affects of policy design: The case of young carers in the Care Act 2014 and the Children and Families Act 2014

Action‐project method: An approach to describing and studying goal‐oriented joint actions

Facilitating Life-Enhancing Career in the Context of Significant Social Challenges and Changes: The Perspective of Goal-Directed Action

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