Parent–adolescent joint projects involving leisure time and activities during the transition to high school

Abstract

Leisure research to date has generally overlooked planning and organizing of leisure time and activities between parents and adolescents. This investigation examined how a sample of Canadian adolescents and their parents jointly constructed and acted on goals related to adolescents' leisure time during the move from elementary to high school. Using the Qualitative Action‐Project Method, data were collected over an 8–10 month period from 26 parent–adolescent dyads located in two urban sites, through video‐taped conversations about leisure time, video recall interviews, and telephone monitoring interviews. Analysis of the data revealed that the joint projects of the 26 dyads could be grouped into three clusters: a) governance transfer or attempts to shift, from parent to adolescent, responsibility over academic demands, organizing leisure time, and safety with peers, b) balancing extra‐curricular activities with family life, academics, and social activities, and c) relationship adjustment or maintenance.

The transition to adulthood of young adults with IDD: Parents’ joint projects

“…The protocol used for this study was similar to previous studies using the A‐PM (e.g., Marshall et al, ). Data collection involved seven distinct stages, extending over 9–10 months, involving three in‐person meetings and 6 months of telephone monitoring (see Table for sequence of data collection and analysis).…”

Video gaming in adolescence: factors associated with leisure time use

“…Given that much video game playing takes place in the family home, those with parental responsibility may be ideally placed to influence the amount of time spent gaming by their children, and are likely to be crucial to the successful impact of policy guidelines concerning screen time in general and video game use specifically. The role of parents in negotiating leisure activities with adolescents has been under-researched to date when compared to peer influences, although there is an increasing awareness of the continued significance of both parental mediation and shared leisure activities during adolescence (Marshall 2014). Many parents have expressed concerns about the impact of gaming on young people and consequentially monitor their own children's use of video games (BBC 2007;Nikken et al 2007).…”

Growing up during a public health crisis: A qualitative study of Born in Bradford early adolescents during Covid-19

“…We know that around puberty, adolescents tend to become more 'evening typed', and start to prefer later bedtimes, and wake times (Warner et al, 2008). In addition, their moods become more volatile and they are more inclined to spend more time alone (Somerville et al, 2010., Marshall et al, 2014. These changes were described by both children and parents in our study.…”

“…During this period, adolescents are more likely than adults to experience negative emotional states and their emotional responses tend to be more intense, variable and extreme (Somerville et al, 2010). It is also a period of signi cant social reorientation that involves the seeking of social independence from parents/caregivers, renegotiation of privacy boundaries and further integration with and in uence of peers (Nelson et al, 2016;Blakemore & Mills, 2014;Marshall et al, 2014). Social context is key to this social reorientation, the onset and consequences of puberty mediated by the in uences of family, peers and school (Cook et al, 2002; van der Bos, 2013; Law et al, 2012).…”