The life course as an organizing principle and a socializing resource in modern medicine

Communication between children and health professionals in a child hospital setting: a Child Transitional Communication Model

“…(2004) suggested that one of the foremost barriers to children’s participation is adult’s perceptions of children’s abilities, in addition to adult’s self‐interest in maintaining their position with respect to children. Within the context of communicating with children in hospital, power is not solely related to adult–child relationships, but also incorporates health professional–patient power relations (Parsons & Fox 1982, Crossley 1998, Rosenfeld & Gallagher 2002). Models of health care increasingly promote the transfer of power to patients; but limited work has been carried out on empowerment and the child patient.…”

“…The stance of the child as ‘becoming’ was consistent with thinking within an era predominately influenced by developmental psychology discourse; the child as ‘being’ was devalued with the assumption of progression predominating (Woodhead 2003, Tudge & Hogan 2005). By proposing universal stages, age limitations are imposed upon children’s thinking and reasoning abilities with assumptions often made about what children are capable of doing, knowing and understanding (Rosenfeld & Gallagher 2002, Rushforth 2006). This could explain some of the findings of this study.…”

“…This model was developed following a further analysis of data from our ethnographic study and builds on theoretical frameworks proposed by Pantell et al. (1982), Rosenfeld and Gallagher (2002) and Gabe et al. (2004) because it is underpinned by the perspectives of child patients themselves.…”

Age and life course location as interpretive resources for decisions regarding disclosure of HIV to parents and children: Findings from the HIV and later life study

“…This depiction constructs these stages as reflecting innate age-based capacities and characteristics, with middle adulthood positioned, along an 'up' and 'down' hill representing the life course (Hockey & James 1993), at the apex of human development, capacity/productivity, and integrity/power (Holstein & Gubrium 2000, 2007Rosenfeld and Gallagher 2002).…”

“…After constructing theoretical memos exploring particular findings and discussing them as a research team, the lead author searched for connections between explicit statements directly related to thematic codes (e.g. disclosure, parenting) and latent themes and searched social-scientific literatures on aging and health for concepts and theories through which to articulate the interpretive and decision-making practiced which our analysis had uncovered, with 'lifecoursing' (Rosenfeld and Gallagher 2002) emerging as the most conceptual framework in this regard. The authorship group debated the analysis and conceptual contribution across successive drafts to achieve inter-researcher reliability and ensure that core concepts and/or alternative explanations for our findings available in the wider aging and health literatures had not been overlooked.…”