|dc.contributor.author||Joseph, Pamela Gillian||-|
|dc.description.abstract||Parents of children with high-level support needs, including adult children, commonly interact with service providers across health, disability, education and other systems. In a policy environment that emphasises individual autonomy and the marketisation of service provision, however, parents’ relationships with such systems remain unclear.
This qualitative study explored the ways that parents construct their relationships with providers, and their views about their own identities within and outside the formal service systems with which they interact. A theoretical framework of social constructionism, complexity theory, and critical postmodern feminism informed the study design and the interpretation of data.
Twenty-seven parents, from metropolitan and non-metropolitan areas across five Australian states, participated in semi-structured in-depth interviews and created concept maps to describe their service system relationships.
The data were analysed using a thematic network analysis (Attride-Stirling, 2001), from which three key themes emerged. A theme of “boundaries” captured the ways that parents defined their own identities, and those of providers. “Transition” highlighted times of change as particular occasions of challenge and opportunity in the negotiation of parent identities and relationships. The third theme, “enacting power through control and resistance” reflected parents’ understanding of the role of power in their relationships with providers.
The findings suggest that a life-course approach contributes to a better understanding of the unique, complex and dynamic relationships between parents and service providers than current service models that reflect the developmental stages of childhood, adolescence and adulthood. The global theme of “individual (re)negotiation” sheds light on parents’ constructions of identity and their active participation towards more equitable relationships with providers. The findings of the study have implications for more inclusive, co-relational practices. The thesis discusses the findings’ significance for policy, practice, education and future research.||en_AU|
|dc.publisher||University of Sydney||en_AU|
|dc.publisher||Faculty of Arts and Social Sciences||en_AU|
|dc.publisher||Sydney School of Education and Social Work||en_AU|
|dc.rights||The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.||en_AU|
|dc.subject||complex service systems||en_AU|
|dc.title||Parent-carers' perspectives on their relationships with complex service systems.||en_AU|
|dc.type.pubtype||Doctor of Philosophy Ph.D.||en_AU|
|dc.description.disclaimer||Access is restricted to staff and students of the University of Sydney . UniKey credentials are required. Non university access may be obtained by visiting the University of Sydney Library.||en_AU|
|Appears in Collections:||Sydney Digital Theses (University of Sydney Access only)|