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Autor/inn/enChou, Yueh-Ching; Fu, Li-yeh; Chang, Heng-Hao
TitelMaking Work Fit Care: Reconciliation Strategies Used by Working Mothers of Adults with Intellectual Disabilities
QuelleIn: Journal of Applied Research in Intellectual Disabilities, 26 (2013) 2, S.133-145 (13 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1360-2322
DOI10.1111/jar.12005
SchlagwörterForeign Countries; Mental Retardation; Employed Parents; Mothers; Adults; Interviews; Phenomenology; Caregivers; Family Work Relationship; Marital Status; Educational Attainment; Severity (of Disability); Respite Care; Work Environment; Social Support Groups; Religion; Positive Attitudes; Social Status; Social Services; Questionnaires; Taiwan
AbstractBackground: This study explored the experiences of working mothers with an adult child with intellectual disabilities to understand how they reconcile paid work and care responsibilities. Methods: Fifteen working mothers in Taiwan with an adult child with intellectual disabilities were interviewed, and an interpretative phenomenological approach was adopted for data collection and analysis. Results: All included mothers prioritized their caregiving role over paid work. The strategies used by these mothers to make paid work fit with caregiving included having strong social networks and informal support for their care work, use of formal services, personal religious beliefs and positive attitudes towards care, as well as having flexible working hours due to self-employment, good relations with employers, working positions and work locations. Conclusions: Formal systems, which include both welfare and labour policies, need to be responsive to and involved in supporting these working mothers, especially those who lack good personal networks. (Contains 2 tables.) (As Provided).
AnmerkungenWiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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