Maternal Gate Closing and Gate Opening in Postdivorce Families

Autor/in	Trinder, Liz
Titel	Maternal Gate Closing and Gate Opening in Postdivorce Families
Quelle	In: Journal of Family Issues, 29 (2008) 10, S.1298-1324 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0192-513X
DOI	10.1177/0192513X08315362
Schlagwörter	Mothers; Child Welfare; Fathers; Divorce; Parent Child Relationship; Interviews; Parent Attitudes; Influences; Well Being; Interpersonal Relationship; Parent Role; Correlation; Decision Making; Foreign Countries; United Kingdom; United Kingdom (England) + Suchen Sie Ihr Suchwort? Mother; Mutter; Kindeswohl; Ehescheidung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interviewing; Interviewtechnik; Elternverhalten; Influence; Einfluss; Einflussfaktor; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Parental role; Elternrolle; Korrelation; Decision-making; Entscheidungsfindung; Ausland; Großbritannien
Abstract	This study explores the processes by which custodial mothers can support and inhibit fathers' relationships following divorce and separation. It draws on qualitative interviews with resident mothers and nonresident fathers from 54 separated families, including 22 sets of former couples. The study found that mothers adopt a range of strategies, from proactive gate opening to gate closing, and that these strategies appear influential. Maternal perceptions of paternal competence and child welfare beliefs, parental relationship quality, and parental role bargains were strongly linked to different types of maternal gatekeeping. Informed by systems theory, the interviews of former couples suggest that gate work, whether gate opening or gate closing, can be a dynamic transactional process rather than a linear and unidirectional process running from mothers to fathers. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10