Extended caregiving arrangements in families from Chinese backgrounds

A qualitative research study from Sydney, Australia

Datos Bibliográficos

ID11337828
AutoresCathy O’Callaghan (0000-0002-8303-6396, UNSW Sydney, autor de correspondencia), Cathy O'Callaghan, Rachael Kearns (0000-0002-2662-8600, UNSW Sydney), Lisa Woodland (0000-0002-1431-0849, South Eastern Sydney Local Health District), Gayathri Dharmagesan (New South Wales Department of Health), Ben Harris-Roxa (0000-0003-1716-2009, UNSW Sydney), Ben Harris-Roxas
Año2023
Volumen145
Páginas106795
Fecha de publicación2023-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaChildren and Youth Services Review (JOURNAL)
Identificadores de la revistaISSN: 0190-7409 • E-ISSN: 1873-7765
EditorialElsevier BV (PUBLISHER)
DOI10.1016/j.childyouth.2022.106795
OpenAlexW4313400009
IdiomaEN
Citas recibidas6
Referencias citadas35

There are many and varied caregiving arrangements in extended families from Chinese backgrounds in Australia. In this study, the focus is on grandparents living in Sydney on a temporary or permanent basis, who care for their grandchildren in the years up to and including the time they enter school. Interviews with 10 grandparents, 8 parents, and 22 service providers identified that there are differing understandings between these groups in relation to the role of grandparents when caring for their grandchildren, the relationship between caregiving and child development, and the impact of transitions in care between grandparents and parents, or one set of grandparents and another. Grandparents and parents in this study generally divided and shared the role of caregiving. Grandparents supported parents and met children’s daily care needs, taking them to activities, preschool, day care or school. This complemented the role of the parents who had primary responsibility for their children’s upbringing and decisions about discipline and education. Parents seemed comfortable with their child spending their time with grandparents and felt trust and confidence in the care provided. While service providers emphasised the caregiver’s role in developing social, emotional and self-care skills, grandparents emphasised their role in supporting the physical, linguistic, and academic development of the child. Participants from all groups agreed that transitions in caregiving could result in inconsistent or conflicting approaches to caregiving, potentially leading to social-emotional and behavioural issues for the child. It was identified that families could be supported to ensure smoother transitions. It was acknowledged by all groups that grandparents played an important role in caring for grandchildren, and supporting the well-being of the family. However, grandparents also had their own health and well-being needs independent of this role. Grandparents, especially those on temporary migratory visas and/or with low English proficiency, needed support negotiating public and educational settings. They relied heavily on parents to access and filter information about available services and supports. This study highlighted the need to develop shared understandings of caregiving roles and how they work together to support the child’s social, emotional and behavioural development; and to co-design culturally responsive interventions when transitions in care take place

Developmental psychology · Grandparent · Qualitative research · Service (business · Service provider · Set (abstract data type · Sociology · Family Dynamics and Relationships · Family Support in Illness · Intergenerational Family Dynamics and Caregiving · Psychology · Social Psychology