What do Caregivers Bring to the Table? A Qualitative Exploration of Caregiver Characteristics and Experiences Across Ecological Contexts

• In Event: Poster Session 06
  In Poster Session: PS 06 Topic - Parenting & Parent-Child Relationships

Abstract

Caregiver characteristics (i.e., cognitions, affective responses) and factors of stress and support across developmentally salient ecological contexts (i.e., home, school, and community) are primary determinants of the nature and quality of caregiving (Tarbin & Shaw, 2018). Caregivers engage with, perceive, and are differentially influenced by each of these contexts, implying the potential for experiencing different types of stress or support based on the context. Though literature has emphasized the role of caregiver stress and support in the quality of caregiving, little is known regarding how caregiver characteristics will influence the way caregivers perceive or respond to context-specific factors related to stress or support (Perzow et al., 2018). Further, few studies in child development have utilized qualitative methods to thoroughly examine caregiver experiences of stress and support.

Utilizing a qualitative approach, the present study sought to gain a more thorough understanding of caregiver experiences of stress and support across ecological contexts by examining relations between emergent caregiver characteristics and the ways that caregivers appraised their experiences (i.e., stressful, supportive). Sixteen caregivers completed in-depth semi-structured interviews either in-person or over the phone (See Table 1) prior to the pandemic. Interview questions explored caregiver unique experiences of stress and support specific to each context. Probes were adapted and used as needed to encourage or expand on the description of experiences. Data were analyzed in NVivo using thematic analysis with an inductive approach (Braun & Clarke, 2012), where themes are derived solely from the data. Consensus coding was completed for all 16 transcripts by both student authors.

Four major themes emerged (See Table 2): 1) Caregiver distrust (i.e., in others, community) and emotion regulation were salient to the ways in which caregivers characterized experiences of stress and support; 2) Caregivers’ desire to “do it all” across contexts (i.e., maintaining households, job duties, children’s academic needs) with variation in help-seeking behaviors were often related to their own developmental histories; 3) Caregiver cultural beliefs and values differentially influence perceptions of home, school and community contexts and engagement in those contexts; and 4) Caregivers were not entirely aware of how their own characteristics and experiences of stress and support influence their children’s development.

Findings from the present study emphasize the complexity of quantitative trends in the literature and have important implications from an applied perspective. Having greater knowledge of each context in which caregiving takes place and the ways that caregivers appraise experiences as stressful or supportive can assist in identifying caregivers that may be most vulnerable or at risk for compromised caregiving. Second, awareness of the unique relations between caregiver characteristics and context-specific experiences of stress and support emphasizes the multi-determined nature of caregiving. This can enhance our ability to tailor intervention and advise recommendation and dosage of various supports for caregivers and their families. Finally, findings emphasize an opportunity for caregiver education that could focus on the developmental implications specific to their own characteristics and experiences of stress and support across salient ecological contexts. Methodological considerations, major themes and examples of application will be discussed.

Authors

• Nicole O'Dea, Clark University
  Presenting Author

• Wyatt Hoover, Clark University
  Non-Presenting Author

• Ana Kamille Marcelo, Clark University
  Non-Presenting Author