The transition to parenthood in New Zealand and a developmental conceptual framework for the study of family change

Abstract

The research and reflection reported in this thesis was initially centred on parenthood as ‘crisis’ or ‘transition’. A prospective longitudinal survey of a representative or ‘normal’ cohort of 241 primiparae in Hamilton, New Zealand, was carried out. Data were collected by means of four structured interviews (two antenatal and two post-partum) based on largely pre-coded questionnaires. The Hobbs Checklist (Hobbs, 1965; 1968) was used to measure ‘crisis’. It was found that this New Zealand sample did not experience crisis at or around the birth of their first child. The originally-planned data analysis was a multivariate search for statistical predictors of ‘crisis’, together with an examination of the short- and medium-term consequences of that ‘crisis’. As a result of the finding of no crisis attention was refocussed on more conceptual, theoretical and epistemological issues. A conceptual framework or ‘model’ for handling developmental changes in families was devised. This framework brings together a variety of concepts and ideas from ‘the literature’ together with some original concepts and ideas developed in the course of this project. The conceptual framework is organised around four main dimensions of structure, interaction, transactions and norms. Attention is focussed on the transitions which families may be understood to make between family career categories, especially from ‘couple’ to ‘childbearing’ categories. Ideas of homeostasis, morphogenesis and conflict are integrated into the conceptual framework. The original dataset was then used to investigate the conceptual framework, and areas for both further conceptualisation and further empirical investigation were identified. Some issues remaining from the earlier substantive literature were further considered. In particular, the question of whether a ‘crisis group’ is better understood as the researcher’s construct or a ‘real’ social grouping was considered. It was found to be the former. It is concluded that theoretical orientations and approaches to conceptualisation, as well as a concern with practical issues (social problems, parent education, social work etc.), have strongly influenced research on parenthood in the past towards a focus on ‘crisis’. It is argued that a more comprehensive conceptual framework for the study of developmental change in families is needed. A first draft of such a framework is offered, and the need for further conceptual, theoretical and empirical work is emphasised.