Educational guidance for parents who are under pressure from their adolescent children

Most adolescents place pressure on their parents. The pressure varies, so there must be factors that contribute to the variance. An important objective of the investigation was to determine such factors from the parent’s side and from the adolescent’s side. It was also important to determine the most important factors in family functioning, and in the wider social context that affect the placement of pressure on parents by adolescents. A sample of 177 high school adolescents and their parents was used. Variables such as age, gender, family structure, working circumstances of parents, birth order position of adolescents, peer pressure, the parent-adolescent relationship, self-concept and personality were included in the study. The results indicate that the pressure that parents experience is associated with parental variables rather than adolescent variables. Parental self-concept, personality, and the parent-adolescent relationship (from the parent’s side) explained almost 63% of the variance in the pressure that parents experience. The conclusion can be made that it is not adolescents who deliberately plan to place their parents under pressure, but rather parents who make themselves vulnerable to such a situation. Any remedy or guidance programme will have to focus primarily on the parent, and the success of such a programme will depend on the way in which it supports the self-concept of the parent.Psychology of EducationD. Ed. (Psychology of Education

A Qualitative IPA of the Motivations of Retirees’ Transitions to ‘Retirement’ Social Identities and the Consequences on Retirement Adjustment Satisfaction

Retirement is a relatively new phenomenon in relation toshifting from being a privilege for the few to becoming anormative ‘third age’ of the life course. However, retirementrepresents one of the major life course transitions in late adultlife and associated with this transition is the question of howwell people adjust to retirement and the consequences of howwell people negotiate this adjustment on their sense of worthand well-being can be either negative or positive. This paperpresents a qualitative approach through Social Identity Theoryand Self-determination Theory to explore the underpinningmotivational processes of retirees in their transition to‘retirement’ social identities and the consequences onsatisfaction in retirement. Semi-structured interviews wereconducted with four white British participants includingthree males and one female ranging in age from sixty-fourto sixty-nine and having retired between fifteen months andfour years. An Interpretative Phenomenological Analysis ofthe transcribed interviews led to five main themes emerging,namely Strength of identity with working life; Significanceof non-work-related aspects of life; Psychologically preparingfor retirement; Process of shifting/adjusting to retirement;Meeting expectations of retirement. The study found thatretirement is not a formulaic process but people experienceadjusting to retirement differently based on their individualmotivations and resources for preparing for and facilitatingthe transition. The findings from the study has implicationsin relation to the provision of intervention in supportingindividuals psychologically preparing for retirement beyondfinancial planning along with those experiencing negativeconsequences in transitioning to retirement

Knowledge and Action

Human Geography; Psychology Research; Social Theory; Knowledge - Discours