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dc.contributor.authorMurtorinne-Lahtinen, Minna
dc.contributor.authorJokinen, Kimmo
dc.date.accessioned2020-02-28T13:09:21Z
dc.date.available2020-02-28T13:09:21Z
dc.date.issued2020
dc.identifier.citationMurtorinne-Lahtinen, M., & Jokinen, K. (2020). Stepmothers’ constructions and negotiations of belonging. <i>Journal of Family Studies</i>, <i>26</i>(1), 51-66. <a href="https://doi.org/10.1080/13229400.2017.1308877" target="_blank">https://doi.org/10.1080/13229400.2017.1308877</a>
dc.identifier.otherCONVID_26966620
dc.identifier.otherTUTKAID_73583
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68003
dc.description.abstractApplying a narrative approach and symbolic interactionist frame of reference, this study examines how Finnish stepmothers in their written narratives construct and negotiate their belonging. Belonging is a relevant concept in this study since it focuses on social interaction and intersubjectivity, and their emotional content. Three types of belonging were identified: (a) restricted belonging, (b) dyadic stepmother–stepchild belonging and (c) the spousal relationship as a focal dyad of belonging. Attainment of belonging may be especially challenging for stepmothers owing to their dependence on the willingness of the biological mother and father to share the emotional dimension of the parent–child dyad. If stepmothers fail to achieve any aspect of belonging, they are vulnerable to depression. This, in turn, indicates a need for clinical intervention. In sum, the results point to the key role of the spouses in enhancing stepmothers’ sense of belonging.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesJournal of Family Studies
dc.rightsIn Copyright
dc.subject.otherbelonging
dc.subject.othernarrative approach
dc.titleStepmothers’ constructions and negotiations of belonging
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202002282226
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineEarly Childhood Educationen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2020-02-28T10:17:44Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange51-66
dc.relation.issn1322-9400
dc.relation.numberinseries1
dc.relation.volume26
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysoäitipuolet
dc.subject.ysouusperheet
dc.subject.ysoperhesuhteet
dc.subject.ysonarratiivinen tutkimus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p3301
jyx.subject.urihttp://www.yso.fi/onto/yso/p3299
jyx.subject.urihttp://www.yso.fi/onto/yso/p16436
jyx.subject.urihttp://www.yso.fi/onto/yso/p22220
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/13229400.2017.1308877
jyx.fundinginformationThis research was supported in parts by grants to Minna Murtorinne-Lahtinen from the Alli Paasikivi Foundation, Finnish Cultural Foundation, Finnish Konkordia Association, and the Department of Education, University of Jyvaskyla.
dc.type.okmA1


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