Ji Daniel, Marshall Sheila K, Charles Grant
School of Social Work, Faculty of Arts, The University of British Columbia, Vancouver, British Columbia, Canada.
J Adolesc. 2025 Apr;97(3):758-777. doi: 10.1002/jad.12451. Epub 2024 Dec 15.
Although prior research has examined adolescents' resistance to parental control, the dyadic level of analysis has been overlooked. This study attended to how a Canadian sample of parents and adolescents engaged in resisting one another by observing moment-to-moment actions as they discussed the upcoming transition to high school.
A secondary analysis of data collected from 2010 to 2012 using the Action-Project Method was conducted. The sample of 27 parent-adolescent dyads (23 mothers; 4 fathers); 13 boys, 14 girls (Mean youth age = 13.3) was recruited from two urban centers. Videorecorded self-directed conversations were immediately followed by open-ended video recall interviews. A novel way of analyzing data at the dyadic level of analysis was developed based on critical reflexive thematic analysis guided by social constructionist theory.
Resistance was observed at least once in 23 of the 27 conversations (total = 97, range = 0-9, Mean = 3.63, SD = 2.69). Four distinct themes were developed: Reminding of and then defending the "constant battle" lines, Cautious avoidance, the Nudging match, and No point anymore and minimal responses. Dyads varied in frequency and number of themes in their conversations with 78.56% engaging in more than one theme. Most differences came to a trickling of resistance wherein members did not agree but continued to interact without extending the resistance further.
A dyad-centric approach to analysis was useful for observing how parents and adolescents engaged in resistance together. Our findings suggest that resistance can be seen as a dyadic concept that reflects a personalized relationship history that has implications for parent and youth identity development.
尽管先前的研究已经考察了青少年对父母控制的抵抗，但二元分析层面一直被忽视。本研究通过观察加拿大一组父母与青少年在讨论即将到来的高中过渡时的即时行为，关注他们如何相互抵抗。
对2010年至2012年使用行动项目法收集的数据进行二次分析。从两个城市中心招募了27对父母-青少年二元组样本（23位母亲；4位父亲）；13名男孩，14名女孩（青少年平均年龄 = 13.3岁）。录像的自我导向对话之后紧接着是开放式视频回忆访谈。基于社会建构主义理论指导的批判性反思主题分析，开发了一种在二元分析层面分析数据的新方法。
在27次对话中的23次至少观察到一次抵抗（总计 = 97次，范围 = 0 - 9次，平均值 = 3.63，标准差 = 2.69）。形成了四个不同的主题：提醒并捍卫“持久战”防线、谨慎回避、轻推匹配，以及不再有意义和极少回应。二元组在对话中主题的频率和数量上存在差异，78.56%的二元组涉及不止一个主题。大多数差异以抵抗的逐渐减弱告终，即成员虽未达成一致但继续互动，且未进一步加剧抵抗。
以二元组为中心的分析方法有助于观察父母与青少年如何共同进行抵抗。我们的研究结果表明，抵抗可被视为一个二元概念，反映了个性化的关系历史，这对父母和青少年的身份发展具有影响。
