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                  <text>2023 Special Edition 4 - Parent Perspectives List</text>
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              <text>2023 SE4 - Parent Perspectives</text>
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              <text>&lt;a href="http://doi.org/10.1111/jar.12313" target="_blank" rel="noreferrer noopener"&gt; http://doi.org/10.1111/jar.12313&lt;/a&gt;</text>
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                <text>Shutting the World Out': An Interpretative Phenomenological Analysis Exploring the Paternal Experience of Parenting a Young Adult with a Developmental Disability.</text>
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                <text>Journal of Applied Research in Intellectual Disabilities</text>
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                <text>Humans; Male; Young Adult; Middle Aged; Adult; Qualitative Research; *Fathers/px [Psychology]; *Adult Children; *Developmental Disabilities; *Parenting/px [Psychology]</text>
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                <text>Thackeray, Lisa A; Eatough, Virginia</text>
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                <text>BACKGROUND: An in-depth exploration of the experience of midlife fathers of developmentally disabled young adults (aged 19-32 years) was motivated by a dearth of research in this area (McKnight, PsyPAG Quarterly, 94, 2015, 10)., METHOD: Five fathers participated in semi-structured interviews which were subjected to interpretative phenomenological analysis (Smith, Flowers and Larkin, 2009, Interpretative Phenomenological Analysis: Theory, Method, and Research. London: Sage)., RESULTS: The final thematic structure comprises four inter-related themes. They demonstrate a high degree of concern for children's well-being; the joy adult children confers on their father's lives as well as the difficulties men experience in response to the limited opportunities available to their offspring. Importantly findings also illustrate the way in which men struggle to contend with painful emotions., CONCLUSIONS: Societal conceptions of masculinity, fatherhood and disability necessarily influence the way fathers experience the world (Yarwood, Fathering, 9, 2011, 150). It is imperative that service providers recognize the particular challenges faced by fathers, seeking ways to better engage and support them. Copyright © 2016 John Wiley &amp; Sons Ltd.</text>
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                <text>&lt;a href="http://doi.org/10.1111/jar.12313" target="_blank" rel="noreferrer noopener"&gt;10.1111/jar.12313&lt;/a&gt;</text>
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                <text>Article information provided for research and reference use only. PedPalASCNET does not hold any rights over the resource listed here. All rights are retained by the journal listed under publisher and/or the creator(s).</text>
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