Coping mechanisms of families of children’s with special education needs (original) (raw)
Related papers
The Phenomenological Study on the Emotional Struggles of Parents Having a Child with Special Needs
International Journal of Research Publications
The very core of this study is to know the challenges and struggles of parents having a child with special needs and how to help them. This phenomenological study targets the problem in every household having difficulty with their exceptional child and has the solution to the challenges each parent experiences. The researcher aims to understand the family's feelings and most profound thoughts about having a child with special needs through qualitative form of research in a way of interview, observation, and immersion in the schools intended to have the respondents. Ten parents who have a child with special needs from Don Julian Rodriguez Sr. Elementary School and Davao City Special School were interviewed and allowed to be engaged in the said study. The researcher wanted to identify different struggles that they are facing every day, their coping mechanisms, and their insights that will be able to help other parents who suffer the emotional struggles of having a child with special needs. With the data gathered, most parents have emotional struggles because they need an idea of how and where to start helping their children with special needs. The researcher recommended empowerment, training, and workshops for parents with a child with special needs and building connections with a community that advocates and highlights helping and educating parents on how to educate their child with special needs.
Authors: Kafiat Ullah Khan Research Scholar Allama Iqbal Open University Islamabad E-mail: kafikhan72@yahoo.com Ameer Hasan MS(Management Sciences) Riphah International University Islamabad E-mail: euphoric.ameer@gmail.com Muhammad Irfan Arif Ph.D Scholar University of Education Lahore E-mail: irfanarif149@yahoo.com "ABSTRACT The purpose of the study was to explore and measure the perception and satisfaction level of parents of special children about the role of special education institutes in the adjustment of special children in their families. The researcher used two self developed questionnaires to collect the data about the problem under investigation, one questionnaire to explore the perception of parents of special children about the role of special education school in the adjustment of special children in their families and the other questionnaire to measure the satisfaction level of parents. All special children of District Bhakkar were constituted as target population for the study. The special children of Special Education School Bhakkar were assessable population for the study. Parents of sixty special children from Special Education School Bhakkar conveniently selected as a sample for the study. Simple descriptive statistical techniques such as mean and percentages were used to analyze the collected data. After careful data analysis the researchers concluded that the special education schools may play very vital role in the adjustment of special children in their family but unfortunately due to lack of resources and infrastructure they are not fulfilling the needs of special children and there is also some lack in the awareness about the importance of social adjustment of special children in their families. The researcher identified very important needs, problems, self concept, and adjustment problems of special children through review of literature and research. Key Words: Special Education , Special Children , Family Adjustment "
CHARACTERISTICS OF THE FAMILY ENVIRONMENT OF THE CHILDREN WITH DISABILITY
The paper presents the impacts on family functioning from the view of parents of a child born with a disability. Caring for a disabled child is a stressful situation for parents, with which they deal differently. The focus of the paper is on family preparedness and awareness, and the ability of parents to accept a child with a disability.
Coping of parents with physically and/or intellectually disabled children
Child: Care, Health and Development, 2002
Objective The aim was to clarify how families with physically and/or intellectually disabled children cope, what kind of coping strategies they use and how the families with good and poor coping capacities differ. Methods The parents of eight children (aged 8-10 years) with physical and/or intellectual disability were interviewed twice, and the data elicited in these interviews were analysed qualitatively using the grounded theory method. Results Information and acceptance, good family cooperation and social support were related to the coping strategies most frequently used. Half of the families seemed to have found successful ways of coping, whereas another half had major problems.There were five main domains in which the high-and low-coping families differed most from each other: (1) parents' initial experiences; (2) personal characteristics; (3) effects of the child's disability on family life; (4) acting in everyday life; and (5) social support. Conclusion The findings can be utilized in developing supportive activities for families with disabled children. By recognizing the coping strategies used by the family, professionals and service providers can find the right ways to support their adaptation. As the role of physicians, nursing staff and other professionals in this process is very important, more attention should be attached to the collaboration between these groups, to enable them to view the situation from the perspective of the whole family.
Coping strategies in parents of children with disabilities: A case-control study
Brain and Behavior, 2022
Introduction: The aim of this article is to determine whether there are differences in the coping strategies of parents of children with disabilities (autism spectrum disorder or other disabilities) and childrenwithout disabilities, in reference to the most stressful situation they have experienced with their child in the last year. Method: To conduct the study, a purposive sample selection based on case-control characteristics was carried out, in which a total sample of 170 participants was recruited. Participants were assigned, according to their characteristics, to the group of parents of children without disabilities, with ASD or with other disabilities. An ad hoc sociodemographic questionnaire and the Coping Responses Inventory for adults were administered. Results: The results obtained indicate that there are differences in the use of coping strategies between parents of childrenwithout disabilities andwith disabilities but not between the two disability groups. Parents of children with disabilities have significantly higher scores on the four subscales defined as avoidance strategies, and on one subscale identified as an approach strategy. Conclusions: Parents of childrenwith disabilities use avoidance strategies, to a greater extent, during the most stressful situations they have experienced in the last year with their child. In addition, they tend to use avoidance strategies regardless of the type of disability their child has.
Relational dynamic and personality of parents of children with special educational needs (SEN)
Technium Social Sciences Journal
The subject of this thesis represents a subject of real interest in today's society, especially among specialists in psychological or psycho-educational fields. Moreover, addressing this issue represents a real need to identify and explore the family environment in which children with SER are found, as well as the dynamics in the relationship of the parents in that situation and changes in it, as well as at the level of the whole family environment, with the prognosis of a diagnosis of their children. So, this paperwork aims to become a theoretical and applied support for specialists who carry out psychological and educational activities with SER children, as well as their parents, but not only that, it also have an educational purpose. Starting from an empirical remark based on events from professional experience, both the personality of the two parties involved in the family union or in the couple, influences the way in which the two partners relate to the situation they face.
COPING TRENDS OF PARENTS HAVING CHILDREN WITH DEVELOPMENTAL DISABILITIES: A LITERATURE REVIEW
Having to take care of children with developmental disabilities can affect parents not only in their psychological well-being but also affect physical well-being. Taking care of a child with special needs can be a growing experience or it can become stressful depending on how a parent perceives the event. Depending on the cognitive appraisal and the person-environment interaction, parents can either engage in positive behaviours of dealing with the disability or indulge in poor coping behaviour which will have adverse impact physically as well as psychologically. The present article attempts to highlight the various ways of coping used by parents to deal with their children’s disabilities. Review of research papers suggests some clear differences between affected parents and non-affected parents on use of different types of coping strategies along with various moderating factors like education, income, social support available, socio-economic conditions, and type of coping used. There were also findings on how mothers differ from the fathers in their coping behaviours when dealing with disabilities.
Children with Special Need: Care and Family Support
Abstract: All parents look forward to having a normal and healthy baby. The confirmation of disability in their child shakes the family and serves as a source of severe psychological disruption to family adjustment. Accepting a child with disability becomes difficult for parents and the family, when competence and achievement are important in the competitive world. The first few years of the child’s life are crucial. During this period he learns about her\himself and the world around him\her. For the disabled child, the experience of growing and learning can be painful and frustrating. It becomes more painful, when the disabled child comes from an environment where survival is an everyday struggle. Thus, when it suddenly becomes necessary for family to love someone who has a very limited capacity, the family is put in a conflicting situation, resulting in a great deal of stress. There should be a team approach to parenting, including shared responsibility for decision-making and child management. A supportive family environment helps each family member to develop confidence and self-respect.
Introduction: The aim of this article is to determine whether there are differences in the coping strategies of parents of children with disabilities (autism spectrum disorder or other disabilities) and children without disabilities, in reference to the most stressful situation they have experienced with their child in the last year. Method: To conduct the study, a purposive sample selection based on case-control characteristics was carried out, in which a total sample of 170 participants was recruited. Participants were assigned, according to their characteristics, to the group of parents of children without disabilities, with ASD or with other disabilities. An ad hoc sociodemographic questionnaire and the Coping Responses Inventory for adults were administered. Results: The results obtained indicate that there are differences in the use of coping strategies between parents of children without disabilities and with disabilities but not between the two disability groups. Parents of children with disabilities have significantly higher scores on the four subscales defined as avoidance strategies, and on one subscale identified as an approach strategy. Conclusions: Parents of children with disabilities use avoidance strategies, to a greater extent, during the most stressful situations they have experienced in the last year with their child. In addition, they tend to use avoidance strategies regardless of the type of disability their child has.
Stress, Coping, and the Family: Comparing Fathers and Mothers of Children with Disabilities
1994
This literature review compares the adjustment of mothers and fathers to the stress resulting from having a child with a disability. The ABCX model developed by Hill was selected for the analysis due to its emphasis on the response to stress in general of both the family as a whole and of individual family members. The model distinguishes between adjustment (reactions to routine transitions) and adaptation (reactions to crisis situations). The model identifies five family types: balanced, regenerative, resilient, rhythmic, and traditionalistic. A chart compares findings of seven studies on differences between mothers and fathers on a variety of issues. Results suggest that fathers and mothers react differently to stress and, therefore, may need to be viewed differently by educators. Two figures illustrate the adjustment and adaptation phases. (Contains 15 references.) (DB)