Adolescents with Developmental Disabilities and Their Families

Hauser‐Cram, Penny; Krauss, Marty Wyngaarden

doi:10.1002/9780471726746.ch22

Cited by 13 publications

(7 citation statements)

References 44 publications

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“…Adolescence may represent a uniquely stressful time for these families. Similar to families of adolescents without DD, parents of adolescents with DD may experience “the ‘push and pull’ of relinquishing parental roles of protectiveness, close supervision, and authority while adopting parenting styles that respect the adolescent’s emerging needs for autonomy and independence,…” (Hauser-Cram, Krauss, & Kersh, 2004, p. 604). Additionally, these parents continue to face challenges related to their adolescent’s continued need for support and supervision, potential peer rejection and social isolation, development through puberty, and transition to adult services (Baine, McDonald, Wilgosh, & Mellon, 1993).…”

Section: Introductionmentioning

confidence: 99%

Parenting stress and child behavior problems within families of children with developmental disabilities: Transactional relations across 15 years

Woodman

Mawdsley

Hauser‐Cram

2015

Research in Developmental Disabilities

189

116

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Parents of children with developmental disabilities (DD) are at increased risk of experiencing psychological stress compared to other parents. Children’s high levels of internalizing and externalizing problems have been found to contribute to this elevated level of stress. Few studies have considered the reverse direction of effects, however, in families where a child has a DD. The present study investigated transactional relations between child behavior problems and maternal stress within 176 families raising a child with early diagnosed DD. There was evidence of both child-driven and parent-driven effects over the 15-year study period, spanning from early childhood (age 3) to adolescence (age 18), consistent with transactional models of development. Parent-child transactions were found to vary across different life phases and with different domains of behavior problems.

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Section: Introductionmentioning

confidence: 99%

Parenting stress and child behavior problems within families of children with developmental disabilities: Transactional relations across 15 years

Woodman

Mawdsley

Hauser‐Cram

2015

Research in Developmental Disabilities

189

116

View full text Add to dashboard Cite

show abstract

Section: Introductionmentioning

confidence: 99%

“…Most of the research on parents' coping strategies as they raise a child with DD focuses on the early childhood years, yet adolescence may represent a uniquely stressful period of time for some families (Lueckling & Fabien 1997). Adolescence is typically characterised as a time of increasing autonomy and decision-making, yet adolescents with DD experience notable constraints on their achievement of personal and economic independence (Hauser-Cram et al 2009). During their child's adolescence, parents may be forced to acknowledge the reality of their child's continued dependence while also facing challenges related to their child's social isolation and peer rejection, puberty, and transition to adult services (Baine et al 1993).…”

Section: Introductionmentioning

confidence: 99%

The role of coping strategies in predicting change in parenting efficacy and depressive symptoms among mothers of adolescents with developmental disabilities

Woodman

Hauser‐Cram

2012

J intellect Disabil Res

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This study extends previous findings by focusing on both positive and negative dimensions of parent well-being during their child's adolescent period. Adolescence can be a stressful time for parents, with typical developmental tasks entailing additional strains for parents of adolescents with DD. The present findings point to several coping strategies that may reduce the impact of challenging behaviours during this period on mothers' symptoms of depression and feelings of parenting efficacy. Certain coping strategies were found to exert a greater impact on maternal well-being for parents of adolescents with higher levels of behaviour problems, suggesting that interventions may benefit from an increased focus on this group of mothers with heightened caregiving demands.

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“…They often have typical physical growth as their peers but are delayed in the cognitive and social-emotional development as happening from birth to adulthood [17]. These discrepancies fail in meeting the social expectation for adequate social interaction due to their physical appearance, leading to peer rejection, social isolation, and also negative self-concept and stress [17,18].…”

Section: Introductionmentioning

confidence: 99%

“…Further, it also plays a role in the youth's difficulty for developing another life skill; one of them is on regulating emotion [3]. As in youth with BIF, the youths with ID tend to show aggressive and violent behavior [12,14,18], but they can also become the target of social isolation, bullying, and victimization [18]. All of these issues can be avoided if the youths master the emotion regulation skill in the first place [14,19].…”

Section: Introductionmentioning

confidence: 99%

Enhancing Adolescent's Emotion Regulation with Dialectical Behavior Therapy's Skill Training: The Applications across Borderline, Mild, and Moderate Intellectual Disability

Safitri¹

2020

J. Intellect. Disabl. Diagn. Treat.

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Intellectual disability (ID) is characterized by significant limitations in intellectual and adaptive functioning emerging before the age of eighteen-years-old. Known as a pervasive developmental disorder, the disability disturbs the individual's functioning on a wide range of cognitive and social realms, which further result in failure at school and interpersonal relationships. Nonetheless, the capacity for emotion regulation (ER) serves as a key role in supporting the individual's adaptation despite having a disability. Researches have found that ER can be taught as a skill for those with ID, specifically using Dialectical Behavior Therapy's (DBT) skill training as the basis for the program. Therefore, this study aims to examine further the application of this DBT program and its effectiveness in enhancing ER skills. The programs were delivered to three participants of adolescent aged (9-17 years old) in Indonesia, each having a moderate ID, mild ID, and borderline intellectual functioning (BIF). Using a single case study design (A-B-A procedure) where participants' ER skills were measured before and after the program, these studies showed the program was effective. However, in terms of application, it is noteworthy to highlight the adjustments needed during the program's delivery, considering the degree of disability. These adjustments are found in the program sequences, modality used for the program, the evaluation method used to record the participants' improvements, and the degree of skills developed. This paper examines these variations in depth to shed light on the applicability of DBT's program as in improving ER for individuals with ID and BIF.

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Adolescents with Developmental Disabilities and Their Families

Cited by 13 publications

References 44 publications

Parenting stress and child behavior problems within families of children with developmental disabilities: Transactional relations across 15 years

Parenting stress and child behavior problems within families of children with developmental disabilities: Transactional relations across 15 years

The role of coping strategies in predicting change in parenting efficacy and depressive symptoms among mothers of adolescents with developmental disabilities

Enhancing Adolescent's Emotion Regulation with Dialectical Behavior Therapy's Skill Training: The Applications across Borderline, Mild, and Moderate Intellectual Disability

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