Anger, Stress Proliferation, and Depressed Mood Among Parents of Children with ASD: A Longitudinal Replication

Benson, Paul R.; Karlof, Kristie L.

doi:10.1007/s10803-008-0632-0

Cited by 213 publications

(150 citation statements)

References 56 publications

(88 reference statements)

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“…32,33 When parents of children with disabilities experience poor health, they may be less able to care for their children, which sets up a vicious cycle of negative outcomes for all family members. 30,34 In fact, the physical health of parents is directly associated with the physical health of their children with cerebral palsy, and their mental health is significantly associated with the psychosocial function and total quality of life of their children. 35 Strategies that promote the health and well-being of parents might benefit the entire family through these complex, reciprocal interactions.…”

Section: Addressing the Needs Of Families Of Children With Disabilitimentioning

confidence: 99%

Parent-Provider-Community Partnerships: Optimizing Outcomes for Children With Disabilities

Murphy¹,

Carbone²

2011

Pediatrics

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Children with disabilities and their families have multifaceted medical, developmental, educational, and habilitative needs that are best addressed through strong partnerships among parents, providers, and communities. However, traditional health care systems are designed to address acute rather than chronic conditions. Children with disabilities require high-quality medical homes that provide care coordination and transitional care, and their families require social and financial supports. Integrated community systems of care that promote participation of all children are needed. The purpose of this clinical report is to explore the challenges of developing effective communitybased systems of care and to offer suggestions to pediatricians and policy-makers regarding the development of partnerships among children with disabilities, their families, and health care and other providers to maximize health and well-being of these children and their families. Pediatrics 2011;128:795-802 INTRODUCTIONChildren with special health care needs are a group of 10 million US children with a wide variety of conditions, medical needs, and caregiving requirements. 1 However, children with disabilities, a subset of children with special health care needs, tend to have more complex conditions and functional impairments, often with technology dependencies and recurrent hospitalizations. In fact, 6.3% of US children between 5 and 15 years of age have 1 or more disabilities, and approximately 1%, or nearly one-half million children, are unable to care for themselves. 2 Over the past 50 years, the number of children living with disabilities has tripled, largely as the result of health care advances that have allowed the survival of children with conditions that were historically incompatible with life. 3 Children and adolescents have had the highest growth rate of disability of any age group during the past decade. 3 Despite these changing demographics, the current system of health care continues to use an outdated system that emphasizes acute illness and well-child care at the expense of long-term management of chronic conditions and disabilities.Historically, hospital-based or institutional care was the only option for most children with complex medical conditions, technology dependence, and significant behavioral and emotional needs. More recently, social policy has promoted community-based programs that provide care for children with disabilities in their homes and communities. 4

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Section: Addressing the Needs Of Families Of Children With Disabilitimentioning

confidence: 99%

Parent-Provider-Community Partnerships: Optimizing Outcomes for Children With Disabilities

Murphy¹,

Carbone²

2011

Pediatrics

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“…No caso específico do autismo, alguns estudos mostraram que os pais de crianças com desordens do espectro do autismo apresentam um maior risco de depressão ou outros problemas de saúde mental do que os pais de crianças com outras problemáticas. Os progenitores parecem experimentar dimensões específicas de stress relacionadas com a variedade de sintomas e de problemas comportamentais da criança, podendo afetar negativamente o bem-estar parental e a saúde mental dos pais (Benson & Karlof, 2009).…”

Section: Discussionunclassified

Inclusão e articulação educativa entre professores e pais de crianças com perturbações do autismo

Felizardo

Silva

Cardoso³

2015

R Est Inv Psico y Educ

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ResumoO presente estudo incide sobre a temática da articulação educativa entre professores e pais de crianças com Perturbações do Espectro do Autismo (PEA). Tem como objetivo conhecer as perceções dos professores e pais de crianças com autismo sobre aspetos desenvolvimentais e práticas educativas, perspetivando a articulação entre estes agentes educativos. Relativamente à metodologia, realizou-se uma investigação de caráter qualitativo, exploratório e descritivo. Para a recolha de dados, realizaram-se entrevistas semiestruturadas a 4 pais e a 6 professores/educadores. Para o efeito foram elaborados dois guiões de entrevista, um para professores e outro para os pais; as questões foram organizadas de forma semelhante e contemplavam temáticas sobre aspetos desenvolvimentais da criança, dados sobre as necessidades e recursos das famílias e práticas educativas. th Edition -DMS5 (APA, 2014) situa as PEA nas perturbações do neurodesenvolvimento que contemplam um conjunto de limitações em várias dimensões do desenvolvimento, a nível cognitivo, comportamental e social, sendo que exigem práticas diferenciadas por parte de pais e professores. Neste contexto, as questões relativas à aprendizagem, desenvolvimento e sucesso escolar da criança constituem motivos nucleares para o estabelecimento de parcerias e colaboração entre família e escola. No quadro da abordagem inclusiva, o modelo colaborativo e de parceria do envolvimento parental constitui um referencial que adota uma perspetiva positiva sobre a participação dos pais na escola e perceciona o potencial das suas capacidades, no âmbito da promoção do desenvolvimento da criança/ jovem com deficiência e incapacidade (Felizardo, 2013). Entre os modelos e tipologias de envolvimento parental salientamos o modelo de Epstein (1987Epstein ( , 1992 que emerge como uma referência no domínio das relações entre as famílias e a escola. De acordo com o autor, os contextos escola e família operam como esferas de influência, sendo que podem possuir uma maior ou menor proximidade em função das práticas e das forças interpessoais presentes nas dinâmicas relacionais dos dois sistemas. Palavras MétodoNo que diz respeito à metodologia, realizou-se uma investigação qualitativa, exploratória e de caráter descritivo. ParticipantesA amostra por conveniência é constituída por 10 cuidadores/ educadores (4 pais/ cuidadores e 6 professores/educadores) de uma cidade da região centro de Portugal. InstrumentosPara a recolha de dados foram realizadas entrevistas semi-estruturadas. Para o efeito foram elaborados dois guiões de entrevista, um para professores e outro para os pais; as questões foram organizadas de forma semelhante e contemplavam temáticas sobre aspetos desenvolvimentais da criança, dados sobre as necessidades e recursos das famílias e práticas educativas (dados sociodemográficos; necessidades e apoios dos pais; dados educativos/ áreas e estratégias de intervenção; formas de articulação com os pais nas dimensões: comunicação e interação social, comportamento, motricidade, autonomia e ativida...

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“…Compared to mother caregivers of children with other disabilities, it has been reported that caregivers of children with ASD have higher levels of depression and anxiety but lower levels of psychological wellbeing (Benson & Karlof, 2009; Ekas, Whitman, & Shivers, 2009). Depression is a particularly prevalent psychological issue among mothers of children with ASD (Parkes et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Listening to the screaming whisper: a voice of mother caregivers of children with autistic spectrum disorder (ASD)

Kim

Voight

et al. 2018

International Journal of Qualitative Studies on Health and Well

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Purpose:This is a gap in knowledge related to leisure behaviours among mothers who have children with autistic spectrum disorder (ASD). This study intended to understand leisure behaviours associated with leisure constraints among these mother caregivers. Method: Using a series of semi- structured interviews, a total of 12 participants engaged in this study. Results: Our findings consisted of two sections: (1) leisure negotiation and (2) leisure constraints which are (a) a lack of time for themselves, (b) constant attention, and (c) difficulty in finding a helper. Conclusions: This study found that participants modified their leisure patterns as they sought to provide more recreational opportunities for their children. It suggests that participants negotiated their leisure choices and developed family adaptability related to family leisure in order to suit the desires and needs of their child with ASD.

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Anger, Stress Proliferation, and Depressed Mood Among Parents of Children with ASD: A Longitudinal Replication

Cited by 213 publications

References 56 publications

Parent-Provider-Community Partnerships: Optimizing Outcomes for Children With Disabilities

Parent-Provider-Community Partnerships: Optimizing Outcomes for Children With Disabilities

Inclusão e articulação educativa entre professores e pais de crianças com perturbações do autismo

Listening to the screaming whisper: a voice of mother caregivers of children with autistic spectrum disorder (ASD)

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