Journal articles on the topic 'Children with disabilities – Family relationships'
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Jansen-van Vuuren, Julia, Rosemary Lysaght, Beata Batorowicz, Solomon Dawud, and Heather Michelle Aldersey. "Family Quality of Life and Support: Perceptions of Family Members of Children with Disabilities in Ethiopia." Disabilities 1, no. 3 (August 21, 2021): 233–56. http://dx.doi.org/10.3390/disabilities1030018.
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There has been increasing attention to quality of life for families supporting children with disabilities internationally; however, there is minimal research on family quality of life (FQOL) in low-income countries, and specifically in African contexts. This study explored how Ethiopian families of children with disabilities conceptualised FQOL and what they perceived their support needs related to FQOL were. Using a qualitative exploratory descriptive design, we interviewed Ethiopian family members of children with various disabilities. Audio-recorded interviews were transcribed verbatim and translated into English with professional translation assistance. We analysed translated transcripts inductively based on Braun and Clarke’s approach to thematic analysis. We found that spirituality was core to families and that they described FQOL in terms of their relationships within the immediate family and with the community. Additionally, families wanted to be self-sufficient and provide for themselves, but with the additional challenges of raising a child with a disability and pervasive poverty, they recognised their need for more support. Therefore, providing holistic, family-centred services to Ethiopian families of children with disabilities can contribute to enhancing FQOL.
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Ilyin, Valery, Sergey Tarasov, Alexey Ilyin, Elena Tarasova, and Olga Belova. "Features of the structure of family relationships in organization of sports and recreational activities." E3S Web of Conferences 210 (2020): 17030. http://dx.doi.org/10.1051/e3sconf/202021017030.
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The article looks into the issue of social adaptation and personal adjustment of people with disabilities through their active participation in regular classes of adaptive exercise therapy. Based on state statistics, scientific publications analysis and research work a hypothesis was put forward that there is an additional factor that plays a significant role in the family upbringing scheme and helps to foster interest in adaptive exercise therapy and adaptive sports among intellectually impaired children. The purpose of the study was to identify a factor or group of factors in the family upbringing scheme which are relevant to methodology of arranging PE and sports events for children with intellectual disabilities. The sample group consisted of women whose children, including those with intellectual disabilities, attended sports schools in Russia. Among the methods applied during the study there were psychodiagnostic methods of written and oral interviews, questionnaires. The results of the procedures of statistical and factor analysis revealed destructive aspects in the field of child-parent relationship as well as interpersonal relationship. The family dysfunctions correction will make it possible to apply integrative technologies in organizing sports and recreational events for families where children with intellectual disabilities are brought up.
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Kaur, Kamaljit, and Saifur Rahman. "ROLE OF FAMILY IN THE DEVELOPMENT OF SOCIAL COMPETENCE AND EMOTIONAL RESILIENCE AMONG CHILDREN WITH LEARNING DISABILITIES." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, no. 47 (October 1, 2021): 11681–91. http://dx.doi.org/10.21922/srjhsel.v9i47.7713.
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In this contemporary period, life is changing very swiftly. As a repercussion, adolescents are facing lots of challenges and adjustment problems at home and school. Parents and teachers are worried about the academic achievement and social, emotional adaption of adolescents. The characteristics of family like; parental attitudes, parental involvement, and family relationships, have been found predicting social skills in children with disabilities (Bennett 8 Hay, 2007). The present study was conducted to examine the relationship of family role with social competence and emotional resilience among children with learning disabilities by applying the test co-efficient of correlation. The sample of the study comprised of 60 (15 LD children, 15 fathers, 15 mothers, 15 siblings) selected from U.T. Chandigarh. The major findings revealed that social competence has no relationship with family role but emotional resilience has significant correlation with family role.
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Purnamasari, Nahdiah. "Hubungan Peran Keluarga dengan Kemampuan Motorik Kasar Anak Disabilitas Intelektual." Jurnal Fisioterapi dan Rehabilitasi 6, no. 1 (November 19, 2021): 9–15. http://dx.doi.org/10.33660/jfrwhs.v6i1.147.
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Abstrak
Penelitian ini bertujuan untuk mengetahui hubungan peran keluarga degan kemampuan motorik kasar anak disabilitas intelektual. Penelitian ini menggunakan desain cross-sectional dengan jumlah responden tiga puluh delapan orang (n=38). Terdapat beberapa data primer yang dikumpulkan diantaranya peran keluarga, kemampuan motorik kasar, Pengambilan data tersebut menggunakan kuisioner Family Role Questionnaire (FRQ) dan Form Test Gross Motor Development 2 (TGMD-2). Berdasarkan hasil analisis uji hubungan dengan Spearman Rho test didapatkan nilai signifikansi (p) sebesar 0,000(p< 0.05) yang berarti adanya hubungan antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual, dengan nilai r =0.062 yang berarti adanya hubungan yang kuat antara peran keluarga dengan kemampuan motorik kasar anak disabilitas intelektual.
Kata kunci : motorik kasar, peran keluarga, disabilitas intelektual.
Abstract
This study aims to see the relationship between family and gross motor skills of children with intellectual disabilities. This study used a cross-sectional design with thirty-eight respondents (n = 38). Some of the primary data collected included the role of the family, gross motor skills, data collection using the Family Role Questionnaire (FRQ) questionnaire and the Gross Motor Development 2 Test Form (TGMD-2). Based on the results of the analysis of the relationship test with the Spearman Rho test, it was obtained a significance value (p) of 0.000 (p <0.05), which means that there is a relationship between family roles and gross motor skills of children with intellectual disabilities, with a value of r = 0.062, which means that there is a strong relationship. between the role of the family and gross motor skills of children with intellectual disabilities.
Key words: gross motor skills, family roles, intellectual disabilities.
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Xia, Cong, Qi Jing, Gang Chen, Mei Sun, and Jun Lu. "Association between Participation of Children with Disabilities and the Child, Family, and Environmental Factors in Shanghai, China: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 20, no. 1 (December 29, 2022): 615. http://dx.doi.org/10.3390/ijerph20010615.
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Participation is essential to a child’s health and well-being, whereas children with disabilities may lack the associated benefits because of physical restrictions. This study aims to examine the association between the participation of children with disabilities and the child, family, and environmental factors. A total of 433 children with disabilities aged 3–18 and their family caregivers were included. Three binary logistic regression models were respectively established to identify the significant factors associated with children’s home, school, and community participation. Our main empirical results showed that among 433 children with disabilities, 44.3%, 47.6%, and 58.7% of them never or seldom participated in home, school, and community activities. Child and family factors were found to be dominantly associated with children’s participation, and significant factors associated with the home, school, and community participation of children were different, including children’s disability type, sleep problems and emotional stability, caregivers’ education, mental HRQOL, rehabilitation belief, and number of children in the family. These results highlight that the participation of children with disabilities in mainland China urgently needs to be enhanced, and further research might be focused on validating the causal relationships between participation and significant child and family factors identified in this study.
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Sirotová, Mariana, Zuzana Mičková, and Krzysztof Rubacha. "Self-Esteem and Quality of Family Relationships in Children with Learning Disabilities." Przegląd Badań Edukacyjnych 2, no. 29 (December 2, 2019): 65. http://dx.doi.org/10.12775/pbe.2019.016.
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CHERKASOVA, I. P. "THE USE OF THE MUSEUM PEDAGOGY MEANS FOR THE DEVELOPMENT OF POSITIVE RELATIONSHIPS BETWEEN PARENTS AND TEENAGERS WITH DISABILITIES." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 1 (2021): 94–98. http://dx.doi.org/10.36871/ek.up.p.r.2021.01.02.013.
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The article is devoted to the problem of the relationship between parents and adolescents with developmental disorders. Parent-child relations in the family of a child with disabilities are often violated, parents are not always ready for joint activities with such children. The author notes the importance of positive relationships between parents and adolescents with disabilities and shows the possibility of their development using the methods of museum pedagogy.
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Hoang, Khanh Mai. "Factors influencing the integration in school of children with disabilities." Science and Technology Development Journal 19, no. 3 (September 30, 2016): 70–76. http://dx.doi.org/10.32508/stdj.v19i3.480.
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This paper presents the results of research on factors affecting the integration of children with disabilities in schools in three special education schools in HCM City. We surveyed 126 parents of children with disabilities (blind, deaf, and some children with disabilities) and 33 teachers by means of questionnaire. Results showed that school factors such as extracurricular activities, group activities, ability to communicate with teachers, etc. have a direct impact on the integration of children in schools (the ability to communicate, the level of cooperation, group activities, etc.); besides, sibling relationships in the family also affect a child's ability to communicate at school.
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Yang, Xueyan, Kathleen Artman-Meeker, and Carly A. Roberts. "Grandparents of Children With Intellectual and Developmental Disabilities: Navigating Roles and Relationships." Intellectual and Developmental Disabilities 56, no. 5 (October 1, 2018): 354–73. http://dx.doi.org/10.1352/1934-9556-56.5.354.
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Abstract Grandparents can play critical roles in the lives of children with intellectual and developmental disabilities and their families. However, current research and understanding around grandparent roles and experiences is limited. The purpose of this qualitative study was to examine the roles and experiences of grandparents supporting children with disabilities. In this article, the voices of grandparents with diverse experiences are presented. Key themes that emerged were the role of the grandparent, boundaries in roles and space, navigating family dynamics, and the general experiences of grandparenting. These findings have implications for the types of supports provided to grandparents and for practitioners working with families who have actively involved grandparents.
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Golubović, Špela, Mirjana Đorđević, Snežana Ilić, and Željka Nikolašević. "Engagement of Preschool-Aged Children in Daily Routines." International Journal of Environmental Research and Public Health 19, no. 22 (November 9, 2022): 14741. http://dx.doi.org/10.3390/ijerph192214741.
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Child engagement refers to the time spent interacting with physical and social environments according to age, abilities, and a situation. The aim of this study is to assess the functioning of children in early childhood routines using engagement assessment instruments relative to the presence of developmental disabilities, age, gender, and parental characteristics within the contexts of preschool and family routines. The sample comprised 150 children aged 3–5 (AS = 4.02, D = 0.78), including typically developing children (N = 49) and children with developmental disabilities (N = 101). To assess the children’s engagement in preschool classrooms, we used the Classroom Measure of Engagement, Independence, and Social Relationships (ClaMEISR), and the Child Engagement in Daily Life Measure was used to assess the children’s engagement in family routines. The results obtained indicate a significantly higher rate of engagement in routines and activities among girls and older children. Parental characteristics associated with children’s engagement included employment and marital status. Children with developmental disabilities, compared to their typically developing peers, had lower levels of engagement in social relationships and functional independence in daily routines. The results indicate that both instruments have a high internal consistency and are thus suitable for future use in the Republic of Serbia.
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Rieger, Alicja, and J. Patrick McGrail. "Relationships Between Humor Styles and Family Functioning in Parents of Children With Disabilities." Journal of Special Education 49, no. 3 (March 18, 2014): 188–96. http://dx.doi.org/10.1177/0022466914525994.
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Venter, Katharine. "Fathers ‘Care’ Too: The Impact of Family Relationships on the Experience of Work for Parents of Disabled Children." Sociological Research Online 16, no. 3 (August 2011): 66–81. http://dx.doi.org/10.5153/sro.2441.
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There is a wealth of literature exploring the impact of parenthood on employment. However, this literature largely overlooks the experiences of parents of children with disabilities, for whom combining the care of their child with employment poses considerable challenges. Within the limited literature on these parents, the focus is on primary carers who are predominantly women. Consequently, the implications for fathers' employment experiences of parenting children with disabilities are largely invisible. Based on research with mothers and fathers this paper argues that being the parent of a child with disabilities impacts significantly on the characteristics of both parents' employment and on their experience of employment. This depends on the nature of parents' roles in care and is reflective of broader patterns of gender relationships within the family. Employment decisions take place within an ongoing parental dialogue that reflects broader conceptualisations of gender relations within the family and in the workplace.
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Namkung, Eun Ha. "THE ROLE OF AMBIVALENCE ON WELL-BEING OF AGING PARENTS WHO HAVE A DISABLED CHILD: MULTILEVEL MEDIATION APPROACH." Innovation in Aging 3, Supplement_1 (November 2019): S37—S38. http://dx.doi.org/10.1093/geroni/igz038.146.
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Abstract According to the family systems theory, strains from parenting an adult with disabilities may spillover to parents’ relationships with their other children and disrupt family dynamics and their well-being in later life. This study examined whether parental ambivalence toward their non-disabled children is greater in families of adults with disabilities [developmental disabilities (DD) or serious mental illnesses (SMI)] than families without an adult child with disabilities. The study also investigated whether ambivalence mediates the associations of having an adult child with DD or SMI on parents’ health. Data were from the 2011 Wisconsin Longitudinal Study in which aging parents (Mage = 71; n = 6,084) were asked about their relationship with each of their adult children. Multilevel regression models and multilevel structural equation models (MSEM) were estimated to analyze the data. Our findings showed that parents of an adult with SMI felt greater ambivalence toward their non-disabled adult children than comparison group parents of adults without disabilities, whereas no significant differences were found between parents of an adult with DD and comparison group parents. Parental ambivalence toward their non-disabled adult children played a significant indirect role in the negative association between having a child with SMI and parental physical and mental health, after adjusting for parent- and child-characteristics associated with parental health and/or ambivalence. The findings have implications for clinical practice with aging families of adults with disabilities and suggest the need for additional research to better understand intergenerational dynamics in these families.
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Dukmak, Samir J., and Ibtehal M. Aburezeq. "Family Functioning, Social Opportunities and Health as Predictors of Stress in Families of Children with Developmental Disability in the United Arab Emirates." Journal of International Special Needs Education 15, no. 2 (December 1, 2012): 120–35. http://dx.doi.org/10.9782/2159-4341-15.2.120.
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A significant number of individuals all over the world experience various types of developmental disabilities. Families of these individuals are likely to be impacted by these disabilities in different ways. This research examines the UAE parents' adaptation and stress to the developmental disabilities that their children have as well as examines the impact of these disabilities on three family factors: family functioning, family social opportunities, and family general health. The relationships between these factors were investigated and also those between these factors and several child and family characteristics. The results revealed that parents who had better general health had also better family functioning, and had less stress. Child age was found to be associated with parents' stress, as stress decreases when the child gets older. The results also showed that parents' educational level was associated with their social opportunities. Further, parents' stress level was found to be linked to their children's behavior problems. Finally, the results of the study explored that the type of child's developmental disability impacted family social opportunities.
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Burke, Meghan M., and Robert M. Hodapp. "Relating Stress of Mothers of Children With Developmental Disabilities to Family–School Partnerships." Intellectual and Developmental Disabilities 52, no. 1 (February 1, 2014): 13–23. http://dx.doi.org/10.1352/1934-9556-52.1.13.
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Abstract Although mothers of children with intellectual and developmental disabilities (IDD) experience high levels of stress and schools constitute an important resource, the relation remains unknown between maternal stress and educational services. Responding to a national, web-based survey, 965 mothers of students with disabilities completed a 163-item questionnaire about parent stress. We examined which child, parent, and parent–school characteristics correlated with maternal stress. Mothers with lower stress levels reported better parent–school relationships and low levels of parent advocacy. However, lower stress levels were predominantly shown by mothers with good-to-excellent parent–school relationships (vs. poor-to-fair partnerships) and who engaged in virtually no (vs. any) advocacy activities. Lower maternal stress levels were also noted when children had fewer behavior problems, Down syndrome, and did not have autism. Less stress was also reported by mothers who had not enacted procedural safeguards, were minorities, and rated themselves lower on neuroticism and were more extroverted, dependable, and open to new experiences. This study has important implications for practitioners and researchers.
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Vaivre-Douret, L., and S. Hamdioui. "Understanding of the prevalence of depression in a sample of gifted children by identifying the developmental trajectory of risk and protective factors." European Psychiatry 64, S1 (April 2021): S86—S87. http://dx.doi.org/10.1192/j.eurpsy.2021.257.
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IntroductionDevelopmental studies in infancy remain rare. Studies measuring depressive symptoms in gifted children are contradictory, considering more anxiety or depression than in non-gifted children. Furthermore, questionnaires or anxiety scales are used without taking into account all aspects of mood disorders and thus, rarely depression scales have been conducted.ObjectivesTo refine the developmental trajectory of depression in a national sample of French gifted children by identification of the specific risk and protective factors.MethodsA self-reported depression scale MDI-C (Multiscore-Depression-Inventory-for-Children) were sent to families to be administered to their gifted children from preschool to high school, aged from 4 to 20 years-old (IQ >125) looking for help from gifted associations. A larger wave of data collection on different aspects of child and family history was collected (pregnancy, term and delivery mode, neonatal period, psychomotor development, health, schooling, interpersonal relationships with family and friends, personality, parental socio-economic status).Results438 children (> 130) were eligible. Regarding anamnestic fields, Exploratory-Factor-Analysis highlighted six predictive factors of depression with eigenvalues from 1.09 to 3.17. Major factors explaining 62.96% of total variance are: Factor-1 “motor skills disorder” (14.53%). Factor-2 “positive family relationships” (14.04%). Factor-3 “positive social relationships with peers” (14.02%). Factor-4 “integration of social codes” (11.23%). Factor-6 “Learning disabilities and rehabilitation” (10.1%).ConclusionsOur findings highlight specifics risk factors of depression in the field of learning disabilities or social cognition, while a good quality of social relationships since childhood seems to be a preventive factor.DisclosureNo significant relationships.
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Yao, Wenwen, Ying Zhen, and Yu Zhang. "Analysis of the Influence of Rural Family Education Environment on School-Age Children’s Social Behavior and Patterns." Journal of Environmental and Public Health 2022 (August 8, 2022): 1–9. http://dx.doi.org/10.1155/2022/3594462.
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Family education will have an important impact on children’s body and psychology. It is different from social education and school education. It is mainly based on parents’ words and deeds. Children enhance their life experience through the family’s living atmosphere. Restricted by geographical conditions and economic level, family education is not given enough attention, and children’s social behavior is more prone to problems. Therefore, rural primary more needed to pay attention to the impact of family education on children and promote the healthy development of children’s physical health. Children’s social disorder behavior is currently the most common phenomenon that hinders the normal development of children’s interpersonal relationships in the physical and mental development of children in my country. This problem is not only reflected in the psychology of children with social disabilities, but also in normal children and children with social disabilities in daily social interactions. In the current product design market, a single product cannot comprehensively solve the practical problems encountered by children with social disabilities. Therefore, it is necessary to explore the possibility of experience design with multidimensional perspectives and multidisciplinary integration. This paper analyzes the current situation of children’s social behavior in a rural family education environment and expounds the problems existing in rural family education and the impact of rural family education on children’s social behavior. To provide a reference for improving children’s social behavior in my country.
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Mirfin-Veitch, Brigit, Anne Bray, and Marilyn Watson. ""We're Just That Sort of Family" Intergenerational Relationships in Families including Children with Disabilities." Family Relations 46, no. 3 (July 1997): 305. http://dx.doi.org/10.2307/585129.
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Joung, Young Soon, and Ji Woong Yang. "A Narrative Inquiry on Parenting Experiences of Mothers of Children with Developmental Disabilities." Korean Association for Qualitative Inquiry 8, no. 2 (June 30, 2022): 31–71. http://dx.doi.org/10.30940/jqi.2022.8.2.31.
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The purpose of this study was to explore the meaning of parenting experiences of mothers who raised children with developmental disabilities. To this end, in-depth interviews were conducted with three mothers of children with developmental disabilities. From the interview data, the meanings of each participant’s parenting experiences in raising children with developmental disabilities were derived. Each participant had different experiences in terms of dynamics with their family, relationships with people around them, and how they thought about themselves. On the other hand, they shared the same experience of the shock and embarrassment they felt when their children was diagnosed with developmental disability, the difficulties they experienced during their children’s school age, and the experiences of growing up on their own as a mother. Based on the results of this study, the implications of parenting children with developmental disabilities and the suggestions for follow-up studies were discussed.
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Al-Yagon, Michal. "Fathers’ Coping Resources and Children’s Socioemotional Adjustment Among Children With Learning Disabilities." Journal of Learning Disabilities 44, no. 6 (October 4, 2011): 491–507. http://dx.doi.org/10.1177/1087054710378582.
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This study examined a cumulative model of vulnerability and protective factors at the individual level (children’s attachment relationships with father and children’s sense of coherence) and at the family level as manifested by fathers’ coping resources (fathers’ sense of coherence, fathers’ active and avoidant coping strategies) in helping to explain differences in socioemotional and behavioral adjustment among children at the age 8 to 12 years with learning disabilities (LD) and or with typical development. The sample included 205 father-child dyads: 107 fathers and their children having LD and 98 fathers and their children with typical development, from the same public elementary schools. Preliminary analyses indicated significant group differences on all the children’s measures as well as on fathers’ avoidant coping strategies. Path analysis examined the multidimensional risk model for the LD and non-LD groups. The study found a high fit between the theoretical model and the empirical findings as well as a different pattern of relationship between the model’s components for the two populations studied. Discussion focuses on understanding the unique value of vulnerability and protective factors at the individual and family levels on children’s well-adjusted functioning.
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SAFONOVA, M. V., and T. R. KARABANOVA. "FEATURES OF ATTITUDES AND PARENTING SKILLS AMONG PARENTS OF DIFFERENT PSYCHOLOGICAL TYPES WHO HAVE A CHILD WITH INTELLECTUAL DISABILITIES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 54, no. 4 (December 30, 2020): 118–32. http://dx.doi.org/10.25146/1995-0861-2020-54-4-248.
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Statement of the problem. The article provides an overview of theoretical positions and research on the problem of parental attitudes and their impact on the educational process of children with intellectual disabilities. Child-parent relationships are one of the most important aspects studied by family psychology, family relations psychology, and age psychology. There is a lack of programs for correcting child-parent relationships in families with children with intellectual disabilities. The purpose of the article is to identify and characterize the attitudes of parents of different psychological types towards their “special” children, as well as the features of their upbringing models and parenting skills. Research materials and methods. The research methodology is represented by the fundamental principles of psychology: consistency, unity of consciousness and activity (L.S. Vygotsky, A.N. Leontiev, S.L. Rubinstein, etc.), provisions on the structure and functions of child-parent relations (R.V. Ovcharova, A.S. Spivakovskaya, E.G. Eidemiller, V.V. Justitskis, etc.); generalization of research on the features of child-parent relations in families raising children with developmental disabilities (L.V. Kuznetsova, I.I. Mamaichuk, Yu.P. Povarenkov, E.A. Savina, V.M. Sorokin, V.V. Tkacheva, L.M. Shipitsyna, O.B. Charova, etc.); ideas about the family as a priority institution of socialization of the individual (I.S. Kon, A.V. Mudrik, M.I. Rozhkov). Our study involved 50 respondents. Of these, 40 parents have a child with a diagnosis of mental retardation, 10 parents have children with mild mental retardation. All children are enrolled in school in Krasnoyarsk, age category is 7–10 years old. To diagnose the conscious and unconscious attitudes of parents towards their children with intellectual disabilities, the method “Unfinished sentences” was used, and to identify the parenting abilities of parents, V.V. Tkacheva’s questionnaire “Determining the parenting skills among parents of children with developmental disabilities” was used. To compare the samples, the Mann Whitney U-test was used, and the correlation analysis was based on the calculation of the Spearman correlation coefficient. Research results. The study showed that the attitudes of parents of an authoritarian psychological type towards their children are closely intertwined with their personal traits. 80 % of authoritarian parents emotionally accept their children, and 20 % reject them. In this group, 68 % of parents understand that their children have certain problems, while 32 % refuse to understand them. Adequate forms of interaction with children are observed in 72 % of authoritarian parents. Neurotic parents have different views on their children and their relationships with them. In the group of neurotic parents, 44 % of respondents accept their children, and 56 % reject them; 78 % understand children’s problems, 22 % do not understand; 67 % have adequate forms of interaction, and 33 % have inadequate ones. Psychosomatic parents have a positive attitude towards their children, wish them the best, and see their advantages and disadvantages. 75 % of psychosomatic parents experience emotional attachment to their children, 25 % – rejection. Almost all parents in this group are aware of their children’s problems (94 %), and also apply appropriate methods of influence to their children (87 %). Conclusion. It is concluded that the representations and conscious and unconscious attitudes of parents of different psychological types are associated with the personal characteristics of children with intellectual disabilities. The relationship between the educational skills of parents and the characteristics of their dominant psychological type is shown. The authors note that the problem of parents’ relations with “special” children has been studied for a long time, but there are few programs for correcting these relations.
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Hile, Kimberly A., and Rosa Milagros Santos. "“Would You Like to Hear a Story?”: Collaborating With Families Using Photo-Elicitation." Journal of Early Intervention 44, no. 1 (February 10, 2022): 40–57. http://dx.doi.org/10.1177/10538151211009310.
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Research related to family empowerment and capacity-building suggests that families facing multiple risk factors (e.g., presence of a disability, poverty, single parents, low levels of maternal education, etc.) may experience feelings of powerlessness when asked by professionals to make decisions on behalf of their families. The purpose of this study was to explore a particular strategy for engaging families experiencing multiple risk factors, including caring for young children with disabilities, to work collaboratively with Head Start professionals when planning and implementing family-centered interventions. Specifically, we examined how photo-elicitation may empower families to share their personal stories as a pathway to building meaningful relationships with their Head Start family service workers. A qualitative approach via thematic analysis was used. Findings begin to address the need for identifying innovative strategies for building family capacity with Head Start families, specifically those caring for young children with disabilities.
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Yu, Guoliang, Yaming Zhang, and Rong Yan. "Loneliness, peer acceptance, and family functioning of Chinese children with learning disabilities: Characteristics and relationships." Psychology in the Schools 42, no. 3 (2005): 325–31. http://dx.doi.org/10.1002/pits.20083.
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Banovcinova, Andrea. "The importance of social capital in the community to meet the needs of a family with a disabled child." SHS Web of Conferences 85 (2020): 03001. http://dx.doi.org/10.1051/shsconf/20208503001.
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The birth, education and care of a disabled child can negatively affect not only the life and functioning of individual members but also the family as a whole. An important role in assisting and supporting families with disabled children can be played by the community and its social capital, including both formal and informal social networks and the sources of support, the relationships that families have built up. The aim of the research was to find out how the parents of a child with disabilities reflect the importance of the community for their family, with an emphasis on meeting the child's needs. A qualitative research strategy has been used to achieve the goal. The method of data collection was a semi-structured interview. The research file was made up of parents of children with disabilities. The results highlight the importance of an informal social network for the family, which includes a wider family, organizations operating in the third sector to help children with disabilities and their families. One of the most significant obstacles perceived by parents is the poor spatial availability of the organization, which is particularly evident in the rural environment, and also poor awareness of the possibilities of helping and supporting the family. From formal resources, parents particularly perceived the importance of doctors and medical staff.
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Shulga, T. I. "Adaptation Issues in Disabled Children Deprived of Parental Care, Living in Foster Families." Психологическая наука и образование 21, no. 4 (2016): 75–82. http://dx.doi.org/10.17759/pse.2016210408.
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The paper focuses on revealing psychological issues in the adaptation of children, including the ones with disabilities, which are deprived of parental care and are raised in foster families. The paper describes psychological features of relative caregivers, outlines the specifics, dynamics and contributing factors of anxiety in children deprived of parental care as well as in biological children of foster carers. Also, the paper reviews the specifics of relationships between relative carers and children with disabilities, the former’s approaches to raising a disabled child. Much attention is drawn to the difficulties in childrearing and teaching experienced by the caregivers. The paper concludes that there is a strong need for support from social workers and family intervention specialists. Supported within the framework of the state task FGAU "FIRO", research topics of the 25.304.2016/NM "Complex social-psychological support of foster families who foster orphans and children left without parental care, including children with disabilities"
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Parish, Susan L., Kathleen C. Thomas, Roderick Rose, Mona Kilany, and Paul T. Shattuck. "State Medicaid Spending and Financial Burden of Families Raising Children with Autism." Intellectual and Developmental Disabilities 50, no. 6 (December 1, 2012): 441–51. http://dx.doi.org/10.1352/1934-9556-50.06.441.
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Abstract We examined the association between state Medicaid spending for children with disabilities and the financial burden reported by families of children with autism. Child and family data were from the 2005–2006 National Survey of Children with Special Health Care Needs (n = 2,011 insured children with autism). State characteristics were from public sources. The 4 outcomes included any out-of-pocket health care expenditures during the past year, expenditure amount, expenditures as a proportion of family income, and whether additional income was needed to care for a child. We modeled the association between state per capita Medicaid spending for children with disabilities and families' financial burden, controlling for child, family, and state characteristics. Overall, 78% of families raising children with autism had health care expenditures for their child for the prior 12 months; 42% reported expenditures over $500, with 34% spending over 3% of their income. Families living in states with higher per capita Medicaid spending for children with disabilities were significantly less likely to report financial burden. There is a robust relationship between state Medicaid spending for children with disabilities and the financial burdens incurred by families raising children with autism.
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Rios, Kristina, Janeth Aleman-Tovar, and Meghan Burke. "Exploring Patterns of Advocacy and Well-Being of Parents of Children With Intellectual and Developmental Disabilities." Intellectual and Developmental Disabilities 59, no. 6 (November 23, 2021): 459–71. http://dx.doi.org/10.1352/1934-9556-59.6.459.
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Abstract Advocacy is often an expectation for parents of children with intellectual and developmental disabilities (IDD). However, little is known about how advocacy may impact parent well-being, including stress, family dynamics, and marital relationships. By exploring the effects of advocacy on well-being, interventions can be implemented to support both the advocacy and well-being of parents of children with IDD. To this end, the purpose of the study was to explore the pattern between positive and negative advocacy experiences of parents of children with IDD and the well-being of parents, families, and marriages. Semi-structured interviews were conducted with 38 parents of children with IDD. Regardless of the nature (i.e., positive, or negative) of the advocacy experience, participants reported that advocacy increased their stress. When the advocacy experience was positive, some participants reported improved family quality of life. Also, regardless of the nature of the advocacy experience, some participants reported feeling frustration within their marital relationships. Implications for future research and practice are discussed.
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Ravshanova, A. O. "PARENTING CHILDREN WITH HEARING IMPAIRMENT IN THE FAMILY." BULLETIN Series of Pedagogical Sciences 66, no. 2 (August 6, 2020): 294–99. http://dx.doi.org/10.51889/2020-2.1728-5496.49.
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The article discusses the features of the process of socialization of children with hearing impairment in a family and boarding school. Recommendations are offered for parents, educators and teachers on the socialization of children with hearing impairment in a family and boarding school. Children with hearing impairment should live with hearing and have an equal relationship with them. This is one of the important tasks of socializing children. The socialization of children with disabilities is that they can acquire and internalize values and generally accepted norms of behavior. One of the conditions for the successful socialization of children with hearing impairment is to prepare them for independent life, support their families and assist them in entering into "adult life"; first of all, it is necessary to create pedagogical conditions in the family and educational institutions for the social adaptation of children. In recent years, new forms of education (integration, inclusion) and upbringing have appeared in the education system for children with disabilities. In this work, various literature of well-known defectologists on this topic was analyzed and conclusions based on this analysis were drawn with methodological recommendations.
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Povilaitienė, Neringa, and Liuda Radzevičienė. "Parents’ and teachers’ attitude to family planning of adolescents with mild intellectual disabilities in the context of conceptions of gender and sexuality." Social welfare : interdisciplinary approach 3, no. 2 (December 30, 2013): 8–18. http://dx.doi.org/10.15388/sw.2013.28232.
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There are quite many discussions in society on the issues of disabled people’s socialisation and integration. However, formation of disabled pupils’ gender identity, their gender, sexuality and family planning has not been suffi ciently analysed. The article aims to fi nd out how participants of the educational process (parents and teachers of adolescents with mild intellectual disabilities) treat conceptions of “gender” and “sexuality” and aspects of the dominating attitude to family planning and fertility of pupils with mild intellectual disabilities. It was found out in the research that a considerable share of parents/foster parents did not speak with their children about the future family, and many teachers expressed their negative attitude towards family planning of pupils with mild intellectual disabilities. However, there is also a different dominating opinion about family planning of these pupils in the context of sexuality and gender conceptions. Teachers note that these pupils must receive support in the formation of family relationships, while parents/foster parents seek to render aspects of a successful marriage.
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Tkach, Elena, and Elisa Nazareth Mendoza Ortega. "Theoretical aspects of the study of parental resilience, raising children with disabilities." E3S Web of Conferences 210 (2020): 18133. http://dx.doi.org/10.1051/e3sconf/202021018133.
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The presence of a child with disabilities is a powerful stressor for his parents, leading to a serious adjustment disorder. Based on a theoretical analysis of the main approaches to the phenomenon of psychological personality resilience, the resilience of parents raising children with disabilities is considered as a subject resource that provides positive adaptation and full-fledged life activity in spite of adverse living conditions. Resilience is characterized by a combination of social and intrapsychic processes that allow a person to be healthy and live a full life in an unfavorable environment. The ability of parents raising children with disabilities to cope with an adverse life situation is influenced by many factors: state policy in relation to this category of people, the media, public moods, school, social institutions, and interactions with people, family dynamics and resilience resources, stress factors, socio-economic characteristics of the family. The main characteristics of the resilience of parents raising children with disabilities are: the possibility of self-expression, general involvement, openness, awareness, a harmonious relationship between caring for the child and the need for attention of other family members. Despite difficult life circumstances, parents raising children with disabilities can find resources to adapt positively to the stress they experience. There are recommendations for certain actions, psychological intervention programs for the development of resilience in such families. In psychological practice, in a situation where a family has a child with disabilities, all attention and care is given to him.
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Alwhaibi, Reem Mohammed, Uzma Zaidi, Ebtesam Alzeiby, and Adel Alhusaini. "A comparative study of socioeconomic status, perceived social support and psychological distress of mothers of children with and without disabilities." International Journal of Therapy and Rehabilitation 26, no. 9 (September 2, 2019): 1–16. http://dx.doi.org/10.12968/ijtr.2018.0019.
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Background/Aims Quality of life has been defined as a measure of a person's physical wellbeing, psychological state, and social relationships. However, comparisons of psychological distress, socioeconomic status, and social support between mothers of children with and without disabilities have been limited, particularly in Saudi Arabia. The aim of this study is to comparatively evaluate the socioeconomic status, perceived social support, and psychological distress of mothers of children with and without disabilities. Methods The Socio-Demographic Information Form, the Multidimensional Scale of Perceived Social Support, and the Depression Anxiety Stress Scales were completed by 200 mothers of children with cerebral palsy or Down's syndrome and 100 mothers of children without disabilities. Results Welch's test indicated significant differences between the two groups on the total Depression Anxiety Stress Scales and all its subscales (<0.01) and the Multidimensional Scale of Perceived Social Support Friends subscale (0.02). Conclusions Mothers of children with disabilities perceived high levels of overall social support, which might have reduced their psychological distress. It is recommended for rehabilitation centres to organise support groups for family members. It will also be beneficial for families of children with disabilities, if heath sector policy makers can review and develop effective socioeconomic policies to improve their standards of living.
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Schormans, Ann Fudge. "Experiences Following the Deaths of Disabled Foster Children: “We Don't Feel Like ‘Foster’ Parents”." OMEGA - Journal of Death and Dying 49, no. 4 (December 2004): 347–69. http://dx.doi.org/10.2190/pmpx-5jww-7lab-c9le.
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Foster parents in the child welfare system occupy a unique position in our culture. While expected to parent and provide safe, loving, and normative family experiences to a child removed from her/his family of origin, they are, simultaneously, expected to remember that they are not the child's biological parent. Increasingly, foster parents are being asked to care for children with severe disabilities that sometimes precipitate an early death. How do foster parents experience the death of a foster child with disabilities in their care? Semi-structured interviews with bereaved foster parents revealed foster parents' self-identification as “parents” who shared “parent/child” relationships with foster children whom they considered to be part of their families. The foster parents' experience of the death of the foster child with a disability was reported comparable to the death of a birth child, however, their identification as legitimate grievers was often disenfranchised by others.
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Kaloyanova, Dimitrina. "FAMILIES OF A CHILD WITH DISABILITIES: REACTIONS AND EXPERIENCES, STYLES, RELATIONSHIPS AND PARENTAL INTERVENTIONS." Education and Technologies Journal 11, no. 2 (August 1, 2020): 264–66. http://dx.doi.org/10.26883/2010.202.2304.
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Raising a child with a disability is a challenge for most parents. Often a range of emotions such as rejection, guilt, accusation, dissatisfaction, anger, despair pass through the parents. The article examines families raising a child with a developmental disability. Birth of a child with a disability, reactions and experiences of the parents. Groups of families with children with developmental disabilities are differentiated. Parental interventionst to improve the psycho-emotional climate in the family.
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Silva, Alan Patricio, Leticia Maria Factore Pacheco, Francisco Leitão, Matheus Paiva Emidio Cavalcanti, João Batista Francalino da Rocha, Sandra Dircinha Teixeira de Araújo Moraes, and Italla Maria Pinheiro Bezerra. "Mental health status and quality of life of people with disabilities in social isolation." Journal of Human Growth and Development 31, no. 3 (December 1, 2021): 470–75. http://dx.doi.org/10.36311/jhgd.v31.12619.
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Introduction: at this critical moment of the COVID -19 pandemic, we observe the social withdrawal and the break from the routine of individuals in society, for people with disabilities who need adequate support and a routine of more intense and effective activities may feel a greater need for care and attention of family support for solving everyday problems. Objective: to identify factors associated with the impact of the pandemic on the quality of life of individuals with disabilities and their caregivers. Methods: a virtual survey was carried out with parents and caregivers of people with disabilities to identify the main factors associated with the impact of the Pandemic on daily life and social relationships between family and community. Results: of the parents and caregivers we had access to and answered the questionnaire, 90% are residents of the ABC region of São Paulo. Their children and adolescents with disabilities are between 4 and 18 years old. The main scores of caregivers on difficulties in care during the pandemic, 70% felt helpless at some point, 17% had difficulties in performing self-care activities, 42% had anguish and fear during the period, 83% have the greatest responsibility for household decisions, and about 50% can share those decisions. Conclusion: the main complaints about the care of people with disabilities during the COVID-19 pandemic are related to the feeling of fear and anguish that affects decision-making and family relationships, which influences self-care activities and mental health of this population.
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Hind, Julie, and Judith Woodland. "Working together works well: A longitudinal evaluation of a family-based placement program for children with a disability and very high support needs." Children Australia 29, no. 4 (2004): 27–33. http://dx.doi.org/10.1017/s1035077200006180.
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This paper is based on a three-year longitudinal evaluation of a family-based placement and support program for children with disabilities and high support needs. Particular lessons emerged about the importance of partnerships: between caseworker and alternative family; the alternative family and the birth family; and the caseworker and the birth family.The evaluation used case studies, following ten children through the life of the study. A qualitative approach drew on people's experiences to understand individual perspectives and to identify patterns and themes to gain insight into the factors contributing to success.The study was informed by international literature, including: Maluccio et al (1983, 1986) and Smith (1995) in relation to permanency planning; Thoburn (1986, 1990, 1994) and Wedge (1986) in relation to hard-to-place children; and Argent and Kerrane (1997) who demonstrate that continuing contact between birth and alternative families can work well with support from workers.This article focuses on one part of the evaluation - the development of relationships. The relationship between the caseworker and the alternative family is a key to the success of the placement. In the best examples of good practice, the relationship is one of partnership, with both partners having the interests of the child as their central focus.The partnership is not evident in dealing with birth families. We note the strongest relationships are where birth families have an ongoing role in caring for their child. In some cases, the alternative family takes on a role of supporting the birth family's ongoing involvement with their child. The paper explores the different relationships and points to further possible areas of future research.
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Kurt, Merve, and Tülay Tarsuslu Şimşek. "Motivation and motivation-related factors in children with disabilities." Journal of Pediatric Rehabilitation Medicine 14, no. 1 (March 24, 2021): 127–32. http://dx.doi.org/10.3233/prm-200711.
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PURPOSE: Assessing motivation and motivation-related factors will contribute to a better understanding of motivation and the development of optimal rehabilitation conditions. The purpose of this study was to determine the motivation level and investigate the relationship of motivation level with socio-demographic characteristics (i.e., age, gender, comorbidities), functional level, and family satisfaction with rehabilitation centers in children with disabilities. METHODS: Sixty-two children with disabilities were included in the study, and the socio-demographic characteristics were recorded. Children were assessed by the Pediatric Motivation Scale (PMOT) and the Pediatric Functional Independence Measure (WeeFIM). Also, parents were asked to complete a questionnaire titled, “A patient satisfaction instrument for outpatient physical therapy clinics.” RESULTS: The mean age of the children was 12.16 ± 3.19 years. Total PMOT and WeeFIM scores were found to be 93.71 ± 9.66 and 108.23 ± 22.14, respectively. There was a positive correlation between children’s PMOT score and the satisfaction score of their families that was statistically significant (r= 0.602, p< 0.05). CONCLUSION: The level of family satisfaction with rehabilitation centers was found to be positively correlated with the motivation level of children. Improving family satisfaction with rehabilitation centers, potentially through modifying the physical conditions of rehabilitation centers and focusing on the interest of the family, may increase the motivation level of children, and thus may improve rehabilitation outcomes.
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Murdoch, Heather. "Early intervention for children who are deafblind." Educational and Child Psychology 21, no. 2 (2004): 67–79. http://dx.doi.org/10.53841/bpsecp.2004.21.2.67.
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Deafblindness (multi-sensory impairment) is a very rare disability causing extreme developmental disadvantage. All areas of development are affected from birth, jeopardising children’s personal development and their early family relationships. Professionals with expert knowledge of deafblindness are scarce because of its low incidence. Other complex, low-incidence disabilities share the problems of global developmental impact and limited community knowledge of conditions.Limited research has been undertaken regarding the benefits of early intervention for children with deafblindness. Effective early intervention is needed for this group, especially as the national introduction of newborn hearing screening will lower the average age of diagnosis. The complexity of the disability means that many professionals are usually involved in delivering intervention, necessitating effective multidisciplinary coordination.In this paper, the effects of deafblindness on development are summarised and the literature on early intervention for children with deafblindness is reviewed, together with an overview of findings from work with children with single sensory impairments and anecdotal evidence from programmes in other countries with well-developed services for children with deafblindness. The review indicates that the provision of early intervention for children with deafblindness should be specialist, coordinated and family-focused. The requirements for children with other complex low-incidence disabilities are likely to be similar.
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Donaldson, Amy L. "Siblings of Children with ASD: Promoting Social Communication." Perspectives on Language Learning and Education 22, no. 1 (January 2015): 31–38. http://dx.doi.org/10.1044/lle22.1.31.
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Siblings of children with disabilities have been a focus of research in recent years. Sibling relationships, family quality of life, and incorporation of siblings into intervention have all been areas of investigation. The current paper describes the participation of siblings in intervention with children with autism spectrum disorder (ASD). Sibling-mediated intervention, modeled after peer-mediated intervention, has been shown to increase the social communication skills of children with ASD, and families have reported satisfaction and increased quality of life following such intervention. Clinical implications and ideas for supporting siblings and families of children with ASD are discussed.
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Kautz-Turnbull, Carson, Tangeria R. Adams, and Christie L. M. Petrenko. "The Strengths and Positive Influences of Children With Fetal Alcohol Spectrum Disorders." American Journal on Intellectual and Developmental Disabilities 127, no. 5 (August 26, 2022): 355–68. http://dx.doi.org/10.1352/1944-7558-127.5.355.
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Abstract People with disabilities have not been adequately represented in strengths-based research. This study is the first to examine strengths and positive influences of young children with fetal alcohol spectrum disorder (FASD). Thirty adoptive and relative caregivers of children with FASD reported their children's strengths and positive influences and completed measures on family functioning. Using a conversion mixed design, we described themes in strengths and influences, degree of caregiver positivity and relationships with child and family functioning. Caregivers reported wide-ranging strengths and positive influences. Frequency of adaptive strengths correlated with measures of family functioning, but thematic strengths and positive influences did not. Strengths and positive influences are distinct from measures of functioning and are not well captured in deficit-focused research.
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J., Carl. "Systematic Review and Meta-Analysis of Family Needs Studies: Relationships with Parent, Family and Child Functioning." European Journal of Psychology and Educational Research 5, no. 1 (June 15, 2022): 11–32. http://dx.doi.org/10.12973/ejper.5.1.11.
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<p style="text-align: justify;">Findings from a research synthesis of the relationships between family needs and parent, family, and child functioning are reported. The synthesis included 31 studies conducted in 12 different countries. The studies were conducted between 1987 and 2021 and included 4,543 participants. Eight different family needs scales or adaptations of the scales were completed by the study participants (mothers, fathers, or grandmothers of children with developmental disabilities, autism spectrum disorders, or medical conditions). The outcome measures included caregiver psychological health, parenting stress, parenting burden, parenting beliefs, family coping strategies, family functioning, family support, and child functioning. The correlations between family needs and the outcome measures were used as the sizes of effects for evaluating the strength of the relationships between measures. Results showed that unmet family needs were associated with more negative and less positive family and family member functioning and fewer unmet family needs were associated with more positive and less negative family and family member functioning. The sizes of effect for parenting stress and burden were larger than were the sizes of effects for each of the other outcome measures. Child condition and study quality moderated the relationship between family needs and parenting stress and burden but not the other outcome measures. The results are discussed in terms of one component of family systems intervention models.</p>
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Yaffe, Yosi. "Parenting Styles, Parental Involvement in School, and Educational Functioning of Children with Special Needs Integrated into Mainstream Education." Journal of Studies in Education 5, no. 4 (November 27, 2015): 258. http://dx.doi.org/10.5296/jse.v5i4.8588.
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<p>The study examined the relationship between parenting style and parental involvement in school, and educational functioning among children with various disabilities integrated into mainstream education. It included 116 parents of children with special needs who reported their children according to formal educational evaluations they possessed. The sample of children reported by parents disproportionately represents six age layers ( =9.23, SD=1.85( and 3 main disability groups. Multivariate regression analyses indicated that parenting style and parental involvement in school explain a significant proportion of the variance in educational functioning among children with attention deficit disorders and complex disabilities. Within the first group, parental involvement significantly mediated the relationship between parenting style and educational functioning. Parenting style and parental involvement modestly predicted academic achievements in language skills and mathematics field (respectively) in the general sample. Significant relationships between parenting style and educational functioning and achievements in these tests pointed to better performance of children of authoritative parents compared with children of authoritarian parents. The main findings stress the need to encourage and nurture authoritative parenting traits, along with consistent parental involvement in school, as significant means of improving and strengthening the educational functioning among children with special needs integrated into mainstream education.</p><!--[if gte msEquation 12]><m:oMathPara><m:oMath><m:acc><m:accPr><m:chr m:val="̅"/><span style='font-family:"Cambria Math",serif;mso-ascii-font-family: "Cambria Math";mso-hansi-font-family:"Cambria Math";mso-bidi-font-family: David;font-style:italic;mso-bidi-font-style:normal'><m:ctrlPr></m:ctrlPr></span></m:accPr><m:e><i style='mso-bidi-font-style:normal'><span style='font-size:12.0pt; font-family:"Cambria Math",serif;mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:David;mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:HE'><m:r>X</m:r></span></i></m:e></m:acc></m:oMath></m:oMathPara><![endif]--><!--[if !msEquation]--><!--[endif]-->
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Tkachenko, E. S. "Medical and social portrait of families raising children with cerebral palsy." Kazan medical journal 98, no. 6 (December 15, 2017): 1040–43. http://dx.doi.org/10.17750/kmj2017-1040.
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Aim. To perform medical and social characterization of families raising children with cerebral palsy. Methods. The study was performed among families raising children with cerebral palsy and living in Omsk. It is a cross-sectional epidemiologic study. Survey of parents based on our developed questionnaire was performed. A total of 324 families took part in the study. The following factors were evaluated: family structure, character of relationship between members, social and living conditions, satisfaction with the quality of medical care. Results. Medical and social characterization was performed in families raising children with cerebral palsy. In 77% of cases a child was brought up in a traditional family (but in about half of the families after developing apparent abnormalities in a child and making a diagnosis of cerebral palsy, worsening of family relationships occurs). Due to necessity for taking care of the child with cerebral palsy, most of mothers are forced to quit their job that negatively affects the level of material wealth. Availability of their own accommodation was revealed in 64% of responders. Mother’s age at the time of birth of a child with cerebral palsy was primarily in the range from 25 to 29 years. A number of factors adversely affecting the health of children, both in the period of prenatal development and the newborn period: pregnancy with complications, acute respiratory viral infection during pregnancy, smoking during early pregnancy. Role of these factors in developing cerebral palsy was detected by a number of researchers. A number of difficulties met by the family members after bearing a child with developmental disabilities were identified (deterioration of family relationships, decline in material wealth, dissatisfaction with the quality of medical care). Conclusion. After making a diagnosis, family relationships worsen; most families have houses not adapted for defects of a child with cerebral palsy; some features of medical organizations service are revealed that might negatively affect the quality of medical care for children with cerebral palsy.
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Larson, Elizabeth. "Caregiving and Autism: How Does Children's Propensity for Routinization Influence Participation in Family Activities?" OTJR: Occupation, Participation and Health 26, no. 2 (March 2006): 69–79. http://dx.doi.org/10.1177/153944920602600205.
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Children with autism characteristically prefer routinization, yet their mothers seem to experience greater parenting stress orchestrating family life than mothers parenting children with other disabilities. This qualitative study examined the development and use of routines for nine mothers parenting children with autism spectrum diagnoses. Interview transcripts were coded by sorting data into categories and searching for variations within the category and the relationships between categories. Findings describe: (1) development of routines, (2) child's comfort or discontent in routines, (3) child's fluctuations in participation in routines, (4) effects of irregular routines on participation, (5) maternal strategies to manage irregular routines, (6) mothers' selective modification of routines, and (7) alterations in family activities and rituals. The implications of these findings for practice are discussed.
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Crossman, Morgan K., Marji Erickson Warfield, Milton Kotelchuck, Penny Hauser-Cram, and Susan L. Parish. "Associations Between Early Intervention Home Visits, Family Relationships and Competence for Mothers of Children with Developmental Disabilities." Maternal and Child Health Journal 22, no. 4 (January 17, 2018): 599–607. http://dx.doi.org/10.1007/s10995-018-2429-x.
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Velišek-Braško, Otilia, Mila Beljanski, and Nikola Vetnić. "“DUALLY EXCEPTIONAL” FAMILIES: SPECIFICS, NEEDS AND PROBLEMS." Journal of Social Sciences IV, no. 2 (May 2021): 9–16. http://dx.doi.org/10.52326/jss.utm.2021.4(2).01.
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Families blessed with a child with developmental disabilities or a gifted child are not typical families. Such families are exposed to specifics in day-to-day function, establishing interpersonal relationships and fulfilling their family roles. The object of research and studies carried out so far are twice-exceptional individuals, thus excluding the families with one gifted child and another with developmental disabilities. Dually exceptional families have dual challenges in providing additional individualized support for children, in two completely different ways, in two different directions. Based on the results and the analysis of case study of two dually different families, areas in which additional support is required by such families and parents are identified according to family functions, as well as recommendations as to how to empower these areas.
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Galasyuk, I. N., and O. V. Mitina. "The Modification of the Parental Attitudes Questionnaire (A. Varga, V. Stolin) for the Family with the Child with Mental Disabilities." Клиническая и специальная психология 6, no. 2 (2017): 109–29. http://dx.doi.org/10.17759/cpse.2017060209.
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The article discusses the possibility of use of the parent-child relationship questionnaire in a situation of raising a child with developmental disorders in a family. As the basic technique is considered Varga–Stolin parental attitudes questionnaire. The possibility of its modification is discussed changing the number of questions, the contents of which inadequately investigated in the question’s situation, clarification of "Control" scale. This construct changes significantly when relationships of parents with a sick child is considered comparing to the normal family. Also the number of items was reduced. Confirmatory factor analysis was used for psychometric analysis. The study involved 137 parents of children with mental developmental disorders, which are the inmates of children's homes, boarding schools, Centers promote family education Moscow. Funding This work was supported by grant RFH № 16-06-00991.
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Silva, Luana Pereira de Novais, Jhenifer Prescilla Dias Fuzinelli, Rosemary Aparecida de Almeida Moraes, and Fabiana Frolini Marques Mangili. "INCLUSÃO DE CRIANÇAS COM SÍNDROME DE DOWN: UM ENSAIO TEÓRICO SOBRE A IMPORTÂNCIA DA RELAÇÃO FAMÍLIA-ESCOLA." COLLOQUIUM HUMANARUM 18, no. 1 (January 11, 2022): 196–208. http://dx.doi.org/10.5747/ch.2021.v18.h520.
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Faced with the theme of inclusion, discussions about the importance of the family-school relationship are relevant with regard to the socialization of children with Down Syndrome. In this perspective, the main objective of this essay was to explore the scientific literature about the challenges faced by parents, family and teachers in the process of inclusion of children with Down syndrome. Specifically, this article sought to propose discussions on the importance of community awareness and collaboration to change the paradigm of inclusion. Therefore, scientific articles, books and academic papers found in the Google Scholar database were selected, between the period 2011 to 2021, based on the following keywords: People with disabilities; Down's syndrome; Inclusion; History of people with disabilities; Diagnosis of a child with a disability and; Family-School Relationship. Among the main factors influencing the inclusion process of children with Down's Syndrome, beliefs and stigmas of parents, family members, school professionals and society about the child's ability to deal with other people and learn, stand out. family support and the lack of support/guidance from an interdisciplinary team. The inclusion of people with disabilities still faces barriers and challenges that need to be overcome, however, through the active participation of the scientific community and political-social movements, studies on the theme of inclusion show that changes in this scenario have occurred gradually.
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Abdo, Abeer, and Jerome M. Fischer. "Factors Relevant to Parental Alliance for Parents of Children with Disabilities." Journal of Applied Rehabilitation Counseling 34, no. 3 (September 1, 2003): 10–15. http://dx.doi.org/10.1891/0047-2220.34.3.10.
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This study investigated factors relevant to parental alliance using the Parental Alliance Measure (PAM) with parents of children with disabilities. A total of 139 parents of children with disabilities participated in the study. Using multiple regression two factors were examined as relevant to parental alliance: satisfaction with the partnership and percent of caregiving provided by the other partner. Findings showed that parents who perceived a strong relationship with their partner and those who perceived their partner contributing a greater percent of caregiving for the child or children with disabilities in the family had a stronger parental alliance. Rehabilitation counselors may use the PAM with families to understand parenting dynamics, develop strategies, and increase involvement in the rehabilitation process.
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Becerra, Michael D., and Stella Michael-Makri. "Applying Structural Family Therapy with a Mexican-American Family with Children with Disabilities: A Case Study of a Single-Parent Mother." Journal of Applied Rehabilitation Counseling 43, no. 2 (June 1, 2012): 17–24. http://dx.doi.org/10.1891/0047-2220.43.2.17.
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An illustration of one Mexican-American family headed by a single-parent mother is explored to depict the application of Structural Family Therapy. Familism and marianismo are examined as factors impacting healthy family functioning of Mexican and Mexican-American families. Interventions used with the family were joining, structural mapping, enactment and addressing disability and medical related concerns. Learning to create healthy boundaries between parent and children, addressing maternal depression and family economic stressors, and nurturing sibling relationships were areas that impacted this family. Further research is suggested into the application of Structural Family Therapy as a model when working with Mexican and Mexican-American families who have a child with a disability.
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Borisovа, E. Y. "Opportunities for Socialization of Primary School Children with Intellectual Disabilities in Inclusive Education." Психологическая наука и образование 24, no. 4 (2019): 81–91. http://dx.doi.org/10.17759/pse.2019240407.
Full textAbstract:
The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities The article presents the data of an empirical study of the features of socialization of primary school children aged 8—11 years with intellectual disabilities enrolled in an inclusive (31 people, including 22 boys and 9 girls) and special education (59 people, including 42 boys and 17 girls).In order to test the hypothesis of the specificity of the processes of socialization in training under different conditions, a diagnosis was carried out using a set of techniques, both test and expert. The analysis of the results of the study of individual components of social competence allows us to state that children studying under the conditions of inclusion, compared with their peers, pupils of correctional schools, are characterized by less pronounced manifestations of social maladaptation and more harmonious family relationships, but there are difficulties in recognizing the emotional state of other people, insufficient ability to adequately navigate in fairly typical life situations, contradictory trends in the formation of self-image, reflecting the negative features of psychosocial development, presumably due to the specificity of social experience. Based on the results obtained, the conclusion is made about the importance of special correctional and developmental work in the education of children with intellectual disabilities in the conditions of inclusion, aimed at creating the conditions necessary for the successful socialization of a child with disabilities