The presence of children will affect the lives of their parents. Parenting and educating Intellectual Disability (ID) children creates certain pressures, especially for mothers. Many mothers experienced stress and have feelings of uncertainty about their ability to care for which lead to pessimism. These stress and anxiety may have an impact on the psychological well-being of the mothers. The purpose of this study was to determine whether parenting self-efficacy and optimism affect the psychological well-being of mothers with ID children. This study used a quantitative approach with a causal correlational design. The research subjects were 43 mothers who had children with ID. The data was collected using a questionnaire consists of the Self-Efficacy for Parenting Index (SEPTI) adapted from Coleman and Karakker, optimism scale, and psychological well-being Scales (PWBS) adapted from Ryff. The results show that parenting self-efficacy and optimism had an effect on psychological well-being

The COVID-19 pandemic worldwide has changed human life. The issue of education for children with special needs is increasingly difficult to implement during the pandemic. This study aims to obtain an overview of parenting styles during the COVID-19 pandemic for Indonesian Muslim families who have children with special needs. This research use a mixed method with a sequential explanatory approach where the quantitative method was followed by qualitative. Participants involved 18 families who have children with special needs. Data collection used the Parenting Scale which consists of 30 items. The results showed that most of the subjects experienced dysfunctional parenting with verbosity as the highest dysfunctional aspect. Qualitatively, the results lead to dysfunctional parenting. The pandemic period was indeed not easy to go through, especially for families who have children with special needs. This research shows that the challenging circumstances created by the pandemic can result in dysfunctional parenting. Parents should remain alert for signs of over-reactivity, verbosity, and looseness that can hinder effective parenting.

In this article, we use cusp catastrophe model for analyze the intelligence. Definition of intelligence is restricted by IQ that can be separated to two aspects, those are Concrete-Practice (CP) and Theoretical-Verbal (TV). We will demonstrate that two students of university with the same aspect of intelligence, CP, but have different TV will state in different department of a university. We must get the critical point that differentiate the characteristic of one department with the others. Moving from one department to the other caused by the change of TV will occur as a jump. This jump will determined cusp catastrophe model.Catastrophe theory provides a universal method for the study of all jump transitions, discontinuities, and sudden qualitative changes. Especially in mathematical understanding, catastrophe theory is a part of singularities theory and bifurcation theory.The samples were the psychological testing, IST, results of 428 ITB's students. The first step is Confirmatory Factor Analysis application to reduce nine psychotest variables to get two control variables that construct cusp catastrophe model. The second step is fitting the model of cusp catastrophe to the data with Cuspfit procedure. As measurement of goodness of fit, Cuspfit procedure uses the Akaike Information Criterion (AIC) and Bayes Information Criterion (BIC). The model with the lowest AIC and BIC is selected.