A comparative analysis on psychological well-being in mothers of autistic, blind, and normal-functioning children.

Abstract

“Meaning in life” is known to be a pivotal factor in psychological well-being. The aim of this research was to compare the psychological well-being of mothers with autistic, blind, or normal-functioning children. This causal-comparative investigation recruited mothers of autistic, blind, or normal-functioning 6- to 15-year-old children in Shiraz, Iran, between January 2013 and January 2014. The study sample comprised 210 mothers of whom 140 had autistic or blind children while others were mothers of normal-functioning kids. Subjects were randomly selected through a multistage cluster sampling method. The Ryff Scale for Psychological Well-Being was employed to obtain data. Further to the descriptive analyses, 1-way analysis of variance and post hoc Tukey’s test were used to address research questions. The mean scores for psychological well-being, as well as the related subscales, indicated more appropriate performance in mothers of autistic children as compared with other 2 groups. Moreover, the mean overall psychological well-being score of mothers with blind children suggested a better performance than those who had normal-functioning kids. Meanwhile, differences in subscales were statistically significant only between the mothers of autistic and normal-functioning children. The importance of psychological well-being and its significant role in the life of mothers of disabled children necessitates planning on relevant reinforcement and supportive programs.

Investigation of the Impact of Self-Compassion and Family Support Perception on Parenting Stress in Parents Who Have Children with Learning Disability, Autism Spectrum Disorder and Mental Disability

“…In general, the presence of a child with a diagnosis requiring special education makes a difference, especially between the moods of the mothers, at the point of anxiety, stress, hope, and psychological well-being. It is known that mothers spend more time on the care, needs and responsibilities of children with special needs than fathers (Cavkaytar et al, 2008;Kiani and Nami, 2017). Although it has been revealed in various studies that mothers with differently developing children show symptoms of stress, anxiety and depression more than fathers, the findings in the literature underlined that mothers with differently developing children and fathers also experience higher levels of stress than mothers and fathers with normally developing children.…”

Anneleri̇n Çocuk Yeti̇şti̇rme Tutumlarinin Çocuklarin Tüketi̇m Davranişina Yansimasi

“…Çalışma sonucunda elde edilen bulgular, çalışmanın temel amacını karşılar nitelikte gerçekleşmiştir. İlgili literatürde anne tutumlarının, çocuklarda, birçok psiko-sosyal çıktı üzerinde etkileri olduğuna yönelik bulgular yer almaktadır (Yurduşen, Erol, & Gençöz, 2013;Walters, 2015;Kiani & Nami, 2017;Mikeska, Harrison, & Carlson, 2017;Bilbokaitė, Bilbokaitė-Skiauterienė, & Adamovičė, 2020). Bu çalışma bulgularına göre de okul öncesi gelişim çağında olan çocukların tüketim davranışlarının annenin tutumları doğrultusunda şekillendiği belirlenmiştir.…”

El MBPQS en Ecuador: Exploración de la validez de contenido para su aplicación en figuras cuidadoras de niños con TEA

“…Según se ha documentado en varias investigaciones, la conducta sensible de las figuras cuidadoras fomenta el desarrollo de vínculos seguros de apego y, por ende, el desarrollo cognitivo y socio-afectivo (e.g., Fearon & Belsky, 2016) tanto en niños típicos como en niños con autismo (Kahane & El-Tahir, 2015;Teague et al, 2017). Por tanto, la información a la que se accede, puede servir de base para el diseño de programas de intervención y apoyo que atiendan las necesidades de los niños que presentan el trastorno y de sus padres (Keenan et al, 2016;Kiani & Nami, 2017).…”

“…Pese a las características del TEA, existe evidencia de que la conducta sensible de las figuras cuidadoras fomenta en los menores con autismo el desarrollo de vínculos seguros de apego, lo cual favorece su desarrollo social (e.g., Capps, Sigman, & Mundy, 1994;Kahane & El-Tahir, 2015;Koren-Karie, Oppenheim, Dolev, & Yirmiya, 2009;Teague, Gray, Tonge, & Newman, 2017). Por tanto, la evaluación de la sensibilidad de las figuras cuidadoras de niños con TEA resulta fundamental, en la medida que contribuye con información valiosa para los programas individualizados de intervención (Keenan et al, 2016;Kiani & Nami, 2017).…”