Chronic Stresses of Families of Mentally Retarded Children

Wikler, Lynn

doi:10.2307/584142

Cited by 124 publications

(65 citation statements)

References 26 publications

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“…Discrepancies between expectations and the performance of the mentally retarded child continue bringing feelings of grief 4 . A parent shows a series of reactions after knowing that their child is with mental retardation.…”

Section: Introductionmentioning

confidence: 99%

Stress among Parents of Children with Mental Retardation

Islam¹,

Farjana²,

Shahnaz³

2013

Bangladesh J Med Sci

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Mental retardation is one of the most prevalent developmental disabilities of the children globally. Family is the main source of support for those disable children in any society. Parents experience enormous physical and mental stress to tackle the mentally retarded children. This present comparative cross-sectional study tried to compare difference of mental and physical stress between the parents of children with mental retardation and the parents of children with no mental retardation. It included 220 parents, 110 of whom had children with mental retardation and another 110 parents of children with no mental retardation. To assess stress, A Quick Stress Assessment Test (QSAT) (Vaz, 1995) was used, which comprised two parts: physical and mental, former with 19 items and latter with 21 items. Data were collected with a self-administered questionnaire and analyzed by using SPSS software. To check differences of stress scores and gender differences of stress,'t' test and '?2' tests were applied as required.

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Section: Introductionmentioning

confidence: 99%

Stress among Parents of Children with Mental Retardation

Islam¹,

Farjana²,

Shahnaz³

2013

Bangladesh J Med Sci

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“…Inconsistency in parenting may be one manifestation of the grief parents experience. This reaction is initiated by uncertainty in the parent and lack of response from the child, and maintained by feelings of helplessness (Wikler, 1981).…”

Section: Parenting Children With Learning Difficultiesmentioning

confidence: 99%

Filial therapy with parents of children experiencing learning difficulties.

Kale¹,

Landreth²

1999

International Journal of Play Therapy

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The purpose of this study was to determine the effectiveness of a 10week filial therapy training model as an intervention method for parents of children with learning difficulties. Results of the analysis of covariance revealed that the parents in the experimental group scored significantly higher after training than the parents in the control group on their attitude of acceptance of the child.The experimental group parents attained a significantly lower mean total score on level of stress related to parenting than the control group parents. There was no significant difference between the experimental and control groups' posttest mean scores on the total behavior problems.

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“…For families of handicapped children, additional stresses associated with transitions are likely. Wikler (1981) identified 10 critical events-some relating to "missed" developmental milestones (e.g., child not walking at the appropriate time) and some to the disability itself (e.g., younger sibling's skill development surpassing delayed child's)-that are likely to increase stress for families of handicapped children. These unexpected events are particularly stressful for several reasons.…”

Section: The Family Has a Life Cyclementioning

confidence: 99%

Effective Strategies For Involving Families in Intervention Efforts

Winton¹

1986

focusXchild

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A focus on parents in the last two decades, and on families most recently, has been a notable and consistent trend within the field of special education. Although continuity is apparent in the sense of the overall emphasis, the treatment of and attitudes toward families have undergone a series of shifts over time. These changes and how they have affected parent involvement policy and practice have been described in some detail elsewhere (see . Nevertheless, an examination of the most recent shift in thinking on parent involvement--0ne in which all of us in the field are a part-can provide the framework for applying effective strategies in working with families. PARENT INVOLVEMENT IN EARLY INTERVENTIONThe importance of involving parents of handicapped children in early intervention efforts was a recurrent and undisputed theme of the 1970s. Research clearly demonstrated parents' significant contribution to child development. The major assumption underlying efforts to involve parents was that this contribution could be enhanced by teaching parents (parents as learners) how to better manage and teach (parents as teachers) their own children. Professionals' efforts to improve services for parents primarily focused on ways to increase parent participation in activities of this type and on development of various parent training curricula and materials. The search for a model parent involvement program that could be disseminated on a nationwide basis was an elusive goal that some sought.The reason for involving parents was to enhance child outcome. This was so in spite of ample evidence demonstrating that parents of handicapped children had needs of their own. They were shown to suffer from depression, marital discord, and chronic sorrow, among other things. Within special education the predominant approach to dealing with this issue was to provide parent support groups. But the parent involvement trend of the 1970s did not incorporate an understanding of how parent needs might interact with child needs or interfere or be at cross purposes with the professional desire to enlist parent support for the educational process.

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Chronic Stresses of Families of Mentally Retarded Children

Cited by 124 publications

References 26 publications

Stress among Parents of Children with Mental Retardation

Stress among Parents of Children with Mental Retardation

Filial therapy with parents of children experiencing learning difficulties.

Effective Strategies For Involving Families in Intervention Efforts

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