Experiences of peer support amongst parents of children with neurodevelopmental disorders: A qualitative systematic review

Wong, Tiffany Shi Min; Shorey, Shefaly

doi:10.1016/j.pedn.2022.09.004

Cited by 6 publications

(5 citation statements)

References 45 publications

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“…Parents also gained assistance with practical matters (Blake et al, 2019;Carpenter et al, 2020;Kutash et al, 2011;. Other reviews focusing on individual and group P2PS among parents of children with various BBDD or other disabilities/chronic diseases found similar results including positive effects on sharing experiences, parental empowerment, social connections, emotional and psychological well-being and practical support (Chakraborti et al, 2021;Lancaster et al, 2023;Shilling et al, 2013;Wong & Shorey, 2022).…”

Section: Impact Of Ip2ps On Parentsmentioning

confidence: 75%

“…It is delivered by a parent with similar experiences caring for a child with BBDD (Dodds & Walch, 2022). During these sessions, parents of a child with BBDD have conversations and share experiences in order to support each other (Wong & Shorey, 2022). The type of support (e.g., emotional, social and practical) can be tailored to the needs of the parent requesting support.…”

Section: Previous Reviews On P2psmentioning

confidence: 99%

“…Over the years, several studies have explored the feasibility and efficacy of P2PS. Recently, two reviews have summarized these results: Chakraborti et al (2021) reported on peer support networks among families of children with neurodevelopmental and intellectual disabilities, and Wong and Shorey (2022) reviewed qualitative studies exploring experiences of parents caring for children with neurodevelopmental disorders with P2PS intervention programs. Both reviews reported that parents experienced P2PS as a positive and supportive intervention and identified the shared ‘lived’ experiences as a key element of successful P2PS.…”

Section: Introductionmentioning

confidence: 99%

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Exploring individual parent‐to‐parent support interventions for parents caring for children with brain‐based developmental disabilities: A scoping review

Postma,

Ketelaar,

van Nispen tot Sevenaer

et al. 2024

Child

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BackgroundBrain‐based developmental disabilities (BBDDs) comprise a large and heterogeneous group of disorders including autism, intellectual disability, cerebral palsy or genetic and neurodevelopmental disorders. Parents caring for a child with BBDD face multiple challenges that cause increased stress and high risk of mental health problems. Peer‐based support by fellow parents for a various range of patient groups has shown potential to provide emotional, psychological and practical support. Here, we aim to explore existing literature on individual peer‐to‐peer support (iP2PS) interventions for parents caring for children with BBDD with a view to (1) explore the impact of iP2PS interventions on parents and (2) identify challenges and facilitators of iP2PS.MethodAn extensive literature search (January 2023) was performed, and a thematic analysis was conducted to synthesize findings.ResultsFourteen relevant articles revealed three major themes regarding the impact of iP2PS on parents: (1) emotional and psychological well‐being, (2) quality of life and (3) practical issues. Four themes were identified describing challenges and facilitators of iP2PS: (1) benefits and burden of giving support, (2) matching parent‐pairs, (3) logistic challenges and solutions and (4) training and supervision of parents providing peer support.ConclusionsThis review revealed that iP2PS has a positive impact on the emotional and psychological well‐being of parents, as well as the overall quality of life for families caring for a child with a BBDD. Individual P2PS offers peer‐parents an opportunity to support others who are facing challenges similar to those they have experienced themselves. However, many questions still need to be addressed regarding benefits of different iP2PS styles, methods of tailoring support to individual needs and necessity of training and supervision for peer support providers. Future research should focus on defining these components and evaluating benefits to establish effective iP2PS that can be provided as standard care practice for parents.

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Section: Impact Of Ip2ps On Parentsmentioning

confidence: 75%

Section: Previous Reviews On P2psmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Exploring individual parent‐to‐parent support interventions for parents caring for children with brain‐based developmental disabilities: A scoping review

Postma,

Ketelaar,

van Nispen tot Sevenaer

et al. 2024

Child

View full text Add to dashboard Cite

show abstract

“…The finding that peer support did not constitute a predominant theme in this study may have been due to the degree and quality of socioemotional support parents received from their PiP+ coach. 44 Nonetheless, parents identified ways that PiP+ could be enhanced to meet additional needs related to information provision and tailoring of content. First, participants believed that increasing parent understanding of the possible causes of and maintenance factors in their adolescent's school refusal should be prioritised in any future iteration of PiP+ targeting school refusal.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Adapting a coach-assisted web-based intervention for parents of adolescents who refuse school: qualitative study with users of the Partners in Parenting Plus programme

Smout,

Melvin,

Jorm

et al. 2024

BJPsych open

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Background School refusal is a heterogenous problem which typically emerges in adolescence and co-occurs with internalising disorders. A substantial proportion of adolescents do not respond to existing treatment modalities; thus, novel, effective intervention options are needed. Partners in Parenting Plus (PiP+) is a coach-assisted, web-based intervention designed to empower parents to respond to adolescent internalising disorders. Aims To conduct a process evaluation of PiP+ and identify programme adaptations required to meet the needs of parents of adolescents who refuse school. Method Semi-structured interviews were conducted with 14 Australian mothers who had: (a) received the PiP+ programme (not tailored for school refusal) during a prior research trial; and (b) reported that their adolescent was refusing school during their participation in PiP+. Inductive thematic analysis was used to analyse interview transcripts. Results Participants were 41–53 years old (M = 47.8) and parenting adolescent children aged 14–17 years (M = 14.9). Three themes illustrated how PiP+ features met or could better meet the needs of parents of adolescents who were refusing school: (a) feeling heard, supported and respected; (b) relevance to me and my context; and (c) seeing positive changes. Participants had favourable views of PiP+, especially coached components. Participants requested programme enhancements to better meet the needs of parents of neurodiverse adolescents and discussed the impact of cumulative help-seeking ‘failures’ on self-efficacy and locus of control. Conclusions PiP+ was highly acceptable to the majority of parents navigating the issue of school refusal. This has implications for the enhancement of coach-assisted parenting interventions and the context-specific adaptation of PiP+ for school refusal.

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Parent-implemented interventions in Chinese families of children with autism spectrum disorder

Gao,

Drani

2024

Humanit Soc Sci Commun

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This study aims to test the effects of the parent-implemented interventions (PIIs) on children with autism spectrum disorder (ASD) in China and to explore the effects of PIIs on the family quality of life of families of children with ASD in China. This study adopted a randomized controlled trial (RCT) design based on PIIs. Participants is divided into intervention group (N(parents) = 35, Age(M ± SD) = 35.69 ± 3.45; N(children) = 35, Age(M ± SD) = 5.49 ± 2.74) and control group (N(parents) = 35, Age(M ± SD) = 36.06 ± 4.28; N(children) = 35, Age(M ± SD) = 5.71 ± 3.25); parents in intervention group were trained with PIIs and required to implement family interventions for their children with ASD as they learned. This study will provide data to support the development and improvement of PIIs, and will also benefit the well-being and sustainability of children with ASD and their families. Compared to control group, the children in intervention group had a significant improvement in social communication ability (p < 0.05), and the families in intervention group had a significant enhancing in family quality of life (satisfaction) (p < 0.001). This study found that PIIs are effective in enhancing the social communication ability of children with ASD in China and the family quality of life (satisfaction) of their families. PIIs is a good and cost-effective complement to rehabilitation training in professional institutions, and have positive significance for the well-being and sustainability of children with ASD and their families.

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Experiences of peer support amongst parents of children with neurodevelopmental disorders: A qualitative systematic review

Cited by 6 publications

References 45 publications

Exploring individual parent‐to‐parent support interventions for parents caring for children with brain‐based developmental disabilities: A scoping review

Exploring individual parent‐to‐parent support interventions for parents caring for children with brain‐based developmental disabilities: A scoping review

Adapting a coach-assisted web-based intervention for parents of adolescents who refuse school: qualitative study with users of the Partners in Parenting Plus programme

Parent-implemented interventions in Chinese families of children with autism spectrum disorder

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