Learned Resourcefulness and Coping with Stress in Mothers of Children with Disabilities

Eroğlu, Yüksel; Akbaba, Sırrı; Adıgüzel, Orhan; Peker, Adem

doi:10.14689/ejer.2014.55.14

Cited by 11 publications

(5 citation statements)

References 28 publications

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“…There are various models of coping strategies, thus highlighting the problem-focused coping that involves carrying out actions with the aim of eliminating the stressor, preventing its occurrence or reducing the impact generated by it and the emotion-focused coping aimed at reducing emotional affectation (Carver, 1997;Cooper & Quick, 2017). Another perspective delineates theapproach coping, in which the entire psycho-emotional activity of the individual is focused on the stressor and the way in which it can be managed and the coping based on avoidance, in which the psycho-emotional activity is positioned away from the stressor (Stephenson & DeLongis, 2020)while also mentioning adaptive and maladaptive types of coping (Eroğlu et al, 2014). In the Double ABCX model, a positive response to the stressors resulting from raising a child with disabilities is represented by the process of adapting in parents through the use of effective strategies (Pickard & Ingersoll, 2017) and the use of the personal resources of the family members, of the family system itself and the social resources external to the family ( Dabrowska & Pisula, 2010).…”

Section: Coping Among Parents Of Children With Disabilitiesmentioning

confidence: 99%

Perceived Stress, Mental Well-Being and Coping on Parents of Disabled Children from Mainstream and Special Schools

Pachița,

Gherguț

2023

LUMEN: SS

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Raising children with special needs increases the level of family stress and undoubtedly affects the mental well-being of its members. Parents' ability to adapt to this challenge, which causes stress and various unpleasant emotions, will have an effect both on them and on the children. We hypothesized that perceived stress is a significant predictor for parents’ mental well-being and that this relationship is moderated by different copying strategies used by them. Moreover, we hypothesized that the type of school in which children are enrolled predicts the level of stress reported by the parents. 202 parents of children with disabilities in special schools and mainstream schools, aged between 21 and 66 years old, completed a questionnaire to measure stress levels, mental well-being and the coping strategies used by them. Regression and moderation analyses were conducted. Parental stress was a negative predictor of mental well-being, and problem-focused coping and emotion-focused coping were moderators of the relationship between the two variables, with lower levels of stress and higher levels of mental well-being for the use of these strategies. Avoidant coping did not represent a moderator in this relationship, being correlated with higher levels of parental stress. Children’ parents in special education have experienced higher levels of stress than children’ parents in mainstream schools. Findings suggest that the way parents of disabled children manage to cope with the stressors influence their mental well-being, offering support in understanding this phenomenon and setting objectives of psycho-emotional intervention for parents.

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Section: Coping Among Parents Of Children With Disabilitiesmentioning

confidence: 99%

Perceived Stress, Mental Well-Being and Coping on Parents of Disabled Children from Mainstream and Special Schools

Pachița,

Gherguț

2023

LUMEN: SS

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“…Likewise, it is good for the children and family if a parent is resourceful. Parents’ resourcefulness is positively associated with the quality of their life (Zauszniewski et al, 2005); psychological, social, and physical functioning (Zauszniewski et al, 2012); self-confidence, optimism, and support-seeking (Eroglu, Akbaba, Adiguzel, & Peker, 2014); and children’s resourcefulness (Zauszniewski, Chung, Chang, & Krafcik, 2002). Parents’ resourcefulness is also negatively related to parents’ depressive symptoms (Zauszniewski et al, 2012) and helplessness feeling (Eroglu et al, 2014).…”

Section: Resourcefulness Promotes Positive Outcomes On Children and Pmentioning

confidence: 99%

Resourcefulness

Theisen

Seo

et al. 2018

The Family Journal

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The purpose of this article is to evaluate the current state of studying resourcefulness among children and families and to propose future research directions. Five domains of studying resourcefulness were discussed in this article; these domains are positive outcomes of being resourceful on family members, definition of resourcefulness, assessments of resourcefulness, factors contributing to children's resourcefulness, and the programs aimed at increasing resourcefulness. By reviewing findings of the existing studies, this article revealed that resourcefulness is a multifaceted concept that has caused variations in the definitions/emphases from different scholars and the various existing scales testing different facets of the concept. While most of the studies focused on family members, none of them discussed the value of family resourcefulness in their studies. Research findings suggest that both environmental influences and personal characteristics contribute to children's resourcefulness, which either directly or inexplicitly reflect the notions of family systems theory. Several resourcefulness intervention programs were identified, but these programs were mainly focused on children and socioeconomically disadvantaged families and all serve different purposes. We propose to generate matched programs for either parents or kids to enhance the outcome of these programs in the family settings. Future studies on consolidating the various definitions, scales, and programs on resourcefulness and family resourcefulness, as well as expanding understandings of the internal and external influences that contribute to a family's resourcefulness from the systemic perspective are needed.

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“…While the current literature shows similarities between those with a high degree of LR and the characteristics of those with secure attachment, those with a lower level of LR show similarities with the characteristics of those with more insecure attachment (Huang, Sousa, Tu & Hwang, 2005;Ceyhan, 2006;Ronen & Rosenbaum, 2010;Eroglu et al, 2014). Beliefs that purport a lack of control in the face of stressful situations and a feeling of hopelessness are a strong indicator of low LR (Gintner, West & Zarsky, 2001).…”

Section: Introductionmentioning

confidence: 99%

Attachment relationships and learned resourcefulness levels of institutionalized adolescents

2022

pegegog

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Attachment as a very important regulator of both emotions and the self and learned resourcefulness (LR) as a both cognitive and emotional-regulation strategy seems very interrelated. It is thought that, more secure attachment relationships lay the foundations of high capability of learned resourcefulness. This cross-sectional survey study aims to investigate the relationship between LR and attachment relations among adolescents according to whether they reside in care or with their families. To this end, data was collected from 61 adolescents with convenience sampling method, including 31 living with their families from Istanbul's Huseyin Avni Sozen High School and 30 residing at foster care institutions. The total number of participants in this study came to 61, with an average age of 17. The Adult Attachment Scale (AAS), Inventory of Parent and Peer Attachment (IPPA)-Short Form and Rosenbaum's Learned Resourcefulness Scale (RLRS) were used for data collection. It was found that institutionalized adolescents (IA) had a higher sense of insecurity in their attachment relationships than adolescents who stayed with their families (ASF). In addition, while there was a significant relationship between learned resourcefulness and attachment styles, those living with their families had higher scores on a number of RLRS sub-dimensions than those who stayed in institutions (p<.05). Discussion: The study findings already present in current literature on the issue were discussed and interpretations drawn, and it was deemed that institutional factors were important in terms of attachment relations and learned resourcefulness in adolescents living in care homes.

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Learned Resourcefulness and Coping with Stress in Mothers of Children with Disabilities

Cited by 11 publications

References 28 publications

Perceived Stress, Mental Well-Being and Coping on Parents of Disabled Children from Mainstream and Special Schools

Perceived Stress, Mental Well-Being and Coping on Parents of Disabled Children from Mainstream and Special Schools

Resourcefulness

Attachment relationships and learned resourcefulness levels of institutionalized adolescents

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