Psychological Stress and Perceived School Success Among Parents of Children with Developmental Disabilities During the COVID-19 Pandemic

Cheng, Sanyin; Yang, Yuqin; Deng, Meng

doi:10.1007/s10803-021-05209-z

Cited by 12 publications

(10 citation statements)

References 34 publications

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“…It has the advantage of detecting these aspects on a big sample, and it compares parents whose children are in different conditions. In this way, the study fills a gap in the literature concerning children’s disability and, in particular, special needs [ 1 , 57 ]. However, some limitations are identified: first, the sample mainly consisted of typically developing children, and this was because the survey was shared with the general population without targeting parents in a specific condition.…”

Section: Discussionmentioning

confidence: 99%

Parental Resources in Parents of Children with Special Needs (SNs) at the Time of COVID-19

Gentile

Polizzi

Giordano

et al. 2023

JCM

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Background. The limitations imposed by governments for containing the spread of COVID-19 have affected familial relationships, especially those of families dealing with children with special needs or chronic illness conditions. The current study aims to better understand what pathological/disability condition has impacted parental resources, sense of competence, and perception of children’s executive functioning the most. Methods. A sample of 648 parents was asked to answer a survey assessing children’s condition (typical development, specific learning disorder, autism spectrum syndrome, chronic illness), parental resources, parenting sense of competence (distinguished into parental satisfaction and self-efficacy), and parents’ perception of their children’s executive functioning. A MANOVA model was performed to assess differences in parental resources, sense of competence, and perception of the children’s executive functions according to their condition. A path analysis model was performed to examine the impact of sense of competence and children’s condition on parental resources and children’s executive functions. Results. Parents with children with specific learning disorder reported lower scores of parental resources in terms of total scores, common antecedents, and specific antecedents compared to parents with typically developed children (total scores: MD = 56.45, p < 0.001; common antecedents: MD = 22.28, p < 0.00; specific antecedents: MD = 34.17, p < 0.001), parents with autistic children (total scores: MD = 62.79, p = 0.01; common antecedents: MD = 24.03, p = 0.01; specific antecedents: MD = 38.76, p = 0.02) and parents of children with chronic illness (total scores: MD = 37.42, p = 0.04; common antecedents: MD = 16.59, p = 0.01). The path analysis model shows a direct effect of parental satisfaction (β = 0.26) and pathology/disability (β = −0.10) on parental resources that, in turn, influence parents’ perception of their children’s executive functioning (β = 0.24). Conclusion. Although no data about the prepandemic situation is available, the current study highlights that parental stress influence children’s cognition. Moreover, parents of children with special needs seemed to be challenged during COVID-19, especially parents of children with specific learning disorders, that are already stressed out by their children’s condition. Therefore, academic services should undertake preventive measures to preserve parental well-being and to provide a supportive environment for children, especially for those with atypical development.

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Section: Discussionmentioning

confidence: 99%

Parental Resources in Parents of Children with Special Needs (SNs) at the Time of COVID-19

Gentile

Polizzi

Giordano

et al. 2023

JCM

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“…Hasil studi sebelumnya memaparkan hasil bahwa wanita yang tidak bekerja dan wanita yang bekerja mengalami stres yang tinggi dan terlepas dari status pekerjaan ibu (Rajgariah et al, 2021). Namun studi lain menyatakan bahwa kemungkinan selama COVID-19 dimana skor orang tua yang lebih rendah dalam hal keberhasilan sekolah akan menyebabkan mereka memiliki tingkat stres psikologis yang lebih tinggi yang disebabkan oleh COVID-19 (Cheng et al, 2021).…”

Section: Hubungan Antara Gender Dan Stres Pada Remaja Selama Pandemiunclassified

Faktor yang Memengaruhi Stres pada Remaja Selama Pandemi Covid-19

Putri

Azalia

2022

Jurnal Keperawatan Jiwa

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Dampak pandemi menimbulkan berbagai stressor yang menyebabkan kelompok remaja mengalami stres. Ancaman stress yang berkepanjangan berdampak buruk bagi kesehatan mental remaja yang berupa kecemasan hingga depresi. Studi ini memiliki tujuan untuk melihat factor demografis yang mempengaruhi stres pada remaja selama pandemi COVID-19. Pendekatan cross-sectional telah di gunakan dalam studi ini. Populasi dalam studi ini seluruh siswa di Sekolah Menegah Pertama Negeri 3 Sungai Raya, Kabupaten Kubu Raya. Sampel yang didapatkan sebanyak 264 responden dengan teknik stratified random sampling dengan menetapkan kriteria inklusi. Studi ini menggunakan instrumen kuesioner demografi dan Educational Stress Scale For Adolescents (ESSA) dalam versi Bahasa Indonesia. Analisa bivariat antara demografi dan level stres menggunakan uji Chi-Square. Temuan dalam studi ini dimana remaja selama pandemi sebagian besar remaja merasakan stres pada level rendah sebanyak 41,3%, diikuti level sedang hingga berat. Terdapat korelasi antara perbedaan usia remaja pada anak sekolah dan jenjang kelas dengan stres yang dirasakan remaja selama pandemi COVID-19 (p=<0.05).

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“…Finally, we aimed to better understand the influence of personal factors (e.g., age, gender), potential environmental barriers (e.g., loss of institutional support, financial and economic problems, loss of routine, ability to meet peers and friends) and additional cognitive conditions (e.g., self-and parentreported presence of a mild, moderate or severe ID, LD, or anxiety disorders) on anxiety in parents and individuals with NDCs. Based on initial reports of factors that may have affected the level of anxiety in these families during the pandemic (Greenway and Eaton-Thomas, 2020;Cacioppo et al, 2021;Cheng et al, 2021;Lebrasseur et al, 2021;Lee et al, 2021;Redquest et al, 2021;Navas et al, 2022), we expected different anxiety-provoking factors for parents and individuals with NDCs. We hypothesized that the most anxiety-provoking factors for parents would be primarily linked to environmental barriers such as the loss of institutional support (e.g., schools, therapy centers, workplace) whereas for individuals with NDCs we predicted they would be primarily related to environmental barriers such as the loss of daily life routine (e.g., school, therapy centers) and social relationships.…”

Section: Introductionmentioning

confidence: 99%

Anxiety in families of individuals with neurodevelopmental conditions in the early months of the COVID-19 pandemic in Switzerland

Poi

Dukes²,

Meuleman³

et al. 2023

Front. Educ.

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In the spring of 2020, the COVID-19 pandemic generated a health, social, political, and economic crisis that dramatically reduced the institutional support for families of individuals with neurodevelopmental conditions (NDCs). To understand how these families may have experienced and coped with the pandemic, we created an online questionnaire that reached more than 10,000 families in 78 countries. The current manuscript - framed within the International Classification of Functioning, Disability and Health (ICF-10) model - investigates the impact of specific health conditions and personal or environmental factors on the anxiety of families living in Switzerland during the early months of the pandemic. To assess how differences in anxiety over time were predicted by specific health conditions or personal and environmental factors, two separate multilevel analyses were conducted for parents and their children with NDCs (N = 256). First, results showed that only parents reported an increase in anxiety when the pandemic started. Second, concerns related to loss of institutional support and financial and economic problems were the most anxiety-provoking factors for parents, whereas parents reported that the most anxiety-provoking factor for children was their concern about becoming bored. Many parents may have struggled with economic problems and managed multiple extra roles and tasks in their daily lives because institutional support was no longer available. As reported by their parents, although individuals with NDCs did not show an increase in anxiety, they may have struggled with boredom. This result may represent the inability to engage in satisfactory activities in daily life associated with a partial unawareness of the pandemic and the respective protective measures. Further research should more thoroughly investigate the potential effects of the individual’s primary condition, presence and severity of intellectual disability and awareness of the pandemic on the anxiety of individuals with NDCs. Ultimately, we present a series of reflections and practical suggestions that could help guide policymakers in potential future periods of crisis, social estrangement, and distance learning.

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Psychological Stress and Perceived School Success Among Parents of Children with Developmental Disabilities During the COVID-19 Pandemic

Cited by 12 publications

References 34 publications

Parental Resources in Parents of Children with Special Needs (SNs) at the Time of COVID-19

Parental Resources in Parents of Children with Special Needs (SNs) at the Time of COVID-19

Faktor yang Memengaruhi Stres pada Remaja Selama Pandemi Covid-19

Anxiety in families of individuals with neurodevelopmental conditions in the early months of the COVID-19 pandemic in Switzerland

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