Stress, Depression, Anxiety, and Coping Strategies of Parents of Intellectually Disabled and Non-Disabled Children

Abstract

Objectives: The current study investigated the differences on stress, depression, anxiety, and coping strategies of parents of intellectually disabled and non-disabled children. Material and Methods: Sample consisted of parents (N=300) that was further divided into two groups (parents of intellectually disabled children; n=150 and parents of non-disabled children; n=150). Data was collected from Peshawar, Islamabad, Rawalpindi, and Wah Cantt; for this purpose consent form, demographic information sheet, along with two standardized scales Depression Anxiety Stress Scale (DASS-42) and Brief COPE were given to the parents of disabled children and non-disabled children. Results: The study shows that significant mean differences were observed on DASS; intellectually disabled children’s parents reported higher stress, depression, and anxiety than non-disabled children’s parents. Non-significant mean differences were observed in subscale of Brief COPE, except on self-blame in which parents of intellectually disabled children scores were higher as compared to the parents of non-disabled children. Conclusion: The findings depicted that disability raises extra burden on the parents which promoted stress, depression, and anxiety. After developing these psychopathologies parents became over sensitive and got emotional and used emotion based coping patterns. They easily blame themselves for the disability and all the problems which are directly linked with it.

Evaluation of Helping Hand for Relief and Development’s Services for Rehabilitation of Children with Disabilities in Pakistan

“…Unfortunately, a significant number of parents resorted to emotion-based coping strategies such as venting emotions, self-blame, and denial when dealing with their special needs child. These coping strategies have been associated with increased rates of psychiatric illnesses among parents (Arzeen et al, 2020). Having a child with special needs comes with an increase in responsibilities and a decrease in parental attention directed towards other children without special needs (Khan et al, 2022).…”