Parental Resilience in Families of Children With Autism Spectrum Disorder

IF 0.7 4区教育学 Q4 EDUCATION, SPECIAL

Intervention in School and Clinic Pub Date : 2023-08-11 DOI:10.1177/10534512231190615

Yun-Ju Hsiao

引用次数: 0

Abstract

Parenting children with autism spectrum disorder (ASD) can be challenging, demanding, and overwhelming to parents and families. Understanding parental resilience can help develop appropriate support for parents of children with ASD and their families. This article discusses parental resilience by exploring what is known about parental resilience in families of children with ASD and examining factors that may contribute to parental resilience for practitioners to work on with these parents. This article focuses on three strong predictors of parental resilience in families of children with ASD: (a) locus of control of parents, (b) cognitive appraisal of parents, and (c) informal support for families. Implications for practitioners to help parents build resilience from the above three aspects are discussed.

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自闭症谱系障碍儿童家庭中父母的恢复力

养育患有自闭症谱系障碍(ASD)的孩子对父母和家庭来说可能是一项挑战，要求很高，而且难以承受。了解父母的适应力有助于为自闭症儿童的父母及其家庭提供适当的支持。这篇文章通过探讨自闭症儿童家庭中父母的弹性来讨论父母的弹性，并研究可能有助于从业者与这些父母一起工作的父母弹性的因素。本文重点研究了自闭症儿童家庭中父母弹性的三个强有力的预测因素:(a)父母的控制点，(b)父母的认知评价，以及(c)对家庭的非正式支持。本文从以上三个方面探讨了对从业者帮助父母建立心理弹性的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Intervention in School and Clinic EDUCATION, SPECIAL-

CiteScore

1.90

自引率

12.50%

发文量

期刊介绍： Intervention in School and Clinic is practitioner-oriented and designed to provide practical, research-based ideas to educators who work with students with severe learning disabilities and emotional/behavioral problems. Emphasis is placed on strategies and techniques that can be easily implemented in school or clinic settings and address the multifaceted needs of students with severe LD and emotional/behavioral problems. Specifically, articles should target curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques and have direct application to the classroom setting.