Lovisotto, R., Caltabiano, N., & Hajhashemi, K. (2015). International Journal of Humanities and Social Science, 5(10), 30-38.
Abstract: Parents of children with Autism Spectrum Disorder (ASD), a life-long developmental disorder, responded to an online survey considering their stress experience, affective symptoms and marital satisfaction. As these parents sourced different programs for their children, type of program was used to assign parents to different groups in order to consider their stress, affective symptoms and marital satisfaction. The type of programs parents used included the Applied Behaviour Analysis (n=15); Early Intervention Centre (n=13) and no formal program (n=16). Parents of children with ASD in the ABA group reported significantly lower parental stress scores, lower affective symptoms scores and higher marital satisfaction scores compared to the other two groups. These results are suggestive of the beneficial effect that an ABA program can have on the family unit.
Do cognitive factors predict wellbeing in parents of children with profound a...Dr Fleur-Michelle Coiffait
This talk summarizes research examining whether cognitive factors predict the subjective well-being of parents who have children with profound and multiple intellectual disabilities. The study found that these parents had lower subjective well-being scores than the general population and other parents. An external parental locus of control predicted decreased well-being, but recognizing positive gains from parenting did not. The results suggest cognitions may impact parental adjustment, with implications for psychological support of these families.
This study examined the associations between parental anxiety/depression and adolescent anxiety/depression, and whether adolescent self-esteem and physical activity moderate or mediate these associations. The study used data from over 5,700 Norwegian adolescents and their parents, collected over 10 years. Structural equation modeling found that parental anxiety/depression predicted adolescent anxiety/depression, and these associations were mediated by current parental symptoms and adolescent self-esteem. Physical activity moderated the association between maternal anxiety/depression and adolescent symptoms. Overall, the findings suggest familial aggregation of anxiety/depression over 10 years and that adolescent self-esteem and physical activity may influence this transmission.
There is no scientific consensus on a link between immunization shots and autism spectrum disorders (ASD). While some studies have found potential connections, most research rejects a link and identifies genetic factors as a basis for ASD. The prevalence of ASD diagnoses has increased significantly in recent decades, coinciding with rising immunization rates, fueling parental concerns. However, later studies discredited early research finding links and identified flaws in methodology and small sample sizes in studies supporting a link. The causes of ASD remain unclear, but effective education programs can help improve outcomes for children with ASD. Further research is still needed to fully address parental concerns and further understanding of ASD.
The study investigated the relationships between high parental expectations, adolescents' academic performance, and depression in Hong Kong. It found that high parental expectations were positively associated with academic performance but also positively associated with depression. The relationships were partially mediated by adolescents' value of academic success, self-efficacy, and social support from parents and school. The findings suggest parental expectations can have both benefits and costs for adolescents and social support may play a role in the effects of expectations.
This study examined factors that contribute to depression in fathers of children with autism spectrum disorder (ASD). It found that 33% of fathers reported clinically significant depressive symptoms, similar to levels found in mothers. Fathers of children with more severe ASD symptoms and misbehavior reported more depressive symptoms. Fathers who believed their child's misbehavior was due to something stable in the child, not likely to change, had higher depression levels. The findings suggest fathers' mental health should be considered in family interventions for ASD.
Here is a summary of what I have learned:
- Day care refers to the first continuous physical separation of a child from their primary caregiver, usually their mother. It includes settings like nurseries, childminders, and nannies.
- The main areas of child development that research has looked at in relation to day care include aggression, attachment/social development, and peer relations.
- One study that demonstrated negative effects was the NICHD study from 2003. This longitudinal study found that children who spent more time in day care of any kind or quality were rated by teachers as more disobedient, aggressive, and assertive at age 5 compared to children not in day care.
Autism spectrum disorders (ASD) are developmental disabilities characterized by impaired social interaction and communication, as well as restricted behaviors. While the causes of ASD are unclear, research suggests both genetic and environmental factors may play a role. Some studies have found higher rates of ASD diagnoses in recent decades, coinciding with rising childhood immunization rates, leading some parents to question whether vaccines could be linked to ASD. However, several medical organizations have examined this potential link and rejected it based on large studies finding no connection. While the debate continues, effective educational programs and family support remain important.
Effects of maternal mental retardation and poverty on intellectual, academic,...eraser Juan José Calderón
Effects of maternal mental retardation and poverty on intellectual, academic, and behavioral status of school-age children. Maurice A FeldmanN Walton-Allen
Challenging behaviors and the role of preschool educationTeri Lester Brooks
This document discusses challenging behaviors in preschoolers and the role of preschool education. It finds that while preschool participation has sometimes been linked to higher rates of challenging behaviors, high-quality preschool that emphasizes social development can reduce such behaviors and protect at-risk children. The document recommends that all children have access to high-quality preschool with teacher training in social-emotional development and that no child be expelled from preschool, to prevent problem behaviors and support children's healthy development.
Young Unmarried Mothers' Relationships and Their Effects on Parenting Self-Efficacy. Poster Preseted at 2010 Conference for the National Council on Family Relations (NCFR).
This study investigated the association between joint physical custody arrangements and psychosomatic problems in children using data from a national survey of Swedish 6th and 9th grade students. The study found that:
1) Children in joint physical custody reported fewer psychosomatic problems than children living mostly or only with one parent, but more problems than children from nuclear families.
2) Satisfaction with material resources and relationships with parents was associated with psychosomatic health but did not fully explain differences between living arrangements.
3) Girls reported more psychosomatic problems overall compared to boys, with sadness being the most common problem reported by girls across living arrangements.
How did the introduction of oral contraception (the Pill) alter teenage childbearing in Sweden? Teen fertility was halved in the decade following the Pills introduction. New data on oral contraceptive sales reveals that the largest declines occurred in communities with high take-up of the Pill. Di¤erences-in-di¤erences-in-di¤erences (DDD) comparisons, exploiting time variation across localities and age groups, point to a strong negative relationship between Pill use and fertility. Illegitimacy patterns from a century earlier are used as instruments to isolate that part of Pill use which is predetermined. IV estimates imply that the Pills di¤usion could account for the entire decline in teenage childbearing observed in the data. The estimated e¤ect on non-marital childbearing is large and negative; the data do not support the predictions of Akerlof et al (1996) but are consistent with the female empowerment model of Chiappori and Orre ce (2008).
Check the latest research publications and presentations on our website http://www.hhs.se/site
This document summarizes a systematic review that examined the effects of school-based physical activity interventions on BMI status and academic achievement in children. The review identified 7 experimental studies meeting the criteria. The studies found that daily vigorous aerobic physical activity for 13-15 weeks improved executive function and math achievement for sedentary, overweight children. However, daily 15 minute physically active lessons or weekly 90-minute aerobic activities for a year improved BMI percentiles and math scores for children regardless of initial BMI status. In particular, obese children participating in interventions decreased BMI percentiles more than controls and gained the most improvement in math scores. The review concluded that longitudinal, regular school-based physical activity interventions can generate positive impacts on BMI and math achievement for children
1. The study examined the association between prenatal air pollution exposure and childhood IQ in the Conditions Affecting Neurocognitive Development and Learning in Early Childhood cohort.
2. Prenatal exposure to particulate matter (PM10) was associated with slightly lower full-scale IQ scores in children, while nitrogen dioxide and road proximity were not associated.
3. The association between PM10 and IQ appeared to be modified by maternal plasma folate levels during pregnancy, with a stronger negative association observed among children of mothers in the lowest folate quartile.
CPA 2011 Scott, Hakim-Larson, Babb, MullinsShawna Scott
This study examined how parental depression and hope in university students relate to coping behaviors and relationship quality with parents. Students high in hope were more likely to cope through active coping and religion and viewed relationships with parents more positively. They reported less anger towards fathers. More research is needed on cultivating resilience in those with parents displaying depression symptoms.
This document summarizes research on the effects of physical activity on attention in school-aged children. Several studies found that physical activity breaks during the school day improved children's time spent focused and on-task, as well as decreasing disruptive behaviors. One study found improved cognitive performance and attention on days when children had physical education class compared to sedentary days. The research suggests physical activity can positively impact attention, behavior, and academic performance in children.
This document is a thesis submitted by Annabel Myers examining predictors of college adjustment in students with Attention-Deficit Hyperactivity Disorder (ADHD). The thesis summarizes previous research showing that ADHD symptoms, particularly inattentiveness, are related to poorer academic adjustment, lower GPAs, and difficulty completing college. It also discusses how personality characteristics like neuroticism and conscientiousness, as well as stress, may impact college adjustment. The current study assessed these relationships and whether they can predict academic adjustment, social adjustment, and GPA in college students with ADHD.
1) The study examined whether specific chronic health conditions increase the risk of abuse or neglect for young Medicaid-enrolled children under age 6.
2) It found that children with behavioral/mental health conditions were nearly twice as likely to experience abuse or neglect as children without such conditions.
3) Children with physical health conditions were also at a slightly higher risk of abuse or neglect compared to children without conditions. Developmental/intellectual disabilities did not increase the risk of maltreatment.
This document outlines an assignment for a student named Awing Mukat to complete a study on the challenges of raising autistic children in families in Malaysia. The study will employ qualitative research methods, including interviews with 8 mothers of autistic children. The student will explore the experiences of mothers in raising autistic children and adapting within their families, as well as factors that contribute to well-being. The literature review discusses research on the impact of autism on families globally and in Asia, including common challenges like stress, as well as protective factors like social support. The methodology section provides details of the interpretative phenomenological analysis approach that will be used to analyze interview data.
1) The document describes a randomized trial that tested the effects of a coping skills training (CST) intervention for school-aged children (ages 8-12) with type 1 diabetes compared to general diabetes education.
2) Both groups showed improvements over time in outcomes like impact of diabetes, coping, self-efficacy, depressive symptoms, and parental control. However, treatment modality moderated some intervention effects.
3) The CST intervention aimed to teach children and parents more constructive coping behaviors to help with the transition to adolescence and diabetes management responsibilities. Preliminary short-term results were promising for family functioning and life satisfaction.
1) The document describes a randomized trial that tested the effects of a coping skills training (CST) intervention for school-aged children (ages 8-12) with type 1 diabetes compared to general diabetes education.
2) Both groups showed improvements over time in outcomes like impact of diabetes, coping abilities, self-efficacy, depressive symptoms and parental control. However, treatment modality moderated some intervention effects.
3) The CST intervention aimed to teach children and parents more constructive coping behaviors to help with the transition to adolescence and diabetes management responsibilities. Preliminary short-term results were promising for improved family functioning and life satisfaction compared to education.
ArticleAre parents identifyingpositive aspects to parent.docxrossskuddershamus
Article
Are parents identifying
positive aspects to parenting
their child with an intellectual
disability or are they just
coping? A qualitative
exploration
Carole Beighton
Kingston & St. Georges University of London, United Kingdom of Great Britain and Northern Ireland
Jane Wills
London South Bank University, United Kingdom of Great Britain and Northern Ireland
Date accepted: 30 May 2016
Abstract
Although acknowledging the stress of raising their child with intellectual disabilities, parents also
report that their child has brought about many positive changes in themselves and family. This
study reports what parents perceive to be a positive aspect of parenting their child, as currently
what constitutes a ‘positive’ is unclear. Seven key themes were identified; an increased sense of
personal strength and confidence, changed priorities, greater appreciation of life, pleasure in the
child’s accomplishments, increased faith/spirituality, more meaningful relationships and the positive
effect that the child has on the wider community. Interpretive examination of the themes reveals
that the positive aspects identified consist mostly of meaning-focused coping strategies. These
enable parents to adapt successfully to the stressful experiences of raising their child and therefore
could be amenable to meaning-focused therapeutic interventions for parents with newly diagnosed
children or for those unable to identify any positive aspects of parenting their child.
Keywords
intellectual disabilities, caring, meaning-focused coping, positive aspects, positive reframing
Corresponding author:
Carole Beighton, Faculty of Health, Social Care and Education, Kingston & St. Georges University of London, Cranmer
Terrace, London, SW17 0RE, United Kingdom of Great Britain and Northern Ireland.
Email: [email protected]
Journal of Intellectual Disabilities
2017, Vol. 21(4) 325–345
ª The Author(s) 2016
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/1744629516656073
journals.sagepub.com/home/jid
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http://journals.sagepub.com/home/jid
http://crossmark.crossref.org/dialog/?doi=10.1177%2F1744629516656073&domain=pdf&date_stamp=2017-02-07
Background
Most children with intellectual disabilities live at home with their parents, with the majority of
parents providing lifelong support for their child (Emerson and Hatton, 2008). This support can
include direct care (helping with activities of daily living, i.e. washing or dressing), emotional care
(providing support and encouragement), mediation care (negotiating with others on behalf of the
individual, i.e. services) and financial care (Horowitz, 1985). In addition, the child will often
experience long-term chronic conditions and/or complex health-care needs that will also require
ongoing daily management, time and resources.
This need for lifelong support has led historically to research on parenting a child with intel-
lectual.
Personality Factors as Related to Stresses among Parents of Mentally Sub-Norm...inventionjournals
This document summarizes a study that examined the relationship between personality factors and stress levels among parents of mentally sub-normal children. 150 parents aged 35-55 years completed questionnaires measuring their personality using the 16 Personality Factor Questionnaire and their stress levels using a 30-item stress scale. Results found that 7 of the 16 personality factors (A, B, E, F, H, O, Q4) were significantly related to higher stress scores in parents. However, the majority of personality factors (C,G,I,L,M,N,Q1, Q2, Q3) did not significantly impact parental stress levels. The study provides insight into how certain personality traits may influence the stress experienced by parents of
Child Behavior Problems and Parental Well-Being inFamilies o.docxchristinemaritza
Child Behavior Problems and Parental Well-Being in
Families of Children With Autism: The Mediating Role of
Mindfulness and Acceptance
Leah Jones, Richard Patrick Hastings, Vasiliki Totsika, Lisa Keane, and Neisha Rhule
Abstract
Few research studies have explored how the level of a child’s behavior problems leads to
psychological distress in parents of children with autism. The authors explored whether
psychological acceptance and mindfulness mediated this relationship between child behavior
and parental distress. Seventy-one mothers and 39 fathers of children with autism
participated, by reporting on their own positive and negative psychological well-being and
their child’s behavior problems. Psychological acceptance was found to act as a mediator
variable for maternal anxiety, depression, and stress, and for paternal depression. General
mindfulness and mindful parenting had significant mediation effects for maternal anxiety,
depression, and stress. These results contribute to evidence that mindfulness and acceptance
may be important parental psychological processes, with implications for parent support.
Key Words: autism spectrum disorder; parents; mindfulness; mindful parenting; psychological acceptance
Parents, especially mothers, of children with an
autism spectrum disorder (ASD) often report
elevated psychological-distress profiles compared
with parents of typically developing children
(Eisenhower, Baker, & Blacher, 2005; Schieve,
Blumberg, Rice, Visser, & Boyle, 2007; Totsika,
Hastings, Emerson, Berridge, & Lancaster 2011)
and compared with parents of children with other
disabilities, including Down syndrome (Da-
browska & Pisula, 2010; Olsson & Hwang,
2003), Fragile X syndrome (Abbeduto et al.,
2004), cerebral palsy (Eisenhower et al., 2005),
and intellectual disability (ID) alone (Blacher &
McIntyre, 2006; Totsika et al., 2011). Within
samples of parents of children with ASD, child
behavior problems have regularly been associated
with negative outcomes, in cross-sectional and
longitudinal designs (Hastings et al., 2005;
Herring et al., 2006; Lecavalier, Leone, & Wiltz,
2006; Lounds, Seltzer, Greenberg, & Shattuck,
2007; Totsika et al., 2011). Given the longitudinal
design of some studies (e.g., Herring et al., 2006;
Lecavalier et al., 2006), there is evidence to
indicate that child behavior problems function
as a risk factor for parental negative outcomes.
With both theoretical and practical consider-
ations in mind, it is important to ask how the
behavior problems of children with ASD come to
have an impact on parental well-being. ‘‘How’’
questions in this context relate to the identification
of mediator variables, defined as the processes that
intervene between a risk factor (e.g., child behavior
problems) and outcomes (such as parental psycho-
logical distress; see Baron & Kenny, 1986).
Identification of mediator variables is theoretically
important because we develop a better understand-
ing of psychological distress in par ...
Research Topic and Methodology Form—Unit 4Use the research s.docxbrittneyj3
Research Topic and Methodology Form—Unit 4
Use the research study approved for the Unit 2 assignment to complete this form.
1. Write the APA-formatted reference for your article.
2. Paste the persistent link for your article here.
3. Identify and describe the main topic of the research article. Note: This is the overall, general topic the researchers are investigating. It is not the same thing as the purpose of the article.
4. Identify the research problem the researchers investigated in the article. In one to two paragraphs, describe a few of the research findings the researchers report in their literature that are closely related to the research problem. Use appropriate citations for secondary sources.
5. List the research question or questions the researchers used. Make sure these are formed as questions and that they are answerable using research methods. In one to two paragraphs, explain how answering these research questions would help solve the research problem identified in number 4.
6. Identify the methodology, either qualitative or quantitative, and the approach the researchers used to answer the research question or questions. Recall:
· Qualitative approaches include case study, phenomenology, grounded theory, ethnography, and generic qualitative inquiry.
· Quantitative approaches are experimental, quasi-experimental, and non-experimental.
7. Describe the findings in the literature review that are closely related to the research problem in the chosen research.
8. Explain how the answers to the research question or questions will help the researchers solve the research problem in the chosen research.
In one paragraph, explain how the methodology and approach allow the researchers to answer the research question or questions listed in number 5.
1
Article
Are parents identifying
positive aspects to parenting
their child with an intellectual
disability or are they just
coping? A qualitative
exploration
Carole Beighton
Kingston & St. Georges University of London, United Kingdom of Great Britain and Northern Ireland
Jane Wills
London South Bank University, United Kingdom of Great Britain and Northern Ireland
Date accepted: 30 May 2016
Abstract
Although acknowledging the stress of raising their child with intellectual disabilities, parents also
report that their child has brought about many positive changes in themselves and family. This
study reports what parents perceive to be a positive aspect of parenting their child, as currently
what constitutes a ‘positive’ is unclear. Seven key themes were identified; an increased sense of
personal strength and confidence, changed priorities, greater appreciation of life, pleasure in the
child’s accomplishments, increased faith/spirituality, more meaningful relationships and the positive
effect that the child has on the wider community. Interpretive examination of the themes reveals
that the positive aspects identified consist mostly of meaning-focused coping strategies. T.
Adolescent Adjustment And Well Being Effects Of Parental Divorce And DistressDarian Pruitt
This study investigates the long-term effects of parental divorce on adolescent psychological adjustment and well-being in Norway. It uses data from 8,984 Norwegian adolescents aged 13-19 and their parents. The study finds that parental divorce is associated with higher levels of adolescent problems such as anxiety, depression, and school issues. Both parental divorce and parental psychological distress independently contribute to adolescent distress, supporting the idea of "double exposure" effects. Adolescents with divorced and psychologically distressed parents showed the highest prevalence of substantial distress symptoms at 30%, compared to 14% for those with non-distressed, non-divorced parents. Effects of parental divorce remained even after controlling for demographic factors.
Does Parental Sexual Orientation Matter A Longitudinal FollowDustiBuckner14
Does Parental Sexual Orientation Matter? A Longitudinal Follow-Up of
Adoptive Families With School-Age Children
Rachel H. Farr
University of Kentucky
Controversy continues to surround parenting by lesbian and gay (LG) adults and outcomes for their
children. As sexual minority parents increasingly adopt children, longitudinal research about child
development, parenting, and family relationships is crucial for informing such debates. In the psycho-
logical literature, family systems theory contends that children’s healthy development depends upon
healthy family functioning more so than family structure. From the framework of family stress theory,
it was expected that longitudinal outcomes for school-age children adopted in infancy could be distinct
among those with same-sex versus other-sex parents (N � 96 families). Similar findings were hypoth-
esized in terms of parent adjustment, couple relationships, and family functioning in comparing same-sex
and other-sex parent families. Results indicated that adjustment among children, parents, and couples, as
well as family functioning, were not different on the basis of parental sexual orientation (lesbian, gay, or
heterosexual) when children were school-age. Rather, children’s behavior problems and family func-
tioning during middle childhood were predicted by earlier child adjustment issues and parenting stress.
These findings are consistent with and extend previous literature about families headed by LG parents,
particularly those that have adopted children. The results have implications for advancing supportive
policies, practices, and laws related to adoption and parenting by sexual minority adults.
Keywords: middle childhood, parenting stress, couples, adoptive families, sexual orientation
Americans remain divided about their views on lesbian and gay
(LG) adults raising children, according to the Pew Research Center
(e.g., Daugherty & Copen, 2016). Controversy often centers on
whether children need a mother and a father for optimal develop-
ment, yet theoretical perspectives tend to emphasize the impor-
tance of high-quality parenting and family relationships, rather
than family structure (Lamb, 2012). Outcomes for children with
LG parents have been featured in legal and policy debates about
same-sex marriage and the adoption of children. How children fare
with same-sex parents was a pivotal consideration in the June 2015
Supreme Court decision about marriage equality (Obergefell v.
Hodges; e.g., American Psychological Association, 2015). Despite
debate, millions of sexual minority (i.e., nonheterosexual) adults
desire to be parents and many are already parents, including
adoptive parents (Riskind & Patterson, 2010). During recent years,
the number of adoptive LG parents has doubled (Gates, 2011).
According to 2010 Census data, same-sex couples are four times
more likely than other-sex couples to adopt children (Gates, 2013).
From data representing couples and single parents (2000 Census, ...
This study examined the relationships between maternal stress, challenging child behaviors (aggression and self-injury), and maternal cognitions. 46 mothers of children/young adults with intellectual disabilities completed questionnaires. The results found:
1) Challenging behaviors were positively correlated with maternal stress.
2) Maternal cognitions were related to both challenging behaviors and stress levels.
3) Cognitions about the consequences of behaviors partially mediated the relationship between behaviors and stress. Specifically, perceptions of consequences for the child were a significant mediator for both aggression and self-injury.
This document discusses ADHD in youth. It describes ADHD as a disorder characterized by inattention, hyperactivity, and impulsiveness. While the causes are debated, research suggests it has both genetic and environmental factors. One study found maternal hostility was associated with higher ADHD symptoms in children, even after controlling for genetics. Other research has found certain genetic variants can increase risk and severity of ADHD. Diet may also impact ADHD symptoms, as one study found rats on a "Western-style" diet displayed more hyperactive and impulsive behaviors. Treatment approaches for ADHD, like stimulant medications, are controversial but some research has found medications can significantly reduce ADHD symptoms for many patients.
The main purpose of the present study was to determine the effect of regular home visits on the developmental indices of low birth weight infants. The present study was an on-site clinical investigation. 90 infants ranging between 1500 to 2500g born in Razi Hospital of Marand town having the entrance criteria to the present study were taken into consideration through the available sampling method and then they were divided into two intervention and control groups. The intervention group has received the whole routine cares since the first to fourth week and then they were visited at home for 45 minutes a week. The control group received the routine cares. The evolutionary indices of both groups were also completed monthly for three months by referring homes. The related data gathering tool was also subjected to the demographic information through registration list and the Persian version of the Low Weight Infant Inventory (LWII) (2 months) that have been completed by the researcher on the birthday, first, second and third months of the birth through the interview. SPSS-15 software and the application of the inferential and descriptive statistical tests (K2 and T-tests) were also applied in order to analyze the related data in this study. The significance level was considered as p<0.05.
More than half of these related research units of both groups had experience (61.5%) and control (55.8%) regarding all women in this study; the mean score of the low weight infants on the first month had not shown any statistical significant difference; but on the second months (p=0.04) and the third months (p=0.001), they had shown statistical significant difference progressively. The healthcare based on home-visit had influence on the recovery indices of the low weight infants. Hence, nurses and other health monitors of the infants should apply for the healthcare programs based on home-visit particularly in caring infants.
1) The study examined the relationship between parental communication and body image among 30 University of California, Santa Barbara students.
2) It found that high levels of parent communication were correlated with high levels of body satisfaction in students.
3) Mother-daughter and mother-son relationships appeared to be most important in developing a healthy body image.
Effects of Divorce on Children as a Function of Age, Sex, and ParentingRandi Hovey
The document discusses research on the effects of divorce on children. It finds that while divorce can increase behavioral problems, lower academic achievement, and mental health issues for children, controlling for factors like parenting quality, socioeconomic status, and parent mental health finds minimal differences between children of divorced and non-divorced families. The effects of divorce appear to depend most on keeping children's environment stable, parents effectively managing stress, allowing contact with both parents, and engaging in strong parenting.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Family Meals Buffer the Daily Emotional Risk Associated With FChereCheek752
Family Meals Buffer the Daily Emotional Risk Associated With Family
Conflict
Emma Armstrong-Carter
Stanford University
Eva H. Telzer
University of North Carolina at Chapel Hill
Family meals have been associated with positive adolescent outcomes in cross-sectional and longitudinal
research. However, it is not known how adolescents experience family meals on a daily basis, and
whether family meals buffer stresses associated with interpersonal conflicts on the daily level. To address
this gap in the literature, adolescents (N � 396, 58% female, Mage � 14.57 years) completed diary
checklists for up to 14 days, reporting their emotions, experiences of family and peer conflict, and
whether they ate with their family that day. On days that adolescents shared a family meal, they felt
greater happiness and role fulfillment, and less burnout and distress. Moreover, family conflict was
associated with more negative emotionality only on days that adolescents did not also eat with the family.
Findings suggest that family meals buffer daily risks associated with familial conflicts. Follow-up
analyses suggest that these processes may be particularly important among older adolescents.
Keywords: adolescence, family meal, emotions, family conflict, peer conflict
During busy daily life, meals are often the only time when
family members come together to engage, and provide and receive
emotional support (Larson, Branscomb, & Wiley, 2006). Perhaps
in part because daily family meals represent a stable, routine, and
context for emotional connectedness (Goldfarb, Tarver, & Sen,
2014; Jones, 2018), family meals have been associated with many
positive outcomes across development. For example, adolescents
who more frequently eat with the family are less likely to be
overweight or underweight, have substance use problems, and
struggle with clinical depression (Fulkerson et al., 2006), and tend
to feel more emotionally close to parents and siblings (Fiese et al.,
2002) compared with their peers. The benefits associated with
family meals also extend beyond the home. Adolescents who more
frequently eat with the family tend to exhibit higher academic
performance (Eisenberg, Olson, Neumark-Sztainer, Story, & Bear-
inger, 2004), fewer antisocial behaviors (Fulkerson et al., 2006;
Prior & Limbert, 2013; Sen, 2010), and increased social compe-
tencies with peers (Fulkerson et al., 2006).
Prior research has been almost entirely cross-sectional, retro-
spective, or longitudinal, which can only tell us about average
meal eating behaviors between adolescents. This work has exam-
ined how average family meals at one time point relate to average
well-being at another time point (Goldfarb et al., 2014). To extend
prior research, it is important to clarify whether family meals are
associated with positive or negative emotions on the daily level.
Examining temporal relations at the daily level may help us to
understand the processes by which family meals promote long-
term well-bei ...
Identifying Factors Associated with Depressive Symptoms
in Japanese Fathers Who Try to be Actively Involved in
Childcare: A Web-based Cross-Sectional Study
This document discusses the importance of early diagnosis and intervention for autism spectrum disorder (ASD). While signs of ASD can be detected as early as age 2, the median age of diagnosis is around 4 years old. Minority and low-income children tend to be diagnosed even later, facing greater barriers to healthcare access. Relying solely on pediatricians for screening and diagnosis likely results in missed cases. Early childcare providers see children's development in a social context and may be well-positioned to recognize atypical development. However, little research has examined using early childcare providers as screeners for ASD. This study aims to investigate the feasibility of early childcare providers screening young children for ASD in underserved
Exploring Adventure Therapy as an Early Intervention for Struggling AdolescentsWill Dobud
This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
Similar to Parental stress, affective symptoms and marital satisfaction in parents of children with autism spectrum disorder (20)
Compensation still matters: language learning strategies in the third millenn...James Cook University
Digital media play enormous roles in much of the learning, communication, socializing and ways of working of “Net-Generation” learners who are growing up in a wired world. Living in this digital era may require different ways of communicating, thinking, approaching learning, prioritizing strategies, interpersonally communicating, and possibly developing compensatory techniques for information gaps among other categories of Language Learning Strategies. The Net-Geners therefore, need new skills and new strategies to perform successfully as learners and workers. This study uses a mixed-methods approach that includes concurrent quantitative and qualitative data (i) to identify the Net-Generation learner’s strategy preferences based on the “Strategies Inventory for Language Learning” (SILL) categories currently considered the most comprehensive strategy inventory and (ii) to identify possible emergent compensation strategies among Net-Geners as a comprehensive study of the strategies used by the Net-Geners is clearly beyond the scope of this article. The results indicate that compensation strategies have undergone a number of modifications and are used differently by the Net-Geners in order to compensate their knowledge gap and help enhance their ESL learning.
Students’ perceptions and experiences towards the educational value of online...James Cook University
Hajhashemi, K., Caltabiano, N., & Anderson, N. (2016). Students’ perceptions and experiences towards the educational value of online videos. Australian Educational Computing, 31(2), 1-17.
Digital discourse markers in an ESL learning setting: The case of socialisati...James Cook University
Shakarami, A., Hajhashemi, K., & Caltabiano, N. (2016). International Journal of Instruction, 9(2), 167-182. doi: 10.12973/iji.2016.9212a
Analysis of the linguistic discourse plays an important role in the social, cultural, ethnographic, and comparative studies of languages. Discourse markers as indispensable parts of this analysis are reportedly more common in informal speech than in written language. They could be used at different levels, i.e. as „linking words‟, „linking phrases‟, or „sentence connectors‟ to bind together pieces of a text like „glue‟. The objective of the study is to ascertain the discourse markers employed in synchronous online interactions and networking through constant comparison of discourse markers used in the discussion forums (DF) with the discourse markers already reported in the literature. The study maintains discourse markers (DMs) used in the formal written discourse in order to identify any probable pragmatic, or discoursal level differences in the DMs used in the two modes of writing (formal writing and typing in online communication). The findings indicate that the written language that students use in their electronic posts is to a great extent similar to that of the process view of writing. Specifically, the written language used in a digital socialisation forum is at times, monitored, reviewed, revised, and corrected by the students themselves and their peers.
Tech assisted language learning tasks in an efl setting- use of hand phone re...James Cook University
Shakarami, a., Khajehei, H., & Hajhashemi, K. (2014). Tech-Assisted Language Learning Tasks in an EFL Setting: Use of Hand phone Recording Feature. International Journal of Applied Linguistics & English Literature, 3(5), 100-104. doi: 10.7575/aiac.ijalel.v.3n.5p. 100
Time perspective, hope, and learning strategy among rural australian universi...James Cook University
Ganzer, J., Caltabiano, N. J., & Hajhashemi, K. (2015). Time Perspective, Hope, and Learning Strategy among Rural Australian University Students. British Journal of Education, Society & Behavioural Science, 10(4). doi: 10.9734/BJESBS/2015/19449
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
This document summarizes a conference paper on online learning opportunities in higher education. It discusses how internet and networked technologies have expanded delivery modes in education by allowing more flexible online and blended learning approaches. While online learning has grown significantly, issues like student engagement and completion rates require further consideration. Emerging technologies like social media and MOOCs also present opportunities but challenges to ensure high quality education. Overall, online learning will continue growing with universities aiming to better support students and adapt to technological changes.
The use of personal pronouns: A comparison between Iranian and Malaysian dyadsJames Cook University
Yazdi-Amirkhiz, S. Y., Abu Bakar, K., & Hajhashemi, K. (2014). The use of personal pronouns: A comparison between Iranian and Malaysian dyads. International Journal of Applied Linguistics & English Literature, 3(1), 245-248. doi: 10.7575/aiac.ijalel.v.3n.1p.245
Abstract: The present paper is part of a larger study which comparatively examined the collaborative discourse of two Iranian and two Malaysian dyads. The members of the dyads were all female and of the same English language proficiency. Core findings of the study on the typology and the frequency of the pronouns used by the participants in the course of eleven sessions of collaborative writing are reported. The content analysis of their pair talk for pronouns indicated that Iranian participants tended to use “I” and “you” considerably more than their Malaysian counterparts, whereas Malaysian participants were found to have a stronger tendency to use “we” more often. The findings are discussed with regard to the macro-cultural dichotomy of world cultures (collectivist/ individualist).
The relationship between multiple intelligences and reading proficiency of ir...James Cook University
Hajhashemi, K., Akef, K., & Anderson, N. (2012). The Relationship between Multiple Intelligences and Reading Proficiency of Iranian EFL Students. World Applied Science Journal (WASJ) 19(10), 1475-1483.
Abstract: The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students and to look into the role that gender plays. To find out the relationships among the naturally occurring variables, the researcher employed a descriptive and ex post facto design. The participants were 128 randomly selected pre-university students. The researcher utilized three instruments, namely: 1) a demographic questionnaire; 2) the Persian version of Mckenzie’s MI Inventory; and 3) a standardized reading proficiency test retrieved from paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean of musical-rhythmic intelligence scores of the low achievers and the high achievers which was positive and stronger among the low achievers. Accordingly, it seems that the high achievers may have lower musical intelligence, which also indicates that better readers may be less intelligent ‘musically’. A statistically significant difference was also found between the mean bodily-kinesthetic intelligence scores of the two genders which was positive and stronger among the females. No significant difference was found between the male and female students in their reading proficiency scores.
Online learning from a specialized distance education paradigm to a ubiquitou...James Cook University
Anderson, N., & Hajhashemi, K. (2013). Online Learning: From a specialized distance education paradigm to a ubiquitous element of contemporary education. IEEE, 2(13), 91-94.
Abstract: This paper provides a literature overview of the increasing importance of online learning across all modes of instruction, whether they take place in higher education, school-based or informal education. It then moves to discussing the current situation regarding the Australian university sector and then provides an example of the same subject offered in a School of Education across four different modes – two being face to face and two by distance. The modes are reviewed to examine the use of online learning with the common subject and assessment being the control.
Relations between language learning strategies, language proficiency and mult...James Cook University
Hajhashemi, K., Shakarami, A., Anderson, N., Yazdi-Amirkhiz, S. Y., & Zou, W. (2013). Relations between Language Learning Strategies, Language Proficiency and Multiple Intelligences. Academic Research International, 4(6), 418-429.
Abstract: The theory of multiple intelligences (MI) developed by Gardner, proposes at least nine different human intelligences that are distinct and relatively autonomous human intelligences through which people learn. It has been theorized that knowing our MI profile assists us to learn and use this awareness to obtain necessary information and knowledge from a lesson. Characterizing learners’ personal MI profiles thus may enhance learning. Language learners’ learning process, on the other hand, can be facilitated through the use of language learning strategies, particularly if the strategies have been explicitly developed by instructors who possess knowledge about individuals’ learning styles. This paper presents data from an exploratory study to investigate any possible relationship between ESL students’ MI profiles and their use of language learning strategies and hence their proficiency level, as measured by the MUET (Malaysian University English Test).
Digital self efficacy and language learning enhancement in an online settingJames Cook University
Shakaramia, A., Khajeheia, H., & Hajhashemi, K. (2013). Digital Self-Efficacy and Language Learning Enhancement in an Online Setting. Journal of Basic and Applied Scientific Research (JBASR), 3(11), 80-84.
Abstract: The importance of personal factors such as personality traits, learning strategies, self-esteem, and self-efficacy in the complicated task of language learning has been established for years. However, the introduction of computers, networks and their wide communication affordances, seem to impact many aspects of learning and teaching and particularly language learning and teaching. The storage place, manner, and magnitude of learning materials for example, have shifted from the human mind to portable digital storage places that consequently require different types of aggregation, retrieval, and usage of information. Noting the rapid communication of today through networking, ICT competency plays important roles with all its related applications and software that turn the talented user into an enhanced player in the wired world. It was the underlying premise of this research study to identify how freshman Iranian language students view their technology competencies and command to impact their socialization and web-assisted language learning process in the connected world of today.
It was found that most of the Kazerun Islamic Azad university students of English (34 freshman )show positive attitudes toward the adoption of online learning materials and web-based socialization applications such as facebook’s group tool and online forums as their preferred tool for discussion and interaction in the language learning course. At the end of semester the higher digital self -efficacy students scored higher in their conversation test compared to the lower digital self -efficacy students. Users with high computer self-efficacy not only benefit from their capability to use computer in their language learning activities, they would also benefit from group self-efficacy in their web-based language learning tasks and interactions.
A brief review of theoretical underpinning, definitions and typical configura...James Cook University
Yazdi Amirkhiz, S. Y., Kamariah, A. B., Roselan, B., Arshad, A. S., & Hajhashemi, K. (2012). A brief review of theoretical underpinning, definitions and typical configurations of collaborative writing. International Journal of Applied Linguistics & English Literature, 1(4), 197-204.
Abstract: The aim of this paper is to review the underlying concepts, theoretical background, the existing definitions, various forms of collaborative writing normally used in educational settings as well as some sample studies carried out in different contexts. The article begins by providing an epistemological dichotomy of the existing educational paradigms and discusses the positioning of collaborative learning in relation to the dichotomy (transmissional vs. transformative). It then considers how collaborative writing is theoretically backed up by the ideas of Bakhtin (1981), Halliday (1978), and Vygotsky (1978). The review also compares the salient definitions of collaborative writing and critically contrasts various configurations of collaborative writing with regard to the findings of research studies. The article concludes by recommending a few directions for the future research.
MI as a predictor of students’ performance in reading competencyJames Cook University
This document summarizes a research article that examined the relationship between multiple intelligences and reading performance among Iranian pre-university students. The study utilized surveys to measure students' multiple intelligences and a standardized reading test. Results found no significant relationship between overall multiple intelligences and reading scores. However, there was a negative correlation between musical-rhythmic intelligence and reading performance, suggesting higher musical skills relate to lower reading ability. Verbal-linguistic, bodily-kinesthetic, and musical-rhythmic intelligences were found to predict reading proficiency to some degree. The document provides background on multiple intelligences theory and perspectives on the cognitive nature of reading.
A validation study of the persian version of mckenzie's (1999) multiple intel...James Cook University
Hajhashemi, K., & Wong, B. E. (2010). A Validation Study of the Persian Version of Mckenzie's (1999) Multiple Intelligences Inventory to Measure MI Profiles of Pre-University Students. Pertanika Journal of Social Sciences & Humanities (JSSH), 18(2), 343-355.
The relationship between iranian efl high school students’ multiple intellige...James Cook University
Hajhashemi, K., Yazdi Amirkhiz, S. Y., & Parasteh Ghombavani, F. (2011). The Relationship between Iranian EFL High School Students’ Multiple Intelligence Scores and Their Use of Learning Strategies. English Language Teaching, 4(3), 214-222.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
Split Shifts From Gantt View in the Odoo 17Celine George
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Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
Understanding and Interpreting Teachers’ TPACK for Teaching Multimodalities i...Neny Isharyanti
Presented as a plenary session in iTELL 2024 in Salatiga on 4 July 2024.
The plenary focuses on understanding and intepreting relevant TPACK competence for teachers to be adept in teaching multimodality in the digital age. It juxtaposes the results of research on multimodality with its contextual implementation in the teaching of English subject in the Indonesian Emancipated Curriculum.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Credit limit improvement system in odoo 17Celine George
In Odoo 17, confirmed and uninvoiced sales orders are now factored into a partner's total receivables. As a result, the credit limit warning system now considers this updated calculation, leading to more accurate and effective credit management.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Parental stress, affective symptoms and marital satisfaction in parents of children with autism spectrum disorder
1. International Journal of Humanities and Social Science Vol. 5, No. 10; October 2015
30
Parental Stress, Affective Symptoms and Marital Satisfaction in Parents of Children
with Autism Spectrum Disorder
Rebecca Lovisotto
Nerina J. Caltabiano
Discipline of Psychology, College of Healthcare Sciences
James Cook University, Australia.
Karim Hajhashemi
College of Arts, Society and Education
James Cook University, Australia
Abstract
Parents of children with Autism Spectrum Disorder (ASD), a life-long developmental disorder, responded to an
online survey considering their stress experience, affective symptoms and marital satisfaction. As these parents
sourced different programs for their children, type of program was used to assign parents to different groups in
order to consider their stress, affective symptoms and marital satisfaction. The type of programs parents used
included the Applied Behaviour Analysis (n=15); Early Intervention Centre (n=13) and no formal program
(n=16). Parents of children with ASD in the ABA group reported significantly lower parental stress scores, lower
affective symptoms scores and higher marital satisfaction scores compared to the other two groups. These results
are suggestive of the beneficial effect that an ABA program can have on the family unit.
Keywords: Parental stress, parental depression, marital satisfaction, Autism Spectrum Disorder, Applied
Behaviour Analysis, Early Intervention Centres
1. Introduction
Autism Spectrum Disorder (ASD) is characterised by qualitative impairments in social and communication
behaviour, and a restricted range of activities. With the prevalence of ASD on the rise, the impact this disorder has
on the family is worthy of investigation particularly as the stay-at-home mum that could have devoted time and
effort to care for the child is a less likely occurrence. Management of ASD is regarded as highly crucial in relation
to the developmental process of ASD children. Research (Corsello, 2005; Harris & Handleman, 2000) has found
that children who are diagnosed as young as two and start a management program at diagnosis, are more likely to
gain greater benefits from a program than children diagnosed at later ages. Other research (Grindle, Kovshoff,
Hastings, & Remington, 2009; Osborne, McHugh, Saunders, & Reed, 2008; Remington et al., 2007; Roberts et
al., 2011) has considered different program types with some giving more positive outcomes than others. In
particular, programs based on the principles of Applied Behaviour Analysis (ABA) have shown optimistic results
for children with ASD compared to others.
The choices parents make for how they manage their ASD child can have impacts on their personal wellbeing. In
this study we focus on those parents who have used an ABA program, and early intervention centre and those that
have not considered any formal program. Programs based on ABA are highly intensive and involve up to 40 hours
of intervention each week. Many studies (Ben-Itzchak & Zachor, 2007; Najdowski, Gould, Lanagan, & Bishop,
2014; Remington et al., 2007) have indicated that ABA programs efficiently remediate the intellectual, linguistic
and adaptive deficits associated with ASD. Early Intervention Centres (EIC) are better viewed as an alternate to
day care centres or preschools (McGee, Morrier, & Daly, 1999). They cater for children within a limited age
range of four to seven years of age. EIC programs only offer 10 to 15 hours each week. EICs only show an
increase in development for children who are 4-5 years old (Luiselli, Cannon, Ellis, & Sisson, 2000). To date
research has mainly focused on parental stress and wellbeing of parents who have a child with ASD.
3. International Journal of Humanities and Social Science Vol. 5, No. 10; October 2015
32
The third level of the FAAR model, family worldview, reflects the parent’s orientation toward the world outside
of the family. This includes how they interpret reality, what their core assumptions are about their environment, as
well as the family beliefs regarding their purpose in life. When a child is diagnosed with ASD a family worldview
can often be shattered and full of uncertainty and ambiguity. Parents are often reported to seek emotional support
from other parents in similar situations to gain a shared worldview (Patterson, 2002). However, this process can
be highly stressful when limited services are available to help manage and provide support or treatment for the
child. Research has reported that if treatment programs are hard to access then parents’ stress levels are more
likely to increase (Grindle et al., 2009). Furthermore, if the program is ineffective then the parents’ stress levels
are going to escalate more. This concept then can contribute to parents being cynical and having a lack of trust in
others, which can lead to a negative family worldview (Patterson, 2002). In brief, if there is a lack of treatment
options and if treatment options are ineffective, parents’ stress levels are most likely going to rise.
This notion is gaining attention within the literature with emphasis on how different types of programs affect the
parents as well as the child. Osborne et al.(2008) noted that parental stress was linked with the developmental
process of the child. The study noted that advancement in intellectual, education, adaptive behavioural, and social
skills are associated with parental stress (Osborne et al., 2008). In short, if the child’s developmental process
increases, then the parent’s stress levels and affective symptoms should decrease. However, more research is
needed here. A study by Grindle and colleagues (2009) reported that some factors in implementing ABA
programs were actually stressful. These include difficulties in finding professionally trained ABA therapists, lack
of privacy due to the frequency of therapists in the home, and lastly the ongoing task of providing new learning
material (Grindle et al., 2009). However, this study included no standardised measures of stress. What is more, a
study by Remington et al. (2007) reported no evidence that ABA programs increased parental stress levels over a
longitudinal period. In relation to EICs, there is little to no research, in particular within Australia, which has
reported the effects that it may have on parents. Due to this, the following research aims to contribute to this new
direction of research. The following study aims to identify if there is any differences between parents of children
with ASD who are implementing ABA programs and parents whose child is only enrolled in an EIC in relation to
parental stress, affective symptoms and marital satisfaction.
It is hypothesised that parents of children with ASD whose child is undergoing an ABA program (ABA group)
will report lower parental stress scores compared to parents of children with ASD whose child is only enrolled in
an EIC (EIC group) or whose child is not receiving either the ABA or EIC programs (Comparison group). These
differences are also hypothesised to extend into affective symptoms and marital satisfaction in that parents of
children with ASD in the ABA group will report lower affective symptom scores and higher marital satisfaction
scores than parents of children with ASD in the EIC group or the comparison group.
2. Method
2.1 Participants
Table 1 presents the characteristics of the parent participants. A comparable number of parents reported having
enrolled their child into either an ABA based program (n=15), an early intervention centre (n=13) or neither the
ABA or EIC programs (n=17). Those whose child attended an ABA based program relied mainly on partner
support (n=13, 86.7%). Parents whose child attended an early intervention centre mainly relied on an Autism
Support Group (n=6, 46.2%) followed by parental support (n=4, 30.8%). For the comparison group the sources of
support parents relied on were friends (n=8, 47.1%) followed by partner support (n=7, 41.2%). 60.0 percent (n=9)
of parents below 40 years of age implemented an ABA based program, and 53.8 percent (n=7) an early
intervention centre. Most of the parents whose children did not attend either an ABA based program or an early
intervention centre tended to be in the over 40 age range (n=12, 70.6%). Parents with undergraduate degrees
(n=7, 46.7%) tended to implement an ABA based program for their children.
5. International Journal of Humanities and Social Science Vol. 5, No. 10; October 2015
34
The Depression Anxiety Stress Scale (DASS) developed by Lovibond and Lovibond (1995) consists of 42 items
with 14 items designed to measure each of the negative emotional states. The stress items include statements such
as “I found myself getting upset by quite trivial things” or “ I found it hard to wind down”.
Statements measuring anxiety include “I was aware of dryness of my mouth” or “I experienced breathing
difficulty”. “I couldn’t seem to experience any positive feeling at all” or “I felt that life was meaningless” are
examples of the depression items. Each of the 42 items is measured using a 4-point severity/frequency scale to the
extent to which the individual has experienced each state over the past week. High scores within each subscale
indicate high levels of depression, anxiety or stress. Each individual scale has shown adequate reliability with a
coefficient α of 0.96 for depression, a coefficient α of 0.80 for anxiety, and a coefficient α of 0.91 for stress.
These coefficient alpha values are comparable with previously reported coefficient alphas (α = 0.96, 0.89 and
0.93 for Depression, Anxiety and Stress, respectively) (Brown, Chorpita, Korotitsch, & Barlow,
1997).Researchers have used the DASS in a number of situations with alpha coefficients ranging from .79 to .96
(Crawford, Cayley, Lovibond, Wilson, & Hartley, 2011; Cunningham, Brown, Brooks, & Page, 2013; Oronoz et
al., 2007; Szabó, 2010).
The Kansas Marital Satisfaction Scale (KMSS), developed by Spanier and Cole (1976), was used to measure
overall marital satisfaction (Schumm et al., 1986). The scale consists of three items in which the participant
responds to a 7-point Likert-scale. The items included reflect satisfaction with the participant’s marriage, partner
as a spouse, and the relationship with the partner. High scores of all three items combined signify high levels of
marital satisfaction. The scale has also reported adequate reliability with coefficient α = 0.98, which is
comparable with previously reported coefficient alpha levels α= 0.93 (Graham, Diebels, & Barnow, 2011;
Schumm, Crock, Likcani, Akagi, & Bosch, 2008).
2.3 Procedure
After having obtained ethical clearance from the home institution, a survey allowing participants to complete
online was created using Survey Monkey. The survey included an opening page outlining information about the
study and a question asking for consent. Once participants consented to participate in the survey by checking the
I agree button, they were directed to the online survey. Autism organisations advertised the survey URL link in
their respective newsletters. Participants were also encouraged to pass the link onto other parents of ASD
children. All data were downloaded as an SPSS output file for data analysis.
3. Results
The correlation coefficients for the measures, the medians, means, range and standard deviations for the total
sample are presented in Table 2. As this study used a quasi-experimental design and the data did not meet the
assumption that the variance between groups is equal, non-parametric tests were used to analyse the data. The
groups in this study included parents who have their child enrolled into an ABA based program (ABA group),
parents who have their child enrolled into an early intervention centre (EIC group) and parents who do not have
their child enrolled into neither program (Comparison group).
Table 2: Pearson Correlations between the Measures, Medians, Means, Range and Standard Deviations
using the total sample
Measures 1 2 3 4 5
1. Parental Stress Scale - .51** .53** .35* -.18
2. DASS: Stress - .61** .67** -.24
3. DASS: Depression4. DASS: Anxiety - .59** -.46**
5. Kansas Marital Satisfaction Scale - -.18
-
Median
Mean
Range
Standard Deviation
52.00
50.62
25-75
11.63
12.50
13.50
1-31
7.34
5.00
9.32
0-35
9.76
3.00
4.52
0-22
4.50
15.50
14.28
3-21
5.84
Note *p<.05, **p<.01
7. International Journal of Humanities and Social Science Vol. 5, No. 10; October 2015
36
These results coincide with previous research showing that high levels of stress can contribute to more affective
symptoms amongst parents with ASD children(Brobst et al., 2009). Furthermore, these outcomes also underline
the compelling differences between ABA programs and EICs and the effects that they have on parents’ wellbeing.
However as this study used a quasi-experimental design, where participants have self-selected themselves into the
various groups, no causal statements can be made.
The last dependent variable investigated was marital satisfaction. The hypothesis that parents in the ABA group
would report higher levels of marital satisfaction in comparison to the EIC group was supported. Interestingly
these findings reflect the conflicting findings surrounding marital satisfaction and ASD. Havens(2005) concluded
that the challenges posed by having an ASD child increased marital satisfaction. This notion is supported by the
reported marital satisfaction of the ABA group. However, the EIC group reported significantly lower marital
satisfaction, which is similar to findings by Risdal and Singer (2004) in that parents with an ASD child reported
lower marital satisfaction. These results are also suggested to be a product of the type of treatment that is being
implemented for the child. Furthermore, additional analysis showed that parents in the ABA group received the
greatest amount of social support from their partner compared to the EIC group. However, these findings need
further investigation, as there are many variables besides difficulties with parenting an ASD child that may reflect
a decline in marital satisfaction. These findings are also congruent with the FAAR Model emphasising additional
factors that are associated with marital satisfaction (Patterson, 2002). In short, these reported results are only
highlighting that there is a significant difference between the analysed groups and that type of treatment may be a
contributing variable.
In conclusion, the results highlight that there is a significant difference between the ABA group and the EIC
group in relation to parental stress, affective symptoms and marital satisfaction. These results are congruent with
reported findings by Remington et al. (2007) in that ABA programs do not create increased problems for parents.
Furthermore, these results may also coincide with the limitations highlighted in research surrounding EICs as sole
treatment (Luiselli et al., 2000; Stahmer, Collings, & Palinkas, 2005). In brief, the findings from this study may
provide the groundwork underlying the notion that type of treatment effectiveness may lead to a decrease in
parental stress. The non-causal nature of this research begs for a controlled randomized experiment in order to
determine conclusively whether the ABA program is efficacious for both the child and the family unit. However,
assigning individuals to programs poses an ethical dilemma for researchers.
Future research should consider the following limitations of this study. Firstly, a larger sample size is needed with
even proportions of males and females. This would allow investigation into the differences between men and
women as they face the challenges of caring for an ASD child. Secondly, due to the nature of this research it was
not possible to randomly assign parents into the type of treatment their child was receiving. Thirdly, a cross-
sectional design was used which does not allow for the determination of long-term benefits from participating in
any one program. A longitudinal study design focusing on both children with ASD and their parents would
provide better data to determine which type of program is efficacious and has better outcomes for both children
and parents. Other types of variables that would be worthy of investigation but were not included in this study
include family size, child development indicators and severity of diagnosis of the child. Severity of diagnosis has
been found to contribute to differences in parental stress between parents (Nachshen et al., 2005).
This study has highlighted some significant differences between the ABA group, the EIC group and the
comparison group. Quite clearly, the ABA program, for parents at least, appears to be instrumental in producing
lower stress and depression scores, and higher marital satisfaction scores for the current sample. Addressing the
limitations outlined would strengthen the evidence on the effectiveness of programs thus ensuring parents can
make informed choices about the programs they choose for their children.
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