The effect of the psychoeducational group family education program for families of children with ASD on parents: A pilot study.

Year 2019, , 1 - 17, 30.06.2019

Avsar Ardic , Atilla Cavkaytar

https://doi.org/10.20489/intjecse.581495

Abstract

Autism Spectrum Disorder (ASD)
is a neurobiological developmental deficiency which manifests itself with
social interaction and communication disorder and repetitive behaviors and
concerns. The individual with ASD have some adverse effects on the family.
There are research results in the literature which report that the levels of
stress and depression in parents of children with ASD are high, their
perceptions of social support are low, and their family functioning is
impaired. This study aims to investigate the effect of the Psychoeducational
Group Family Education Program (PGFEP), developed by the researchers for
families of children diagnosed with ASD within 0-2 years, on parents' stress,
depression, social support perception, and family functions. The effect of the
PGFEP was examined with a pilot study before the main implementation. This
study was conducted with the pre-test post-test weak experimental design. Data
were analyzed by the Wilcoxon signed-rank test. When the data were analyzed,
the PGFEP was observed to reduce the stress and depression levels of the
parents and increase the level of perceived social support in general. However,
it was observed that the program did not have a statistically significant
effect on the family functions of the parents of children with ASD.

Keywords

Psychoeducational family education, autism spectrum disorder, parent’s stress and depression, social support, family functions

Supporting Institution

Anadolu University

Project Number

110E112

References

• Ainbinder, J. G., Blanchard, L. W., Singer, G. H. S., Sullivan, M. E., Powers, L. K., Marquis, J. G., & Santelli, B. (1998). A qualitative study of parent to parent support for parents of children with special needs. Journal of Pediatric Psychology, 23(2), 99-109.
• Akkök, F. (1989). Özürlü bir çocuğa sahip anne-babaların kaygı ve endişe düzeyini ölçme aracının güvenirlik ve geçerlik çalışması. [The reliability and validity study of the instrument for measuring the level of anxiety and anxiety of parents with a disabled child.] Psikoloji Dergisi, 7(23), 26-38.
• Atkinson, R. L., Atkinson, R. C., Smith, E. E., & Bem, D. J. (1993). Introduction to psychology. (11th Ed.). New York: Harcourt Brace College Publishers. Ataman, A. (1997). Özel eğitim. L. Küçükahmet, (Ed). Eğitim Bilimlerine Giriş. [Introduction of Educational Sciences.] Ankara: Gazi Kitapevi.
• Aydın, A., & Saraç, T. (2014). Otistik bi-reylerin özellikleri ile ebeveynlerinin geniş otizm fenotipi ve aleksitimik özelliklerinin incelenmesi. [Investigation of autistic individuals’ characteristics and their parents’ broad autism phenotype and alexithymia characteristics.] The Journal of Academic Social Science Studies (JASSS). International Journal of Social Science, 24, 183-209.
• Aydın, A. (2002). Otistik çocuk sahibi an-nelerine yönelik bir eğitim programı modeli. [An educational program model for mothers with autistic children.] Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
• Baxter, C., Cummins, R. A., & Polak, S. (1995). A longitudinal study of paren-tal stress and support from diagnosis of disability to leaving school. Inter-national Journal of Disability, Development & Education, 42(2), 125-136.
• Benson, P. R., & Karlof, K. L. (2009). An-ger, stress proliferation, and de-pressed mood among parents of children with ASD: A longitudinal replication. Journal of Autism and Developmental Disorders, 39, 350-362.
• Benson, P. R. (2006). The impact of child symptom severity on depressed mood among parents of children with ASD: The mediating role of stress proliferation. Journal of Autism and Developmental Disorders, 36, 685-695.
• Bouma, R., & Schweitzer, R. (1990). The impact of chronic childhood illness on family stress: A comparison between autism and cystic fibrosis. Journal of Clinical Psychology, 46(6), 722-730.
• Bristol, M. M., Gallagher, J. J., & Holt, K. D. (1993). Maternal depressive symptoms in autism: Response to psychoeducational intervention. Rehabilitation Psychology, 38, 3-9.
• Brown, N. W. (2010). Psychoeducational groups: Process and practice. Lon-don: Routledge Taylor & Francis Group.
• Burrell, B., Thompson, B., & Sexton, D. (1994). Predicting child abuse potential across family types. Child Abuse and Neglect, 18, 1039-1049.
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2014). Bilimsel araştırma yöntemleri. [Scientific research methods.] Ankara; Pegem Akademi.
• Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı. [Handbook of da-ta analysis for social sciences.] Ankara: Pegem Akademi.
• Çelebi, Y. (2003). Zihinsel engelli çocuğa sahip ailelerle yapılan grupla psikolojik danışma ve grup rehberliğinin kaygı, depresyon ve aile yapısına etkisinin incelenmesi. [The effects of group counseling and guidance with families of children with intellectual disabilities on anxiety, depression and family structure.] Yayın-lanmamış Yüksek Lisans Tezi, Mar-mara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
• Çelimli, Ş. (2009). A comparative study of family functioning processes of families with child with autism in Turkey and in the United States. Yayımlanmamış Doktora Tezi, ODTÜ Sosyal Bilimler Enstitüsü, Ankara.
• Davis, H., & Rushton, R. (1991). Counsel-ling and supporting parents of children with developmental delay: A research evaluation. Journal of Mental Deficiency Research, 35, 89-112.
• Douma, J. C. H., Dekker, M. C., & Koot, H. M. (2006). Supporting parents of youths with intellectual disabilities and psychopathology. Journal of Intellectual Disabilities Research, 20(8), 570-581.
• Dumas, J. E., Wolf, L. C., Fisman, S. N., & Culligan, A. (1991). Parenting stress, child behavior problem, and dysphoria in parents of children with autism, down syndrome, behavior disorders, and normal development. Exceptionality, 2, 97-110.
• Ergüner-Tekinalp, B., & Akkök, F. (2004). The effects of coping skills training program on the coping skills, hope-less, and stress levels of mothers of children with autism. International Journal for the Advancement of Counselling, 26(3), 257-269.
• Estes, A., Munson, J., Dawson, G., Koehler, E., Zhou, X., & Abbott, R. (2009). Parenting stress and psychological functioning among mothers of pre-school children with autism and developmental delay. Autism, 13, 375-387.
• Feigin, R., & Peled, M. (1998). Intervention with groups of parents of pre-school children with hearing loss. Volta Review, 100, 19-28.
• Fein, D., & Dunn, M. (2007). Autism in your classroom: A general educator’s guide to students with autism spectrum disorders. Bethesda: Woodbine House, Inc.
• Fırat, S. (2000). Otistik ve zihinsel özürlü çocukların annelerinde kaygı, depre-syon, aleksitimi ve genel psikolojik değerlendirme. [Anxiety, depression, alexithymia and general psychological evaluation in mothers of children with autism and intellectual disabilities.] Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
• Fitzgerald, M., Birkbeck, G., & Matthews, P. (2002). Maternal burden in families with children with autistic spectrum disorder. The Irish Journal of Pyschology, 23(1-2), 2-17.
• Gallagher, J. J., & Bristol, M. (1989). Families of young handicapped children. M. C. R. M. C. Wang & H. J. Walberg (Ed.). Handbook of Special Education: Research and Practice (pp. 309-330). New York: Pergamon.
• Girli, A., Yurdakul, A., Sarısoy, M., & Özekes, M. (1998, Eylül). Zihinsel engelli ve otistik çocukların ebeveynlerine yönelik grup danışmanlığının depresyon, benlik saygısı ve tutumları üzerine etkisi. [The effect of group counseling for parents of children with autism and intellectual dis-abilities on depression, self-esteem and attitudes.] 10. Ulusal Psikoloji Kongresi'nde Sunulan Bildiri. Ankara Üniversitesi, Ankara.
• Greaves, D. (1997). The effect of rational-emotive parents education on the stress of mothers of young children with down syndrome. Journal of Ra-tional-Emotive & Cognitive-Behavior Therapy, 15(4), 249-267.
• Gupta, A., & Singhal, N. (2005). Psycho-social support for families of children with autism. Asia Pasific Disability Rehabilitation Journal, 16(2), 62-83.
• Hare, D. J., Pratt, C., Burton, M., Bromley, J., & Emerson, E. (2004). The health and social care needs of family carers supporting adults with autistic spectrum disorders. Autism, 8, 425-444.
• Hastings, R. P., & Brown, T. (2002). Behavior problems of children with autism, parental self-efficacy, and men-tal health. American Journal of Mental Retardation, 107, 222-232.
• Hastings, R. P., & Johnson, E. (2001). Stress in UK families conducting in-tensive home-based behavioral intervention for their young children with autism. Journal of Autism and Developmental Disorders, 31, 327-336.
• Holroyd, J. (1987). The questionnaire on resources and stress for families with chronically ill or handicapped members. Branboon, VT: Clinical Psychology.
• Ireys, H. T., Sills, E. M., Kolodner, K. B., & Walsh, B. B. (1996). A social support intervention for parents of children with Juvenile Rheumatoid Arthsitis: Results of randomized trial. Journal of Pediatric Psychology, 21(5), 633-641.
• Jarbrink, K., Frombonne, E., & Knapp, M. (2003). Measuring the parental, ser-vice, and cost impacts of children with autism spectrum disorder: A pilot study. Journal of Autism and Developmental Disorders, 33, 395-402.
• Johnson, B., ve Christensen, L. (2014). Educational research: Quantitative, qualitative and mixed approaches. London: Sage Publication, Inc.
• Jones, J., & Passey, J. (2004). Family adaptation, coping and resources: Parents of children with developmental disabilities and behaviour problems. Journal on Developmental Dis-abilities, 11(1), 31-46.
• Kaner, S. (2003). Aile destek ölçeği: Fak-tör yapısı, geçerlik ve güvenirlik çalışması. [Family support scale: Factor structure, validity and reliability study.] Özel Eğitim Dergisi, 3(3), 57-72.
• Kaner, S. (2010). Yenilenmiş ana-baba sosyal destek ölçeğinin psikometrik özellikleri. [Psychometric properties of revised parental social support scale.] Eğitim ve Bilim, 35(157), 15-29.
• Kuloğlu-Aksaz, N. (1992). Bilgi verici danışmanlığın otistik çocuğu olan anne-babaların kaygı düzeyine etkisi. [The effect of informational counsel-ing on anxiety level of parents of children with autism specktrum disorder.] Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi Sosyal Bilim-ler Enstitüsü, Ankara.
• Küçüker, S. (1997). Bilgi verici psikolojik danışmanlık programının zihinsel özürlü çocukların kardeşlerinin özürle ilgili bilgi düzeylerine ve özürlü kardeşlerine yönelik tutumlarına etkisi. [The effect of informative psycho-logical counseling program on the knowledge level of the siblings of mentally disabled children and their attitudes towards disabled siblings.] Yayınlanmamış Doktora Tezi, Ankara Üniversitesi, Ankara.
• Lecavalier, L., Leone, S., & Wiltz, J. (2006). The impact of behavior prob-lems on caregiver stress in young people with autism spectrum disorders. Journal of Intellectual Disability Research, 50(3), 172-183.
• Mastropieri, M. A., & Scruggs, T. E. (2010). The inclusive classroom strategies for effective differentiated instruction. Fourth Edition. New Jersey: Pearson Education Inc.
• Meier, D. (2000). The accelerated learning handbook: A creative guide to designing and delivering faster, more effective training programs. New York: McGraw-Hill.
• Montes, G., & Halterman, J. S.(2007). Psychological functioning and coping among children with autism: A population-based study. Pediatrics, 119, 1040-1046.
• Nixon, C. D., & Singer, G. H. S. (1993). Group cognitive-behavioral treatment for excessive parental self-blame and guilt. American Journal on Mental Retardation, 97, 665-672.
• Olson, H. D., Gorall, D. M, & Tiesel, J. W. (2004). FACES IV Package, Administrative Manual. Minneapolis, MN: Life Innovations, Inc.
• O’Shea, D. J., O’Shea, L. J., Algozzine, R., & Hammitte, D. J. (2001). Families and teachers of individuals with disabilities: Collaborative orientations and responsive practices. Boston: Allyn & Bacon.
• Özdoğan, B. (1997). Çocuk ve oyun. [Child and Game] Ankara: Anı Yayıncılık.
• Pillay, M., Alderson-Day, B., Wright, B., Williams, C., & Urwin, B. (2011). Autism spectrum conditions-enhancing nurture and development (AS-CEND): An evaluation of intervention support groups for parents. Clinical Child Psychology and Psychiatry, 16(1), 5-20.
• Powers, M. D. (1991). Intervening with families of young children with severe handicaps: Contributions of a family systems approach. School Psychology Quarterly, 6(2), 131-146.
• Prescott, M. R., & Hulnick, H. R. (1979). Counselling parents of handicapped children: An empathic approach. The Personnel and Guidance Journal, 58(4), 263-266.
• Richter-Kanık, N. (1998). Erken eğitimin gelişim geriliği olan bebeklerin annelerinin stres ve anneler ile bebeklerin etkileşim düzeylerine etkisi. Yayın-lanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Rodrigue, J. R., Morgan, S. M. & Geffken, G. (1990). Families of autistic children. Journal of Clinical Child Psychology, 19(4), 371-379.
• Singer, G. H. S., Marquis, J., Powers, L. K., Blanchard, L., Divenere, N., San-telli, B., Ainbinder, J. G., & Sharp, M. (1999). A multisite evaluation of par-ent to parent program for parents of children with disabilities. Journal of Early Intervention, 22(3), 217-229.
• Singer, G. H. S., Irvin, L. K., & Hawkins, N. (1988). Stress management train-ing for parents of children with severe handicaps. Mental Retardation, 26, 269-277.
• Stallard, P., & Dickinson, F. (1994). Groups for parents of pre-school children with severe disabilities. Child: Care, Health and Development, 20, 197-207.
• Sanders, J. L., & Morgan, S. B. (1997). Family stress and adjustment as percieved by parents of children with autism and Down syndrome: Implications for intervention. Child and Family Behavior Therapy, 19(4), 15-32.
• Sharpley, C. F., Bitsika, V., & Efremidis, B. (1997). Influence of gender, parental health, and perceived expertise of assistance upon stress, anxiety, and depression among parents of children with autism. Journal of Intellectual and Developmental Disabilities, 22, 19-28.
• Siegel, B. (1997). Coping with the diagnosis of autism. F. Volkmar & D. Co-hen (Ed.). Handbook of Autism and Developmental Disorders (s. 745-766). New York: Wiley.
• Sullivan, R. (1997). Diagnosis autism: You can handle it! F. Volkmar & D. Cohen (Ed.), Handbook of Autism and Developmental Disorders (s. 1007-1020). New York: Wiley.
• Tabachnick, B. G., & Fidell, L. S. (2001). Using the multivariate statistics. London: Allyn and Bacon.
• Teğin, B. (1987). Depresyonda bilişsel süreçler: Beck modeline göre bir inceleme. [Cognitive processes in depression: an analysis according to Beck model.] Psikoloji Dergisi, 6(21), 116-123.
• Todis, B., & Spinger, G. (1991). Stress and stress management in families with adopted children who have severe disabilities. Journal of the Association for Persons with Severe Handicaps, 16, 3-13.
• Tonge, B., Brereton, A., Kiomall, M., Mackinnon, King, & Rinehart, N. (2006). Effects on parental mental health of an education and skills training program for parents of young children with autism: A randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 45(5), 561-569.
• Valizadeh, S., Davaji, R. B. O., & Dadkhah, A. (2009). The effectiveness of group coping skills training on reducing stress of mothers with disabled children. Iranian Rehabilitation Jour-nal, 7(10), 9-12.
• Varol, N. (2005). Aile Eğitimi. [Family Edu-cation.] Ankara: Kök Yayıncılık.
• Webber, J., & Scheuermann, B. (2008). Educating students with autism: A quick start manual. Texas: PRO-ED, Inc.
• Yukay, M. (1998). Down sendromlu çocuğa sahip ailelerle yapılan grupla psikolojik danışmanın ailelerin depresyon düzeyleri ve aile yapıları üzerine etkisi. [The effect of group counseling with families with children with Down syndrome on depression levels and family structure.] Yayınlanmamış Yüksek Lisans Tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.