Social Support and Coping Strategies of Parents Raising a Child with Autism Spectrum Disorder

Autor/inn/en	Pepperell, Te Ana; Paynter, Jessica; Gilmore, Linda
Titel	Social Support and Coping Strategies of Parents Raising a Child with Autism Spectrum Disorder
Quelle	In: Early Child Development and Care, 188 (2018) 10, S.1392-1404 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1261338
Schlagwörter	Social Support Groups; Coping; Pervasive Developmental Disorders; Autism; Psychological Needs; Early Intervention; Foreign Countries; Mothers; Fathers; Child Rearing; Gender Differences; Parent Child Relationship; Preschool Children; Australia + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Bewältigung; Autismus; Ausland; Mother; Mutter; Kindererziehung; Geschlechterkonflikt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Australien
Abstract	The current study sought to explore the psychological and social needs of parents within the same family unit raising a child with autism spectrum disorder (ASD). Mothers (N = 10) and fathers (N = 9) of children with ASD attending an early intervention centre completed a semi-structured interview investigating their experiences of raising a child with ASD. Both genders reported adopting problem-focused coping strategies, engaging in 'me time' activities, and disengaging from a stressor in an effort to cope. More mothers reported engaging in emotion-focused strategies and accessing social support for emotional and practical support. The presence of traditional gender roles emerged as a potentially significant factor in understanding how mothers and fathers adopt different types of coping strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01