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Influential factors on parental involvement in promoting social skills of mentally challenged children
Abstract
A correlation design used to know the parental involvement in promoting social skills of 53 mentally challenged children from 3 special schools of Hubli and Dharwad city during the year 2008-09. BASIC-MR by Peshawaria and Venkatesan (1992) was administered to assess the social skills of children. Parental involvement was assessed by using self-structured tool. Results revealed that majority of the children (37.73%) had acquired moderate level of social skills followed by 32.08 and 30.19 per cent children who fell under high and low category, respectively. Majority of parents (71.70%) fell in low involvement in developing the skills among children while none of the parents were in high level. Results also illustrated low involvement of parents regarding specific social skills, viz. , acquisition of social tasks such as showing sympathy for others, when they are sad (3.8%), apologizing if he or she hurts the feelings of others (7.5%), greeting other children (9.4%) etc. None of the parents were involved in promoting communication tasks. Parents were highly involved in enhancing social activities like responding appropriately when introduced to others (17%) and in community use items viz. , recognizing and naming buildings (26.4%), carefully crossing the road (18.9%), making small purchases (17%) etc. Child’s age, degree of disability, associated disability, age at admission to special schools and degree of constraint had significant influence on the parental involvement. A significant positive relation between parental involvement and social skills of children indicated that parental involvement was higher in children with higher skills. It may be due to the reciprocity in interactions with more parental involvement, children respond more or vice-versa . Parents gain confidence in promoting social skills in children who are mildly mentally challenged than those who are moderately challenged. This implies the need for parental programmes to empower and enhance their involvement in acquisition of social skills.
... However raising a child with ID is a significant role of both parents. [5,6] Hence, it is considered that the main caregivers for children with ID are mothers. [8] A mother expects her child to be born healthy but diagnosis of a child as disabled takes a heavy toll on her happiness and wellbeing. ...
Background: Intellectual disability (ID) is a highly disabling and permanent condition which can trigger a different psychological response in parents. The birth of a Intellectual disabled child produces feelings in mother and other family members which are in complex nature.Aims and Objectives: To the find the socio demographic variables and psychological impact (i.e. Quality of life [QOL], Social Support, Depression and Anxiety) on mothers of children with ID.Materials and Methods: A crosses sectional comparative study was conducted with a total of 120 participants. Out of it 60 were diagnosed as (Intellectual disability) ID and rest 60 were normal children. The data were collected in a special Pro forma, and mothers of these patients were evaluated with Hamilton Rating Scale for Depression (HAM-D), Hamilton Anxiety Rating scale (HAM-A) for anxiety , World Health Organization QOL-BREF (WHOQOL-BREF) for of QOL and Multidimensional scale of Perceived social support (MSPSS) to assess the level of perceived social support. Data was analyzed using SPSS version 21. Frequency table, percentages, means and standard deviation (SD) and t test were used. Result: The results of t-test revealed statistically significant differences (p < .01) in the level of anxiety , depression, quality of life and social support in both groups of mothers. The mean age of patients with ID was 10 years and mean intelligence quotient was 47.93.Conclusion: The anxiety and depression in mothers of ID children in the present study are much greater than mother of normal children. The mother of ID children perceived less social support and low quality of life as compare to mothers of normal children. These factors among mothers of ID children may help health professionals in identifying mothers at risk. Regular screening of mothers of ID children should be included in the protocol for intervention/therapy or other management.
... Based on the Bronfenbrenner (1989) ecological system theory, PEI belongs to the microsystem, which is most closely related to and interacts directly with children through interpersonal relationships and patterns of activity. Specifically, parents with high educational involvement usually interact more with their children and communicate more frequently, so they can help children improve their social skills, promoting their interactions with peers (Khadi, Kumari, Vineeta, & Mokashi, 2015). Ross and Howe (2009) posited that parental guidance at the time when the children begin to have peer interactions may help children interact more frequently with friends, since children can learn about social interaction through the instruction of parents. ...
Classroom peer status (being accepted, admired, and liked by friends in the classroom) is a key factor in children’s development. The present study aims to test the mediating effect of psychological Suzhi (an indigenous concept of China and a kind of positive psychological quality) in the association between parental educational involvement (PEI) and primary students’ classroom peer status, and whether this mediating process is moderated by family socioeconomic status (SES). The study was designed according to a cross-sectional study model, with 462 Chinese primary school students (mean age = 10.76 years, SD = 1.1) completing questionnaires regarding demographic information, psychological Suzhi, and classroom peer status. Family SES and PEI questionnaires were completed by the students’ parents. Main findings include: (a) PEI has a positive direct influence on primary students’ classroom peer status; (b) students’ psychological Suzhi has a mediating role in the relationship between PEI and students’ classroom peer status; (c) the moderating role of family SES on the pathway from PEI to classroom peer status via psychological Suzhi was not significant; and (d) the direct influence of PEI on primary students’ classroom peer status is moderated by family SES. The findings from this study show that, regardless of family SES level, PEI increases a child’s positive internal psychological characteristics and helps improve the child’s classroom peer status. In contrast, the direct influence of PEI on primary students’ classroom peer status was not significant in families with low SES. In such families, the quality of PEI may be reduced due to the influence of parents’ education levels and family economic stress. The results of this study are meaningful for developing interventions in the family context.
... [2,3] Although there are significant roles of both parents in raising a child with ID, mothers are more responsible for the caring, rearing, and education of children with ID than fathers, especially in Asian countries. [4,5] Hence, it can be said that mothers are the main caregivers for children with ID. [6] Compared with mothers of children with normal development, mothers of children with ID have lower family functioning, a higher caregiver burden, and a lower sense of coherence. [7] As nurturing an ID child is lifelong and time-consuming, the mothers reported that they were emotionally and physically exhausted and felt socially isolated. ...
Background: Intellectual disability (ID) is a permanent and highly disabling condition. The birth of a disabled child induces complex feelings in mother and other family members. This study was planned to investigate phenomenology of ID and the prevalence of depression in their mothers. Objective: To find prevalence, influence of various sociodemographic variables, and its clinical correlation with depression in mothers of ID children. Study Design: A cross-sectional study. Materials and Methods: A total of 100 patients diagnosed as ID were included in the study. Objective data were collected in a special Pro forma, and mothers of these patients were evaluated with the Beck's Anxiety Inventory and Beck's Depression Inventory. Results: The mean age of patients with ID was 11.52 years, had received an average of 3.01 years of schooling, mean age at diagnosis was 6.01 years, mean intelligence quotient was 45.17, and 79% had significant comorbidities. The prevalence of depression in mothers was 79%; it was more in mothers of female ID child, ID child with significant comorbidities, severer forms of retardation, and with higher levels of anxiety in the mother. Conclusions: The prevalence of depression in mothers of ID children in the present study seems to be much greater than those reported from the previous studies. The determination of predictors of depression among mothers of ID children may help health professionals in identifying mothers at risk. Regular screening of mothers of ID children should be included in the protocol for management.
... It is very clear from the Table 2 that there was no significant difference in adaptive behaviour skills of mentally challenged children across family's social class. Similar results were also reported by Kumari (2009) who depicted no significant relation of family income with the development of skills of mentally challenged children. Likewise, Figen et al. (2008) also reported that family size and average family income did not contribute in the learning of self-help skills. ...
The present study assessed and compared the adaptive behaviour skills and disturbed behaviour of 150 mentally retarded children from three RCI (Rehabilitation Council of India) recognised special schools of Delhi across their social classes. Sample was drawn randomly in equal proportions from two social classes under study viz. LIG and MIG. The adaptive behaviour skills and disturbed behaviour of MR (Mentally Retarded) children were assessed using standardised Behavioural Assessment Scales for Indian Children with Mental Retardation Part A and Part B developed by NIMH. The study revealed that adaptive behavior skills of MR children did not vary significantly with the social class they belonged to viz. LIG or MIG. Whereas, mentally challenged children from LIG, irrespective of their degree of mental challenge, were significantly more violent; showed more temper tantrums; misbehaved with others; reflected higher self-injurious, odd, hyperactive and antisocial behaviour than their counterparts.
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