Predictors of Satisfaction with Life in Parents of Children with Autism Spectrum Disorder

Autor/inn/en	Landon, Jason; Shepherd, Daniel; Goedeke, Sonja
Titel	Predictors of Satisfaction with Life in Parents of Children with Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 48 (2018) 5, S.1640-1650 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Landon, Jason)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3423-7
Schlagwörter	Pervasive Developmental Disorders; Autism; Predictor Variables; Life Satisfaction; Symptoms (Individual Disorders); Caring; Child Care; Child Rearing; Coping; Regression (Statistics); Life Style; Emotional Adjustment; Well Being; Stress Variables; Stress Management; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Autismus; Prädiktor; Lebensvollendung; Psychiatrische Symptomatik; Care; Pflege; Sorge; Betreuung; Kinderfürsorge; Kinderbetreuung; Kindererziehung; Bewältigung; Regression; Regressionsanalyse; Lebensstil; Emotionale Anpassung; Well-being; Wellness; Wohlbefinden; Stressmanagement; Stressbewältigung; Ausland; Neuseeland
Abstract	This study examined the relationships between autism spectrum disorder (ASD) symptoms, care-related activities, and satisfaction with life (SWL) in 184 parents caring for a child with ASD in New Zealand. The relationships between coping styles and SWL were also examined. The parents' SWL scores indicated they were slightly dissatisfied with their lives. A stepwise linear regression showed three predictors (care-related health problems, carer esteem and financial difficulties) explained 47% of the variance in SWL scores. Several coping styles were associated with lowered SWL, and only emotional support was related to increased SWL. The regression model provides a focus for monitoring parental wellbeing, and stresses the importance of recognition and support for the substantial responsibilities parents of children with ASD face. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01