Coping Strategies in Mothers and Fathers of Preschool and School-Age Children with Autism

Autor/inn/en	Hastings, Richard P.; Kovshoff, Hanna; Brown, Tony; Ward, Nicholas J.; Espinosa, Francesca Degli; Remington, Bob
Titel	Coping Strategies in Mothers and Fathers of Preschool and School-Age Children with Autism
Quelle	In: Autism: The International Journal of Research and Practice, 9 (2005) 4, S.377-391 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361305056078
Schlagwörter	Disabilities; Data Analysis; Preschool Children; Mothers; Gender Differences; Fathers; Factor Analysis; Autism; Coping; Stress Variables; Mental Health + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Auswertung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Geschlechterkonflikt; Faktorenanalyse; Autismus; Bewältigung; Psychohygiene
Abstract	Despite the theoretical and demonstrated empirical significance of parental coping strategies for the wellbeing of families of children with disabilities, relatively little research has focused explicitly on coping in mothers and fathers of children with autism. In the present study, 89 parents of preschool children and 46 parents of school-age children completed a measure of the strategies they used to cope with the stresses of raising their child with autism. Factor analysis revealed four reliable coping dimensions: active avoidance coping, problem-focused coping, positive coping, and religious/denial coping. Further data analysis suggested gender differences on the first two of these dimensions but no reliable evidence that parental coping varied with the age of the child with autism. Associations were also found between coping strategies and parental stress and mental health. Practical implications are considered including reducing reliance on avoidance coping and increasing the use of positive coping strategies. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10