The Psychosocial Variables Associated With the Parenting a Child with Special Needs

In this study, we used the 1994 and 1995 National Health Survey (NHIS), Disability Supplement (NHIS-D) to explore the association between childhood, maternal and familial factors, and the psychosocial status of children aged 6 to 17 years and adolescents. Was put. , The first set of analyzes compares children with disabilities and children with disabilities on the crucial child, maternal, and family characteristics.

Children with special reading/spelling impairments and children with poor overall academic performance are very different from their unlearned peers in their psychosocial functioning. Using multivariate analysis, their psychosocial performance was compared with that of children without learning problems. This study supports previous research that found that "contact" factors predict the psychosocial adjustment of children with disabilities beyond the parameters of the condition. 19,35 In fact, only the level of learning is more strongly linked to abuse than the family burden.

A recent meta-analysis of correlations in psychological adjustment in adolescents with physical disabilities found that parents, children, and family factors were more strongly correlated with child adjustment than illness or disability parameters. 19 In particular, family distress, 12 23 low income, 2 maternal stress, 19 and significant burden of family illness 24 were personally associated with psychological abuse in many studies. Some studies assess interventions related to socio-environmental factors such as depression and dysfunction in families with children with intellectual or other disabilities. The aim of this review was to synthesize evidence on the psychosocial and environmental factors associated with school attendance in children aged 4–12 years to develop interventions that encourage participation. Therefore, this review used a realistic review approach to identify the wide range of environmental and psychosocial factors associated with partnership and the context in which school-age children with disabilities participate, guiding the design and implementation of interventions, and identifying the relationship between outcomes and estimate.

This article presents a conceptual framework that incorporates children's psychosocial factors such as general understanding, self-esteem, and character perception, as well as characteristics of the school environment. It summarizes the important questions that decision-makers and stakeholders can consider for children to participate in school life. Previous research provides insight into which child traits significantly affect student participation, and focuses on psychosocial factors related to participation, such as priorities.

In addition to personal and parenting factors, social factors add another layer of influence that shapes a child's attitude toward people with disabilities. A clear discussion of disability between parents and children increases awareness of child disability (Innes and Diamond, 1999), which reduces child intergroup bias (Magiatti et al., 2002; Diamond and Huang, 1999). 2005; Diamond et al., 2008). , Diamond & Hong 2010; Gezer et al. 2014). It is important to note that there is a complex relationship between parenting factors and child personality factors.

The quality of parent-child relationships is positively linked to self-esteem and social competence in children and adolescents (Simons and Robertson, 1989; Riggio et al., 1990; Allen et al., 1994; Urbana & Power, 2008). 2003; Kim and Chichetti, 2004). Research suggests that authoritative parenting styles are an important factor in the well-being of gifted children and can affect their mental health. However, the main expectation of the study is that families caring for children with disabilities with behavioral problems will perform better.

One in every three families caring for children with disabilities exhibiting behavioral problems reported high family life stability, with less than 100 doing so in the absence of high social support and low financial hardship. The second finding is consistent with previous research that, on average, parents of children with autism reported lower home life stability. The first finding of this study is that the tendency to keep children with disabilities away from home (e.g., in public care) better evaluates the continuity of family life than widely used measurements of family performance. Siblings were less likely to accept sick children than parents (Z = 6.67, P <0.01).

Problems faced by mothers are related to common issues such as disturbed social relationships, health problems, financial problems, happy moments, worries about the child's future, the need for additional support services, and the lack of adequately trained physical therapists. All parents have children who have been suffering from problems since birth and most of them have sought help from various health professionals. The difficulties faced by children with cerebral palsy increase the stress levels of their parents, which adversely affects their physical health and social well-being [5, 6]. When planning a family-based program for these children, these issues need to be considered and addressed to make child care more effective.

To ensure pediatric care for these children, the new clinical report in the January 2019 issue of the American Academy of Pediatrics (AAP) Pediatric Social Factors deals with the specific health care needs of children and adolescents and their families. Publishes. Not only are special needs and disability conditions widespread, but parents and families also vary in style, vision, attitudes, values, involvement, and background. This is because children with mental and social disabilities need a variety of services and support to move forward in their lives, while parents need financial assistance to meet their children's needs and often do not have the means or education to understand their needs. Children. This means that parents with any level of education may have problems defining their children as disabled.

Stakeholders need to understand and control all of these factors throughout the life of these children so that they can create favorable conditions for the child's well-being. To effectively manage children with cerebral palsy, our health care, and other support systems must be designed to properly address the issues facing parents identified in our study. Measures should be taken to understand the problems that parents are facing and measures such as counseling services should be available to assist them in resolving the issues. Understanding these issues will help school counselors work more effectively not only with parents of students with disabilities but also with the wider school community.

Physicians serving families may need additional and/or specialized support from parents in helping their children recover and treat hearing loss. This includes financial assistance, daycare, leisure care, education, health care, community support, and rehabilitation services so that parents and larger families can look after their children. Children and their families need to have adequate physical access to homes, shelters, and support services. Ensure that children with disabilities and other special needs children are fully protected by taking steps to protect them wherever they live, providing appropriate assistance to children with disabilities in emergencies, and providing access to children with disabilities and other special needs. Be careful when they need planning, resources, and support.

Conversational interactions increase awareness of children with disabilities and their special needs and skills and improve their relationships with peers with disabilities (Nicolarazi et al. 2005; Gasser et al. 2014; Yeldiram Gasibragimogs et al 2020).