TY - JOUR
T1 - Identifying child, parent, and school correlates of stress among parents of children with intellectual and developmental disabilities
AU - Burke, Meghan M.
AU - Rios, Kristina
AU - Aleman-Tovar, Janeth
PY - 2020/1/2
Y1 - 2020/1/2
N2 - Parents of children with intellectual and developmental disabilities experience a high degree of stress due to child (e.g., age and type of disability) and parent (e.g., self-mastery and optimism) characteristics. While research has demonstrated a link between parent and child characteristics and parent stress, less is known about the contribution to parent stress of school-related characteristics. The lack of focus on school characteristics is striking, given that many parents of children with intellectual and developmental disabilities struggle to access school services. To bridge this gap, our study identified child, parent, and school correlates of parent stress among 58 parents of children with intellectual and developmental disabilities. Results highlighted a negative correlation between stress and school characteristics, specifically: the quality of the family–school partnership; and family empowerment. Implications for research into parent stress and ways to reduce it are discussed.
AB - Parents of children with intellectual and developmental disabilities experience a high degree of stress due to child (e.g., age and type of disability) and parent (e.g., self-mastery and optimism) characteristics. While research has demonstrated a link between parent and child characteristics and parent stress, less is known about the contribution to parent stress of school-related characteristics. The lack of focus on school characteristics is striking, given that many parents of children with intellectual and developmental disabilities struggle to access school services. To bridge this gap, our study identified child, parent, and school correlates of parent stress among 58 parents of children with intellectual and developmental disabilities. Results highlighted a negative correlation between stress and school characteristics, specifically: the quality of the family–school partnership; and family empowerment. Implications for research into parent stress and ways to reduce it are discussed.
KW - Stress
KW - empowerment
KW - family
KW - intellectual disability
KW - partnership
KW - school
UR - http://www.scopus.com/inward/record.url?scp=85082403353&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85082403353&partnerID=8YFLogxK
U2 - 10.1080/23297018.2019.1647552
DO - 10.1080/23297018.2019.1647552
M3 - Article
AN - SCOPUS:85082403353
SN - 2329-7018
VL - 7
SP - 5
EP - 16
JO - Research and Practice in Intellectual and Developmental Disabilities
JF - Research and Practice in Intellectual and Developmental Disabilities
IS - 1
ER -