Abstract: This study investigates the stress experienced by parents of children with intellectual disabilities (ID), emphasizing the lack of focus on parental experiences in existing literature. Through a mixed-methods approach involving questionnaires and a review of service provisions, the research aims to provide insights into the stress levels, coping strategies, and effectiveness of available support services for these parents. The study also highlights the theoretical frameworks surrounding stress and intellectual disabilities, addressing a significant gap in the current understanding of parental challenges in this context.
Keywords: Intellectual disabilities, parental stress, coping strategies, support services, stress management, psychological impact
The main concepts included in this study are stress, parents, children, and intellectual disabilities, which the proposal will clarify at a later stage. The topic of intellectual disability is a topic known to many people. When items surrounding this topic are discussed, the focus tends to be placed on the individual with the intellectual disability (ID). There is little emphasis placed on those surrounding individuals with ID. It also tends to focus on the siblings of the individual with the ID; and little emphasis is placed on the parents. This is where the interest has developed for the researcher as it was felt that not enough has been written about the parents and the direct effects their child’s disability has on them as individuals. The researcher also has experience working with individuals with ID and from this experience has noticed through the interaction with parents the stress they encounter looking after a child with an ID. Through working in this area, the researcher has gained interest in the effects on the parents and has felt that parents are often neglected.
The field of intellectual disabilities encompasses various aspects that impact both the individual with the disability and their family members. While much research has focused on the individual with ID and their siblings, the psychological and emotional toll on parents remains underexplored. This gap in literature is critical as parents play a pivotal role in the care and development of their children with ID. The emotional, physical, and financial challenges they face can significantly affect their well-being and overall quality of life.
Through research for this proposal, the researcher has found that others have also addressed the issue of stress among parents of children with ID. Also, in this research, the researcher has not gained much information on support services for parents regarding this topic and feels that there is a gap in relation to this. This topic is worth studying to gain an insight into the effects that stress has on the parents and how they may or may not have coped with this.
Addressing the stress experienced by parents of children with ID is vital for developing effective support systems. Previous studies, such as those by Hastings and Beck (2004), have shown that parental stress can lead to adverse outcomes, including depression, anxiety, and even physical health issues. Understanding the sources of stress and the coping mechanisms employed by these parents can inform the creation of tailored support services that address their specific needs.
This research proposal will focus on the research question of ‘stress among parents of adults with intellectual disabilities.’ For the purpose of this research, the researcher aims to:
- To show the effects of stress on parents with children with intellectual disabilities.
- To gain information through the completion of 40-60 questionnaires.
- To explore the service provisions in place for parents.
- To provide evidence of effectiveness of service provisions for parents.
- To look at different levels of stress.
- To establish the coping strategies used by parents of children with ID.
The following pieces of literature include journals, books, and internet sources. The literature discussed falls under the main concepts of this research proposal. These are stress, parental stress, intellectual disabilities, coping strategies, and support services.
Applying psychology by Nicola Brace, Helen Westcott, and Andy McBurnie (2008), chapter 1 written by Mary Hanley, discusses the term stress which will help the researcher to define the term stress. William Wilkie (1999) titled ‘Understanding Stress Breakdown’ also gives the researcher an understanding of stress and can be used in defining stress and understanding the process that individuals go through. The ‘Relaxation and Stress Reduction Workbook’ 5th edition by Davies, Eshelman, and McKay (2000) discusses not only what stress is but also looks at how individuals can manage their stress in a variety of ways.
The psychological theories that underpin our understanding of stress are diverse and multifaceted. Hans Selye’s General Adaptation Syndrome (GAS) is fundamental in explaining the body’s response to stress, outlining three stages: alarm, resistance, and exhaustion. This model helps in understanding how chronic stress can lead to significant health issues for parents of children with ID. Moreover, Lazarus and Folkman’s Transactional Model of Stress and Coping emphasizes the role of cognitive appraisal in stress experiences, suggesting that individuals’ perceptions of their ability to cope with stressors significantly influence their stress levels.
Another relevant theory is Bronfenbrenner’s Ecological Systems Theory, which provides a framework for understanding the various environmental systems that impact an individual’s development. In the context of parents of children with ID, this theory highlights how different layers of the environment, from immediate family to broader societal influences, contribute to their stress levels. This theoretical approach underscores the importance of considering multiple factors, including social support networks, when examining parental stress.
In addition to understanding the causes of stress, it is crucial to explore coping strategies employed by parents. According to Folkman and Moskowitz (2004), coping mechanisms can be broadly categorized into problem-focused and emotion-focused strategies. Problem-focused coping involves tackling the problem directly, which could include seeking information or support services, while emotion-focused coping involves managing emotional responses, such as through relaxation techniques or seeking social support. Understanding which strategies are most effective for parents of children with ID can guide the development of interventions aimed at reducing stress.
Research Methodology:
To gain a comprehensive understanding of the stress experienced by parents of children with ID, this study will employ a mixed-methods approach. Quantitative data will be collected through questionnaires distributed to 40-60 parents. These questionnaires will measure various aspects of stress, including its sources, intensity, and frequency. Additionally, the questionnaires will gather information on the coping strategies used by parents and their perceptions of available support services.
Qualitative data will be obtained through semi-structured interviews with a subset of parents who completed the questionnaires. These interviews will provide deeper insights into the personal experiences of parents, their unique challenges, and the specific ways in which they manage stress. The combination of quantitative and qualitative data will offer a holistic view of the issue, allowing for a more nuanced understanding of parental stress.
Service Provisions:
Examining the effectiveness of support services for parents of children with ID is a crucial component of this research. Current support services vary widely in their scope and effectiveness, with some parents having access to comprehensive support systems while others have limited resources. This disparity can significantly impact the stress levels of parents. The research will evaluate existing support services, including counseling, respite care, and support groups, to determine their effectiveness in alleviating stress.
The study will also explore potential gaps in service provision. For instance, while some parents may benefit from regular counseling sessions, others might find more value in practical support, such as assistance with daily caregiving tasks. Identifying these gaps can inform policymakers and service providers about the specific needs of parents, leading to the development of more targeted and effective interventions.
Conclusion:
In conclusion, this research aims to shed light on the stress experienced by parents of children with intellectual disabilities, a topic that has been largely overlooked in existing literature. By exploring the sources and levels of stress, the coping strategies employed by parents, and the effectiveness of available support services, this study seeks to provide a comprehensive understanding of the challenges faced by these parents. The findings will have important implications for the development of support services and interventions aimed at reducing parental stress and improving the well-being of families with children with ID.