Psychological distress among parents of children with mental retardation in the United Arab Emirates
Introduction
The continuing care of children with mental retardation is often stressful for parents as these children's difficulties inevitably touch their lives (Crnic, Friedrich, & Greenberg, 1983; Esdaile, & Greenwood, 2003). The effects on the family unit can be far-reaching, restrictive, and disruptive, and they may be economic, social, and emotional in nature. Although management of the daily needs of children with mental handicaps has been extensively documented (Baxter, Cummins, & Yiolitis, 2000; Bradshaw & Lawton, 1978; Bristol, Gallagher, & Holt, 1993; Butler, Gill, Pomeroy, & Fartrell, 1978; Donenberg & Baker, 1993; Hastings & Beck, 2004; Olsen, Marshall, Mandeleco, & Alferd, 1999), there exists a significant hiatus in the examination of parental stress and psychological distress among parents of children with special needs in the United Arab Emirates (UAE). Research in the area of disabilities in the UAE have focused on surveys that investigate the efficacy of the special education placement (El-Sweidi & Abu Shehab, 1995), and on teaching effectiveness of the special education teachers (Dukmak & Alghazo, 2004), however, empirical research that focuses on parents of disabled children has been non-existent.
Researchers have indicated that parents of children with mental retardation are generally at risk for a variety of family life problems and emotional difficulties (Beckman, 1991; Dumas, Wolf, Fisman, & Culligan, 1991; Hanson, Ellis, & Deppe, 1989; Singer & Irvin, 1989). Paramount among their family life problems are extra caregiving demands and restrictive time demands (Beckman, 1983; Olsen et al., 1999). The cumulative impact of daily hassles and difficulties in dealing with disabled children represent significant stressors that may subsequently affect parents and family functioning (Baxter et al., 2000; Crnic et al., 1983; Duvdevany & Abboud, 2003; Esdaile & Greenwood, 2003; Singer & Irvin, 1989). In particular, a great deal of evidence points to associations between the severity or frequency of behavior problems of children with intellectual disabilities and parental stress and psychiatric problems such as depression and anxiety (e.g., Baker, Blacher, Crnic, & Edelbrock, 2002; Baxteret al., 2000; Blacher, Shapiro, Lopez, Diaz, & Fusco, 1997). Additional child characteristics such as age, and parental characteristics such as employment predict parental stress over time (e.g., Baker et al., 2003; Floyd & Gallagher, 1997; Frey, Greenberg, & Fewell, 1989; Orsmond, Seltzer, Krauss, & Hong, 2003), as do aspects of the family environment (Bristol 1987; Dyson, 1991; Moos & Moos, 2002; Willer, Intagliata, & Atkinson, 1981).
Despite considerable evidence for the moderating effect of certain resources in attenuating the stress of having a child with a disability in the family, the parameters of resources may vary according to the culture and the parent. If personal and family resources are adequate to meet demands, the individual can successfully adapt (Holahan & Moos, 1987; Terry, 1991). The competence model assumes that the family environment can facilitate or hinder adaptive functioning of the parents and child (Koegel, Schreibman, O’Neill, & Burke, 1983). For this reason, current interventions advocate a family-centered approach in which professionals work with parents to help them cope with the demands and challenges of parenting a disabled child (Hallahan & Kauffman, 1997; Hardiman, Drew, & Egan, 1996). Yet, across cultures the role of the family has not been documented (Nihira, Webster, Tomiyasu, & Oshio, 1987; Nihira, Tomiyasu, & Oshio, 1988).
Section snippets
Children with special needs in UAE
Systematic attempts to educate children with disabilities in the UAE began in the early 1980s. The education of children with special needs became a matter of concern to policy makers and advocates in the UAE. Government figures show that about 2000 students are currently receiving special education in 20 centers across the seven emirates that are supervised by the Ministry of Labor and Social Welfare (UAE Department of Information Affairs, 2005).
With respect to the mainstream public and
Participants
The participants were 225 parents of children (1 parent per child) with mental retardation, of whom 113 were fathers and 112 were mothers representing the various United Arab Emirates (e.g., Abu Dhabi, Dubai, etc). Individual schools and centers that provide special education for children with mental retardation in the various United Arab Emirates were selected at random and asked to participate. From these, children then were selected randomly with the help of school personnel. The available
Parental stress
Table 2 indicates that the model containing all three predictor blocks accounts for 36.3% of parental stress variance. Each predictor block separately accounted for the following percentage of parental stress variance: 4.2% by child characteristics, 3.7% by parent's sociodemographics, and 28.4% by family environment. The absolute increase in R2 is small for child characteristics 0.042, and parents’ sociodemographics, 0.038, and medium for family environment 0.308 obtained by dividing the
Discussion
The findings indicated that the child's age affected both stress and distress, severity of the disability affected distress, and aspects related to the parents’ economic situation affected both stress and distress. However, aspects of the family environment were associated with stress only, but not psychological distress.
Consistent with previous research (Bristol, 1979; Donovan, 1988; Floyd & Gallagher, 1997), there was an association between child's age and parental stress and psychological
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