Providing a structural model of psychological well-being of mothers of students with intellectual disabilities based on their child's characteristics mediated by mindfulness
Subject Areas : Psychology
Tayebe
Taziki
1
(Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.)
Khoda Morad
Momeni
2
(Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.)
dr.jahangir
karami
3
(Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.)
Gholamali
Afrooz
4
( Department of Psychology, Faculty of Psychology and Educational Sciences, Tehran University, Tehran, Iran)
Keywords: Behavioral Problems, Intellectual Disabilities, Mindfulness, Psychological Well-being, Social Skills,
Abstract :
The aim of this study was to investigate the relationship between child characteristics (behavioral problems and social skills) with the psychological well-being of mothers of students with intellectual disabilities with the mediating role of maternal mindfulness. The study was a descriptive-correlational study. The statistical population included students with intellectual disabilities in primary schools with intellectual disability in Golestan province, in the academic year 2019-2020, and their mothers. 298 students (out of 878 students) were selected by cluster sampling. The instruments used in the study were: The Children,s The Rutter Children,s behavior questionnaire (1967), Matson’s social skills scale (1983), Five Facet Mindfulness Questionnaire (2006), and Ryff Psychological Wellbeing Scale (1980). Data were analyzed by descriptive statistics, Pearson correlation test and structural equation modeling, using SPSS23 and AMOS23 statistical software. The results showed a significant positive correlation between social skills and mindfulness with psychological well-being. There was also a significant negative correlation between behavioral problems and psychological well-being. In addition, the mediating role of mindfulness in the relationship between child characteristics (behavioral problems and social skills) with psychological well-being was confirmed (P <0.01). From the research findings, it is inferred that by reducing the behavioral problems and increasing the social skills of students in schools, it is possible to improve the psychological well-being of their mothers.
افروز، غلامعلی. (1398). مقدمه¬ای بر روانشناسی و آموزش کودکان استثنایی. چاپ 31. تهران: انتشارات دانشگاه تهران.
اقدامی، زهرا؛ و فولادچنگ، محبوبه (1401). پیش¬بینی افکار خودکشی بر اساس کنترل روان¬شناختی والدین: نقش واسطه¬ای ذهن¬آگاهی. مجله روانشناسی، 26(1(101))، 1-11.
تمنايي¬فر، شيما؛ اصغرنژادفريد، علي¬اصغر؛ ميرزايي، مصلح و سليماني، مهدي (1395). ويژگي¬هاي روان¬سنجي پرسشنامه پنج عاملي ذهن¬آگاهي. روانشناسي تحولي (روانشناسان ايراني)، 12(47)، 329-321.
جلیل¬آبکنار، سمیه؛ عاشوری، محمد؛ و افروز، غلامعلی. (1392). اثربخشی آموزش رفتارهای اجتماعی بر مهارت¬های اجتماعی نوجوانان کم¬توان ذهنی. توانبخشی، 14(3)، 40-31.
حسین¬زاده، زهره؛ کاکاوند، علیرضا؛ و احمدی، عبدال¬جواد. (1395). نقش واسطه¬ای ذهن¬آگاهی مادر و تاب¬آوری خانواده در رابطه بین مشکلات رفتاری کودک دارای اختلال¬های طیف اوتیسم و بهزیستی روانشناختی مادر. فصلنامه افراد استثنایی، 6(23)، 178-151.
دهقان، ابوالفضل؛ غلامعلی¬لواسانی، مسعود؛ و مدنی، یاسر (1397). رابطة بین باورهای ارتباطی و دلزدگی زناشویی: نقش واسطه¬ای ذهن¬آگاهی. مجله روانشناسی، 22(3(87))، 344-357.
عاشوری، محمد؛ و یزدانی¬پور، معصومه. (1397). بررسی تأثیر آموزش بازی درمانی گروهی با رویکرد شناختی رفتاری بر مهارت¬های اجتماعی دانش¬آموزان کم¬توانی ذهنی. توانبخشی، 19(3)، 274-265.
کشمیری، مرتضی؛ فتحی¬آشتیانی، علی؛ و جلالی، پیوند (1398). نقش تعدیل کنندۀ ذهن¬آگاهی در رابطۀ بین افسردگی، اضطراب و تنیدگی با بهزیستی روان¬شناختی. مجله روانشناسی، 23(2(90))، 217-231.
گودینی، رحمان؛ پورمحمدرضای¬تجریشی، معصومه؛ طهماسبی، سیامک؛ و بیگلریان، اکبر. (1396). تأثیر آموزش مدیریت هیجان به مادران بر مشکلات رفتاری فرزندان از دیدگاه والدین. فصلنامه توانبخشی، 18(1)، 24-13.
ممیزی، فاطمه؛ عبدی¬زرین، سهراب؛ اقلیما، مصطفی؛ و راهب، غنچه. (1390). مهارت¬های اجتماعی: نقش آن در پیشگیری از مورد آزار قرارگرفتن نوجوانان. فصلنامه علمی پژوهشی دانشکده بهداشت یزد، 10(1)، 108-96.
Akmese, P.P., & Kayhan, N. (2016). An Investigation of the Effect of the Communication Skills of the Children with Intellectual Disability to the Anxiety Level of Their Mothers. Universal Journal of Educational Research, 4(10), 2423-2431.
Baer, R.A., Smith, G.T., Hopkins, J., Krietemeyer, J., & Toney, L. (2006). Using self-report assessment methods to explore facets of mindfulness. Assessment, 13(1), 27-45.
Bahrami, B., Dolatshahi, B., Pourshahbaz, A., & Mohammadkhani, P. (2018). Parenting style and emotion regulation in mothers of pre¬school children. Practice in Clinical Psychology, 6(1), 3-8.
Barisnikov, K., & Straccia, C. (2019). Social adaptive skills and psychopathology in adults with intellectual disabilities of non-specific origin and those with Down syndrome. Research in Developmental Disabilities, 87, 31-42.
Brown, K.W., & Ryan, R.M. (2003). The Benefits of Being Present: Mindfulness and Its Role in Psychological Well-Being. Journal of Personality and Social Psychology, 84(4), 822–848.
Browne, C., & Smith, C. (2018). Psychological interventions for anger and aggression in people with intellectual disabilities in forensic services. Aggression and Violent Behavior, 39, 1-14.
Carnemolla, P., Srasuebkul, P., Robertson, H., Trollor, J., & Nicholas, N. (2020).Prevalence of intellectual disability in New South Wales, Australia: a multi-year cross-sectional dataset by Local Government Area (LGA). Data in Brief, 31, 105673.
Chou, C.P., & Bentler, P. M. (1995). Estimates and tests in structural equation modeling. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (p. 37–55). Sage Publications, Inc.
Crosbie, S., & O'Sullivan, C. (2015). Attitudes and beliefs of parents/carers of children with physical and intellectual disabilities in Western Ghana. Physiotherapy, 101, 277-278.
Dembo, R.S., Mitra, M., & McKee, M. (2018). The psychological consequences of violence against people with disabilities. Disability and Health Journal, 11(3), 390-397.
Dogan, T., Sapmaz, F., Tel, F.D., Sapmaz, S., & Temizel, S. (2012). Meaning in Life and Subjective Well-Being among Turkish University Students. Procedia - Social and Behavioral Sciences, 55, 612-617.
Eisenhower, A.S. Baker, B.L. & Blacher, J. (2005). Preschool children with intellectual disability: syndrome specificity, behavior problems, and maternal well‐being. Journal of Intellectual Disability Research, 49(9), 657-671.
Gagne, M. (2014). The oxford handbook of work engagement, motivation, and self-determination theory. New York: Oxford University Press.
Garip, Y., Ozel, S., Tuncer, O.B., Kilinc, G., Seckin, F., & Arasil, T. (2016). Fatigue in the mothers of children with cerebral palsy. Disability and Rehabilitation, 25, 1-6.
Genik, L.M., McMurtry, C.M., & Breau, L.M. (2017). Caring for children with intellectual disabilities part 1: Experience with the population, pain-related beliefs, and care decisions. Research in Developmental Disabilities, 62, 197-208.
Girard, A., & Woolley, S.R. (2017). Using emotionally focused therapy to treat sexual desire discrepancy in couples. Journal of Sex Marital Therapy, 43(8), 720-735.
Harris, L., McGarty, A.M., Hilgenkamp, T., Mitchell, F., & Melville, C.A. (2018). Correlates of objectively measured sedentary time in adults with intellectual disabilities. Preventive Medicine Reports, 9, 12-17.
Huang, C.Y., Yen, H.C., Tseng, M.H., Tung, L.C., Chen, Y.D., & Chen, K.L. (2014). Impacts of autistic behaviors, emotional and behavioral problems on parenting stress in caregivers of children with autism. Journal of Autism and Developmental Disorders, 44, 1383-1390.
Jenaro, C., Flores, N., Vegab, V., Cruz, M., Perez, M.C., & Torres, V.A. (2018). Cyberbullying among adults with intellectual disabilities: Some preliminary data. Research in Developmental Disabilities, 72, 265-274.
Jones, L., Gold, E., Totsika, V., Hastings, R.P., Jones, M., Griffiths, A., & Silverton, S. (2018). A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools. European Journal of Special Needs Education. 33(1), 16-30.
Jones, L., Hastings, R. P., Totsika, V., Keane, L., & Ruhle, N. (2014). Child behavior problems and parental well-being in families of children with Autism: the mediating role of mindfulness and acceptance. American Journal on Intellectual and Developmental Disabilities, 119(2), 171-185.
Khandelwal, S., & Koradia, K. (2017). Meditators and Non-Meditators: Level of Mindfulness and Psychological Well-Being. The International Journal of Indian Psychology, 4(4), 156-163.
Kimura, M. (2018). Social determinants of self-rated health among Japanese mothers of children with disabilities. Preventive Medicine Reports, 10, 129-135.
Kline, R.B. (2016). Principles and practice of structural equation modeling. 4th edition. New York: Guilford Publications. 534 Pages. ISBN 9781462523344.
Koprulu, M., Shabbir, R.M.K., Zaman, Q., Nalbant, G., Malik, S., & Tolun, A. (2021). CRADD and USP44 mutations in intellectual disability, mild lissencephaly, brain atrophy, developmental delay, strabismus, behavioural problems and skeletal anomalies. European Journal of Medical Genetics, 64(4), 104181.
Lai, W.W., Goh, T.J., Oei, T.P., & Sung, M. (2015). Coping and Well-Being in Parents of Children with Autism Spectrum Disorders (ASD). Journal of Autism and Developmental Disorders, 8(45), 2582-2593.
Martins, A.P., Freitas, C., Cristina, M., Pereira, S., & Santos, C. (2021). “amik@” Social media platform for people with intellectual disability. Procedia Computer Science, 181, 716-721.
Mazzucchelli, T.G., Jenkins, M., & Sofronoff, K. (2018). Building Bridges Triple P: Pilot study of a behavioural family intervention for adolescents with autism spectrum disorder. Research in Developmental Disabilities, 76, 46-55.
Neff, K.D., & Faso, D.J. (2015). Self-compassion and well-being in parents of children with autism. Mindfulness, 6(4), 938-947. Ooi, K.L., Ong, Y.S., Jacob, S.A., & Khan, T.M. (2016). A meta-synthesis on parenting a child with autism. Neuropsychiatric Disease and Treatment, 12, 745-762.
Ramerman, L., Hoekstra, P.J., & Kuijper, G. (2018). Health-related quality of life in people with intellectual disability who use long-term antipsychotic drugs for challenging behavior. Research in Developmental Disabilities, 75, 49-58.
Renzaho, A., & Karantzas, G. (2010). Effects of parental perceptions of neighbourhood deprivation and family environment characteristics on pro-social behaviours among 4–12 year-old children. Australian and New Zealand Journal of Public Health, 34, 405-411.
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Ryff, C.D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069-1081.
Sazak, E. (2003). Zihinsel engelli birey icin hazırlanan akran aracılı sosyal beceri ogretim programının etkililiginin incelenmesi. Examintation of the effectiveness of peer-mediated social skills curriculum prepared for people with intellectual disabilities. Master’s thesis. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/.
Schuengel, C., Kef, S., WHodes, M., & Meppelder, M. (2017). Parents with intellectual disability. Current Opinion in Psychology, 15, 50-54.
Silva, M.N., Marques, M.M., & Teixeira, P.J. (2014). Testing theory in practice: The example of self-determination theory-based interventions. European Health Psychologist, 16(5), 171-180.
Simms, M. (2018). Intellectual and Developmental Disability. In: Nelson Pediatric Symptom-Based Diagnosis, 367-392. Simpson, N., Mizen, L., & Cooper, S.A. (2016). Intellectual disabilities. Medicine, 44(11), 679-682.
Smith, M., Manduchi, B., Burke, E., Carroll, R., McCallion, P., & McCarron, M. (2020). Communication difficulties in adults with Intellectual Disability: Results from a national cross-sectional study. Research in Developmental Disabilities, 97, 103557.
Soysa, C.K., & Wilcomb, C.J. (2015). Mindfulness, Self-compassion, Selfefficacy, and Gender as Predictors of Depression, Anxiety, Stress, and Wellbeing. Mindfulness, 6(2), 217-226.
Taylor, N.Z., & Millear, P.M.R. (2016). Validity of the Five Facet Mindfulness Questionnaire in an Australian, meditating, demographically diverse sample. Personality and Individual Differences, 90, 73-77.
Totsika, V., Hastings, R.P., Emerson, E., Berridge, D.M., & Lancaster, G.A. (2015). Prosocial skills in young children with autism, and their mothers’ psychological well-being: Longitudinal relationships. Research in Autism Spectrum Disorders, 13, 25-31.
Totsika, V., Hastings, R. P., Emerson, E., Lancaster, G. A., Berridge, D. M., & Vagenas, D. (2013). Is there a bidirectional relationship between maternal well-being and child behavior problems in autism spectrum disorders? Longitudinal analysis of a population-defined sample of young children. Autism Research, 6, 201-211.
Weiss, J.A., Cappadocia, M.C., MacMullin, J.A., Viecili, M., & Lunsky, Y. (2012). The impact of child problem behaviors of children with ASD on parent mental health: The mediating role of acceptance and empowerment. Autism, 16(3), 261-274.
Young, C., Shankar, R., Palmer, J., Craig, J., Hargreaves, C., McLean, B., Cox, D., & Hillier, R. (2015). Does intellectual disability increase sudden unexpected death in epilepsy (SUDEP) risk?. Seizure, 25, 112-116.