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Exploring Family Adjustment Among Parents of a Child With a Disability Attending Relationship Education.

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Title: Exploring Family Adjustment Among Parents of a Child With a Disability Attending Relationship Education.
Authors: Wheeler, Naomi J.1 (AUTHOR) njwheeler@vcu.edu, Allen, Lindsay2 (AUTHOR), Man, Jiale3 (AUTHOR), Pointer, Ashley1 (AUTHOR)
Source: Family Journal. Jul2024, Vol. 32 Issue 3, p471-480. 10p.
Subject Terms: *Parents with disabilities, *Relationship education, *Families, *Parent-child relationships, Structural equation modeling, Psychological stress, Social support, Dyadic communication
Abstract: Objective: The current exploratory study examined dyadic changes in family adjustment (i.e., parental stress, positive coping, family-based support, social support) reported by parents of a child with a disability after 12-hours of relationship education (RE). Background: Parents of a child with a disability encounter social barriers that contribute to parental stress and inhibit family well-being. RE reduced psychological and relationship distress in community samples—yet, ability status and the influence on a family's presenting needs/resources are overlooked in previous research. Methods: We extracted a subset of data to examine pre- and post-reports of family adjustment among couples parenting a child with a disability who completed the PREP curriculum. We used structural equation modeling to examine an actor–partner interdependence model for the dyadic association of mean-centered baseline subscale measures of family adjustment and residual change scores for men and women in a relationship post-RE intervention. Results: Actor effects were significant and predicted the amount of residual change for men and women. Significant partner effects existed for male social support and male and female family-based support. Conclusion: Results expand our understanding of RE effectiveness with an understudied subset of parents, those raising a child with a disability. Parents reported improvements in family adjustment and partners influenced one another in terms of family adjustment changes. Implications: Supportive parent programming, such as RE, may be an important consideration for families that include a child with a disability to address the social barriers that tax existing parent and family resources. [ABSTRACT FROM AUTHOR]
Copyright of Family Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 177671957
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Exploring Family Adjustment Among Parents of a Child With a Disability Attending Relationship Education.
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  Data: <searchLink fieldCode="AR" term="%22Wheeler%2C+Naomi+J%2E%22">Wheeler, Naomi J.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> njwheeler@vcu.edu</i><br /><searchLink fieldCode="AR" term="%22Allen%2C+Lindsay%22">Allen, Lindsay</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Man%2C+Jiale%22">Man, Jiale</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pointer%2C+Ashley%22">Pointer, Ashley</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Family+Journal%22">Family Journal</searchLink>. Jul2024, Vol. 32 Issue 3, p471-480. 10p.
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  Data: *<searchLink fieldCode="DE" term="%22Parents+with+disabilities%22">Parents with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Relationship+education%22">Relationship education</searchLink><br />*<searchLink fieldCode="DE" term="%22Families%22">Families</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+equation+modeling%22">Structural equation modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Dyadic+communication%22">Dyadic communication</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Objective: The current exploratory study examined dyadic changes in family adjustment (i.e., parental stress, positive coping, family-based support, social support) reported by parents of a child with a disability after 12-hours of relationship education (RE). Background: Parents of a child with a disability encounter social barriers that contribute to parental stress and inhibit family well-being. RE reduced psychological and relationship distress in community samples—yet, ability status and the influence on a family's presenting needs/resources are overlooked in previous research. Methods: We extracted a subset of data to examine pre- and post-reports of family adjustment among couples parenting a child with a disability who completed the PREP curriculum. We used structural equation modeling to examine an actor–partner interdependence model for the dyadic association of mean-centered baseline subscale measures of family adjustment and residual change scores for men and women in a relationship post-RE intervention. Results: Actor effects were significant and predicted the amount of residual change for men and women. Significant partner effects existed for male social support and male and female family-based support. Conclusion: Results expand our understanding of RE effectiveness with an understudied subset of parents, those raising a child with a disability. Parents reported improvements in family adjustment and partners influenced one another in terms of family adjustment changes. Implications: Supportive parent programming, such as RE, may be an important consideration for families that include a child with a disability to address the social barriers that tax existing parent and family resources. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Family Journal is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=177671957
RecordInfo BibRecord:
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        Value: 10.1177/10664807241235680
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      – Code: eng
        Text: English
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        PageCount: 10
        StartPage: 471
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      – SubjectFull: Parents with disabilities
        Type: general
      – SubjectFull: Relationship education
        Type: general
      – SubjectFull: Families
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      – SubjectFull: Parent-child relationships
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      – SubjectFull: Structural equation modeling
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      – SubjectFull: Psychological stress
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      – SubjectFull: Social support
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      – SubjectFull: Dyadic communication
        Type: general
    Titles:
      – TitleFull: Exploring Family Adjustment Among Parents of a Child With a Disability Attending Relationship Education.
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          Name:
            NameFull: Wheeler, Naomi J.
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            NameFull: Allen, Lindsay
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            NameFull: Man, Jiale
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            – D: 01
              M: 07
              Text: Jul2024
              Type: published
              Y: 2024
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