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For example, a family can think that their child with autism has led to limitations in social contacts outside their family home – a cognitive appraisal that is negative; simultaneously, yet independently, they can also think that their child makes life more meaningful for them - a cognitive appraisal that is positive.
7 KSKR RO RK O TU T GHU NK K KI O K UL LGSOROK GO OTM INOR KT O N G O S OT H CGNG GT 3L OIG OTIR OTM CU N 3L OIG 8 GT K GR% (& - % DNK KLU K NK GOS UL U G
!
To describe the positive and negative cognitive appraisal of families who are raising young children with ASD in South Africa.
2. Who participated in the study? FK K NK K UT K UL @ DC NU IUS RK K NK 8GSOR ;S GI UL 5NOR NUU 6O GHORO CIGRK NOIN G G UL NK K G G MG NK K OT G RG MK NG K GSOTK NK K KI O K UL LGSOROK UL U TM INOR KT O N 3C6 OT CU N 3L OIG CINRKH IN K GR% (& , % AG OIO G OTM LGSOROK K K KI O K L US ) O GHORO KRG K K OIK U O K OT NK 9G KTM U OTIK% CKK dM K LU G K I O OUT UL NK LGSOROK % Educational background of parent: Grade 11 or less 9% Mother Grade 12 17% Diploma 32% (~36yrs) Bachelor’s degree 15% Postgraduate degree 27% Employment status of parent: Employed full-time 69% Employed part-time 7% Homemaker 9% Not currently employed 15%
(~9yrs) /
Youngest child (~4yrs) Number of children in household: One child 29% Two children 42% Three children 19% Four or more children 10%
Child with ASD (~5yrs) Gender: Boys 81% Girls 19%
Level of severity of ASD: Mild 35% Moderate 52% Severe 13%
Others
Families who have others living in the same household: Grandparent(s) 18% Related family members and/or friends 22% Paid helper 13%
Family type: One-parent family Two-parent family Blended or stepfamily
20% 75% 5%
Monthly household income: Struggling 21% Just getting by 35% Doing okay 31% Managing well 9% Well off 4%
References Folkman, S., Lazarus, R. S., Dunkel-Schetter, C., DeLongis, A., & Gruen, R. J. (1986). Dynamics of a stressful encounter: Cognitive appraisal, coping and encounter outcomes. Journal of Personality and Social Psychology, 50(5), 992–1003. Franz, L., Chambers, N., Von Isenburg, M., & De Vries, P. J. (2017). Autism spectrum disorder in sub-Saharan Africa: A comprehensive scoping review. Autism Research, 10(5), 723-749. Larson, E. (1998). Reframing the meaning of disability to families: The embrace of paradox. Social Science & Medicine (1982), 47(7), 865–875. Knestricht, T., & Kuchey, D. (2009). Welcome to Holland: Characteristics of resilient families raising children with
8GSOROK K U G NK SU &%.&. 1 GRSU OS GI c 8OM
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FAMILY: the people who are closely involved in the day-to-day affairs of the household.
DNK RKG H GT OGR OS GI G NG LGSOROK LKR NK O GT U NUTK L OKT GT GIW GOT GTIK 2 % & C6 2 %&& 1 GRSU NGRL UL NK LGSOROK G K NO G bTU G GRRc%
DNK K R G K IGRI RG K G G U O O K H USGOT IU K U O O K G GO GR GT G TKMG O K H USGOT IU K TKMG O K G GO GR % :OMNK IU K OT OIG K G NOMNK KM KK UL OS GI UT NK LGSOR %
Figure 2. Negative Appraisal Ranked #1 Having a child with ASD in our family has led to additional financial costs.
3RR NK K UT K IG KMU OK CK KT U UL NK & NOMNK G GO GR DGHRK %
1 (not at all): 3,9% 2 (to a mild degree): 8,3%
%
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CKIUT U NO G NG LGSOR SKSHK G KIOG K K K INOR G NG OTM G TOW K K UTGRO GT KIOGR GRKT HKIG K UL NG OTM G INOR O N G O S OT NK LGSOR 2 )% C6 2 &%-.8OM K ) %
DNK 8GSOR ;S GI UL 5NOR NUU 6O GHORO CIGRK OTIR K @ CDF 6 9 D F A CD C% DNK K G K LU G OTM U OUT LU KGIN W K OUT0 TU G GRR ( U G SOR KM KK ) U G SU K G K KM KK GT U G H GT OGR KM KK %
3 (to a moderate degree): 18,3% 4 (to a substantial degree): 69,4%
Figure 3. Positive Appraisal Ranked #2 Having a child with ASD in our family has helped my family to appreciate how every child has a unique personality and special talents.
KK G K
K GI U G OIO GT % G OGHRK KRG K U U O O K
1 (not at all): 3,3%
3 (to a moderate degree): 22,2%
%%
4 (to a substantial degree): 66,1%
9O OTM LGSOROK NK U U TO GT OSK U KeKI UT U KT OGRR U O O K U IUSK UL NKO INOR O N 3C6 SOMN NKR NKS U KGRO K USK UL NK U O O K OS GI UL O GHORO OT NKO U T LGSOR TK OIN INK (&& % CU N 3L OIGT K OIK U O K IGT U KT OGRR K NK 8GSOR ;S GI UL 5NOR NUU 6O GHORO CIGRK G G UL NKO G K SKT HG K U NKR LGSOROK KeKI UT NK U O O K GT TKMG O K OS GI UL GO OTM G INOR O N 3C6 GT O KT OL LGSOROK NU SG KW O K G O OUTGR U % 3 MMK K H AG T K K GR% (& ) O SOMN HK NKR L R U K U K LGSOROK U U NK LGSOROK O N SU K U O O K G GO GR % 4 OT K GI OTM O N U NK LGSOROK NG OT K K NK OS GI UL 3C6 G G U O O K K KT LGSOROK SOMN HK GHRK U KeKI SU K U O O KR GT K KdTK NKO SKGTOTM UL 3C6 D TGRO AU K (&&( %
6. What can we learn from this study?
Description
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Descriptive Descriptive statistics of the 10 highest rated items on the Family Impact of Childhood Disability Scale (in order from highest to lowest mean scores)
+ + + + + + + -
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2 (to a mild degree): 8,3%%
Table 1. Top 10 Items Rank
Figure 1. Genogram of the participating families (N=180)
severe disabilities. Journal of Family Studies, 15(3), 227–244.
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5. What are the practical implications?
3. How did we measure cognitive appraisal? 4. What were the results?
3R NU MN K KG INK G K K U T K GT NK L RR GTMK UL LGSOROK a K K OKTIK NKT GO OTM G INOR O NG O S KI S O U K 3C6 K GT IU OTM NKU GT K KG IN NG K NU T NG LGSOROK IGT K IKO K U IUMTO O KR G GO K NK OS GI UL NKO INOR O NG O GHORO G HU N TKMG O K GT U O O K 8UR SGT K GR% .,1 =G UT .1 D K :OKHK N (&&( %
Oldest child
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1. What did we want to find out?
Father (~39yrs)
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1
It has led to additional financial costs.
3.53
2
This experience has helped my family to appreciate how every child has a unique personality and special talents.
3.51
3
The experience has made my family more aware of other people's needs and struggles which are based on a disability.
3.42
4
My child's ASD has led to positive personal growth, or more strength in me as a person and/or my family members.
3.37
5
The experience has taught my family that there are many special pleasures from my child with ASD.
3.28
6
There have been increased time demands created in looking after the needs of my child with ASD.
3.23
7
My family has become more tolerant of differences in other people and generally more accepting of physical or intellectual differences between people.
3.17
8
The experience has made my family come to terms with what should be valued in life.
3.11
9
Raising my child with ASD has made life more meaningful for my family.
3.06
10
It has led to limitations in social contacts outside the home.
2.89
KI O K UL
NU G K GO OTM INOR KT O N 3C6
H CGNG GT 3L OIG%
8GSOROK
Mean
NK K
K IKO K
NK OS GI UL NKO INOR
O N 3C6 G HU N U O O K GT TKMG O K%
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DNK G INOR
✓
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UL NG OTM G
O N 3C6 O IUTIK TOTM%
8GSOROK KTPU
NK SGT
KIOGR RKG
K
UL NKO INOR KT O N 3C6%
✓
3 TKMG O K OS GI O TU K
K OKTIK UL LGSOROK
NK URK NU NG K G INOR
O N 3C6%
Note. Positive appraisals and negative appraisals were scored on a scale of 1 (not at all) to 4 (to a substantial degree).
Paynter, J., Riley, E., Beamish, W., Davies, M., & Milford, T. (2013). The double ABCX model of family adaptation in families of a child with an autism spectrum disorder attending an Australian early intervention service. Research in Autism Spectrum Disorders, 7(10), 1183–1195. Schlebusch, L., Samuels, A. E., & Dada, S. (2016). South African families raising children with autism spectrum disorders: relationship between family routines, cognitive appraisal and family quality of life. Journal of Intellectual Disability Research: JIDR, 60(5), 412-423. Trute, B., & Hiebert-Murphy, D. (2002). Family adjustment to childhood developmental disability: A measure of parent appraisal of family impacts. Journal of Pediatric Psychology, 27(3), 271–280. Trute, B., Hiebert-Murphy, D., & Levine, K. (2007). Parental appraisal of the family impact of childhood developmental disability: Times of sadness and times of joy. Journal of Intellectual & Developmental Disability, 32(1), 1–9. Tunali, B., & Power, T. G. (2002). Coping by redefinition: Cognitive appraisals in mothers of children with autism and children without autism. Journal of Autism and Developmental Disorders, 32(1), 25–34.
Acknowledgements FK U R RO K U NGT NK LGSOROK NU MG K NKO OSK U G OIO G K OT NO K KG IN% FK U R GR U RO K U NGT NK GLL G NK U MGTO G OUT OT 9G KTM LU NKO NKR GT U OT G OIO GT KI O SKT % DNO K KG IN G UT U K OT G H NK G OUTGR BK KG IN 8U T G OUT NK ETO K O UL A K U OG GT NK 6CD B8 5KT K UL 7 IKRRKTIK OT : SGT 6K KRU SKT % Supervised by Dr. Alecia Samuels and Prof. Shakila Dada Centre for Augmentative & Alternative Communication University of Pretoria
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