Factors contributing to parental stress among Chinese families of children with autism: A qualitative study. Issue 6 (5th December 2022)

• Record Type: Journal Article
• Authors: Huang, Mary; Zhou, Zheng
• Is Part Of: Psychology in the schools. Volume 60:Issue 6(2023)
• Page Start: 1837
• Page End: 1854
• Publication Date: 2022-12-05
• Subjects: autism -- Chinese -- culture -- efficacy -- families -- stress; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22837
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: Autism spectrum disorder (ASD) is a pervasive developmental disorder that has grown in prevalence over the past few decades and has a tremendous impact on families that struggle with adjustment to this disorder. Initial exposure to such a disorder may be a significant source of stress and tribulation for Chinese families who are not familiar with mental health discourse and how to navigate community healthcare systems. More extensive research with this population is vital to understand how cultural values and perceptions of parenting self‐efficacy contribute to parenting stress and coping in Asian families. This qualitative study sought to gain understanding of the ways that Asian families coped with stress when they had a child diagnosed with ASD. Seven Chinese families living in New York, with children between the ages of two and five, who were diagnosed with ASD, participated in semi‐structured interviews. Thematic analyses generated primary themes that explored factors contributing to Chinese parental stress: Chinese parents' perceived parenting self‐efficacy, parents' adherence to traditional Asian values, parental patterns of coping, and overall satisfaction with the early intervention services which their children were receiving. Results can guide specialized assessment and intervention for professionals who work with Chinese families within clinical, school, and community settings. Implications for practices of psychology in schools, limitations of this current study, and future directions are also discussed. Practitioner points: Chinese families of children with Autism expressed deficits in knowledge and feelings of inadequacy at the time of initial diagnosis. Families generally possessed "others as experts" worldviews toward service providers and expressed less feelings of perceived self‐efficacy. Story‐telling method reveals unique, and sometimes conflicting patterns of coping for Chinese families of children with Autism.