The Experiences of Families of Children with Learning Disabilities: Parental Stress, Family Functioning, and Sibling Self-Concept

Lily L. Dyson

152 citations0/0 files storedJournal of Learning Disabilities

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Family and Disability Support Research Family Dynamics and Relationships Parental Involvement in Education

Abstract

Quantitative and qualitative measures of 19 parents and 19 siblings of school-age children with learning disabilities (a parent-sibling pair for each child) showed that the functioning of the families and the self-concept of the siblings were comparable to that in families of nondisabled children, but the parents in the former group experienced greater stress than did parents of nondisabled children. Furthermore, despite few problems in sibling relationships, the families experienced adaptational difficulties, especially with regard to the school. Family intervention and future research are suggested.

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References

2017The Discovery of Grounded Theory 1985Families and Individual Development: Provocations from the Field of Family Therapy 1970Self concept and school achievement 1974Family Environment Scale 1983A short-form of the Questionnaire on Resources and Stress.2017Piers–Harris Children’s Self-Concept Scale 1974The questionnaire on resources and stress: An instrument to measure family response to a handicapped family member 1990Self-Perceptions, Motivation, and Adjustment in Children with Learning Disabilities

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2001The subjective well-being of people caring for a family member with a severe disability at home: a review 2007Parents of children with Asperger syndrome or with learning disabilities: Family environment and social support 2017Parental Stress in Families of Children With Disabilities 2013Travel by families with children possessing disabilities: Motives and activities 2010Unanticipated Effects of Children with Learning Disabilities on Their Families

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