How are parental reactions to children’s emotions linked with Theory of Mind in children with Autism Spectrum Disorder?

BackgroundBased on the model of ‘Parental Socialization of Emotions’ (Eisenberg, Cumberland, & Spinrad, 1998), these studies examined the profiles of parental reactions to their children’s emotions and the relation between these reactions and their ASD children’s ToM abilities. They could help identify protective versus risk factors in their ToM development.MethodThe participants in Study 1 included 29 mothers and 29 fathers of ASD children (26 boys and 3 girls). In Study 2, 39 mothers and 31 fathers and their ASD children participated. In both studies, mothers and fathers independently completed a questionnaire about their reactions to their children’s emotions. In Study 2 only, children’s ToM abilities were assessed by means of direct measures and a questionnaire completed by parents.ResultsThe results indicated that mothers displayed more encouragement and less minimizing responses to their ASD children’s negative emotions than fathers. For both maternal and paternal model analysed by stepwise regressions, the results highlighted specific links between each parent’s reactions and children’s ToM abilities that varied according to mental states. These findings suggested that parental reactions which help the children to understand how they can solve problems are protective factors, while parental reactions which deprive children of an opportunity to explore their feelings are risk factors.ConclusionThese studies provide new information about how parental reactions to children’s emotions could socialise ASD children’s ToM abilities better; this could be useful for adapting parental support programmes.     

Parenting stress within mother-father dyads raising a young child with autism spectrum disorder

BackgroundThe present study assessed different facets of parenting stress in families with a child with ASD (perceptions of parenting-related roles, parent-child interactions, and the child’s behaviors) at three timepoints: right after receiving an ASD diagnosis, immediately following specialized intervention services, and one year after receiving services, upon primary school entry.MethodParticipants were 258 mother-father dyads and their child. Parents provided demographic information and completed measures on their parenting stress and their child’s autism symptom severity.ResultsPartial correlations revealed that, at the time of diagnosis, after controlling for children’s age and autism symptom severity, mothers’ and fathers’ stress was positively and significantly associated with each other, suggesting a bidirectional relation between partners’ psychological adjustment. Cross-lagged panel analyses demonstrated different longitudinal and transactional links, depending on the dimension of stress examined.ConclusionsFindings are discussed in terms of supports that could assist mothers and fathers of children with ASD.     

The Power Principle: The Shame of the Father or The Emperor’s New Clothes

Abstract

Freud’s paternal principle is a key unconscious presence that functions independently of the actual person of the father of childhood. As the third to the mother-infant dyad, this paternal function is of singular importance, while simultaneously placing the subjective experience of the father in the muted position of being an absent authority. As the paternal principle suggests and the power principle makes explicit, the father is largely a transference phenomenon enacted by the child to imbue the person of the father with his power, rendering him paradoxically in a vulnerable position. Furthermore, his power, dependent on the child’s perception, is often eventually attributed to others. Despite this precarious position, fathers retain their childhood perception of their own father’s omnipotence. This perception remains sequestered as an unconscious belief, a paternal bastion, holding fathers—even those who have awakened to women’s equality—accountable to an archaic and patriarchic ideal, but without the support of the patriarchal systems of the past. In the context of changing social structures, the presence of the paternal in the unconscious has direct implications for the treatment of men and women modeled on developmental theories of the mother-infant relationship.     

It takes two! Exploring sex differences in parenting neurobiology and behaviour

Parents lay the foundation for their children's socio‐emotional experiences by sensitively responding to their needs. The hormonal and neurobiological changes that occur during the transition to parenthood importantly contribute to the parents’ caregiving behaviour toward their children. Much research has emphasised the relationship between the mother, who is most often the primary caregiver, and her infant, with less focus on the role of fathers in child development. However, recent accounts have suggested that fathers also play an important role in promoting the health, development and psychosocial wellbeing of their children. Evidence from the behavioural literature has indicated that there are significant differences between typical mother‐infant versus father‐infant interactions. The current review aims to outline differences between maternal and paternal caregiving by discussing the differences in their biological mechanisms. First, we focus on the different hormones that are correlated with sensitive parenting behaviours in mothers and fathers. Next, we discuss the differences between neural bases of motherhood and fatherhood. Lastly, we discuss ways in which parental hormones, parental brain and parental exposure to infant cues interact to shape parental caregiving behaviour. In summary, this review highlights the distinct but complementary nature of maternal and paternal caregiving.     

Subjective well-being among family caregivers of individuals with developmental disabilities: The role of affiliate stigma and psychosocial moderating variables

Studies have shown that stigmatization is linked to lower quality of life; however, only scant research has examined the association between family caregivers’ internalization of stigma (affiliate stigma) and their subjective quality of life (subjective well-being, SWB). Furthermore, studies have rarely examined this association via comparison between caregivers of individuals with different developmental disabilities in addition to examining the influence of psychosocial protective factors. These were the aims of the current study. Family caregivers (N = 176) of individuals with autism spectrum disorders (ASD), intellectual disabilities (ID), and physical disabilities (PD) completed a self-report structured questionnaire including scales measuring SWB, affiliate stigma, burden, positive meaning in caregiving, social support and self-esteem. Results showed that SWB of family caregivers was below the average normative level and especially low for caregivers of individuals with ASD. The strongest predictors of SWB were caregivers’ self-esteem, social support, positive meaning in caregiving, and affiliate stigma. Furthermore, an interaction was found between affiliate stigma and diagnosis, showing that among caregivers of individuals with ASD, greater levels of stigma were associated with lower ratings of SWB, whereas such an association was not found among caregivers of individuals with ID or PD. Findings from this study point to the importance of supporting caregivers across the life-span in order to decrease stigma, improve social support and self-esteem and improve SWB. Further, findings point to the need to respond differentially to the various developmental disabilities.     

Contributors to well-being and stress in parents of children with autism spectrum disorder

BackgroundParents of children with autism spectrum disorder (ASD) present more well-being and stress problems than parents of typically developing (TD) children. However not all parents present these problems. These problems can be due to a dynamic interaction between environmental antecedents, person antecedents, and mediating processes. Understanding how these factors separately contribute to explain parents’ well-being and stress can have implications for intervention programs. The aim of this study was to explain parents’ subjective well-being and physiological stress by considering whether they had a child with ASD or not and their child’s negativity (environmental antecedents), their perception of their child’s problems (person antecedents), and their use of reappraisal (mediating processes).MethodThirty-seven parents of children with ASD and 41 parents of TD children reported their subjective well-being and their physiological stress was assessed. Additionally, children’s negativity was observed, parents rated their perception of their child’s problems (autistic traits, emotion regulation ability, and lability/negativity), and parents reported their use of reappraisal.ResultsCompared to parents of TD children, parents of children with ASD reported having lower subjective well-being and had increased physiological stress. Parents’ perceptions of children’s lability/negativity and parents’ use of reappraisal were better predictors of parents’ subjective well-being than ASD and parents’ perceptions of children’s lability/negativity contributed to parents’ physiological stress as much as ASD.ConclusionsPrevention and intervention programs targeting parental well-being and stress will benefit from working with parents at the level of perceptual constructs and reappraisal ability.     

The perspectives of students with Autism Spectrum Disorder on the transition from primary to secondary school: A systematic literature review

BackgroundThe transition from primary to secondary school is a period of intense sociocultural and environmental change, which can present specific challenges for children with Autism Spectrum Disorder (ASD). Children’s perspectives are often lacking in research on ASD, and this is also the case for research on children with ASD at the primary to secondary school transition.MethodThis systematic literature review serves an important purpose by comprehensively identifying and synthesising the empirical research on the first-hand accounts of children with ASD in relation to their transition from primary to secondary school.ResultsAcross the results of nine studies that met inclusion criteria, four core themes emerged: relationships, feelings and expectations regarding transition, facilitators and barriers of a successful transition, and heterogeneity of needs relating to ASD.ConclusionThe results emphasise the importance of reducing the concerns of children with ASD through transition planning as well as the adoption of a less negative narrative around the primary-secondary transition. Similar to their typically developing peers, children with ASD can have a positive experience of the primary-secondary transition.     

Family caregiver support groups: spiritual reflections’ impact on stress management

Objectives: Caregiving for people with neurodegenerative disease (e.g. Alzheimer's disease (AD); frontotemporal dementia (FTD)) is provided primarily by the family care system. Caregiving is taxing and much of the caregiving research is guided by a stress/adaptation theoretical perspective. Within this theoretical model, the role of spirituality in rendering meaning to the caregiver role remains unexplored. We conducted a qualitative analysis of expressions of spirituality and its meaningfulness during the caregiving journey within the context of an online video conferencing support group intervention program.Methods: Eighteen AD and six FTD caregivers participated in the Caring for Others evidence-based program consisting of 10 weekly virtual online support group sessions facilitated by experienced gerontological social workers.Results: Content analysis of the video-recorded group interactions yielded recurrent themes of caregivers’ spiritual reflections and their associations with managing caregiver stress responses.Conclusion: The findings inform professional observations of the importance of spiritual beliefs in understanding how caregivers ascribe both positive and negative meanings to critical life events and their management.     

Multilevel approach to gender differences in adaptation in father-mother dyads parenting individuals with Autism Spectrum Disorder

BackgroundMost studies of gender differences in the ASD literature present methodological limitations regarding the treatment of dyadic data. This work explored gender differences in the psychological adaptation of a sample of Spanish fathers and mothers of individuals with Autism Spectrum Disorder (ASD) using a multilevel modeling approach (MLM) that accounts for nested data.MethodQuestionnaires including different adaptation measures were completed by 120 father-mother dyads raising individuals with ASD. We designed a two-level model (parents nested in dyads) with three predictor variables at level 1 (parent gender, parent age, and perception of child’s behavior problems) and four predictor variables at level 2 (child age, family income, ASD severity, and time since diagnosis) to examine the influence of these variables on negative and positive psychological outcomes (stress, anxiety, depression, and psychological well-being).ResultsMothers experienced higher levels of stress and anxiety than fathers, even after controlling for interdependence and sociodemographic factors. ASD severity was a significant predictor of both progenitors’ stress and well-being, and family income was also related to psychological well-being, although no gender differences were observed in the way these variables are related to parental outcomes.ConclusionsProfessionals should offer parents support to adjust expectations according to their child’s ASD severity given its relationship to parental stress and well-being. Considering that mothers experience higher levels of stress and anxiety than fathers, clinicians should encourage maternal protective factors. Finally, governments should consider new policies aiming to support ASD families’ treatment expenses.     

Quality of life in family caregivers of schizophrenia patients in Spain: caregiver characteristics,caregiving burden,family functioning,and social and professional support

Objective: Caregivers experience physical and mental stress that ends up lowering their quality of life (QoL). Our goal was to research (a) the level of caregivers QoL; (b) the relationships between the demographic characteristics of the caregivers, their caregiving burden, their family functioning, their social and professional support and their QoL and (c) the best predictors of caregivers QoL.

Methods: 100 key caregivers (70% parents, 8% spouses, 17% siblings and 5% children) were studied using the world health organization quality of life-Bref (WHOQOL-BREF) to research their QoL, the Zarit Scale to assess their perception of their caregiving burden, the Social Network Questionnaire to examine their social support, the Family APGAR to assess the satisfaction with social support from the family and a professional support scale (Escala de Apoyo Profesional) to determine the professional support received by caregivers was performed.

Results: Scores on the WHOQOL-BREF in the Physical, Psychological, Social and Environment domains were 15.0 (SD?=?3.7), 13.3 (SD?=?4.2), 11.0 (SD?=?4.7) and 13.5 (SD?=?3.1), respectively. Through bivariate analysis, the dimensions that showed a positive significant association with QoL were being a young male caregiver who was a working father with a high educational level and help from other family members. Caregivers of patients who were older and had a later onset of the illness, a lower score on the Zarit Scale and a high score on the Social Network Questionnaire, Family APGAR and Escala de Apoyo Profesional showed higher QoL. Many of these variables made a unique contribution in the multivariate analysis.

Conclusions: There is a significant association between the caregiver’s burden and their QoL. Regression analysis showed that the best predictors of QoL were caregiving burden, social support and professional support.     

Do caregiving burden and satisfaction predict loneliness in older care recipients?

Objectives: The goal of this study was to assess the extent to which caregiving burden and satisfaction of primary family caregivers in Israel predict loneliness among their older care recipients.

Method: The study included a convenience sample of 325 dyads of respondents. The short version of Zarit Caregiving Burden Interview and Lawton Caregiving Appraisal measures were used to assess caregiving burden and satisfaction; the de Jong Gierveld Loneliness Scale was used to assess care recipient's loneliness.

Results: The results showed that greater caregiving burden was significantly correlated with increased loneliness, whereas greater caregiving satisfaction was significantly correlated with lower levels of loneliness.

Conclusion: The literature has broadly addressed the association between caregiving burden and satisfaction and the caregivers’ well-being, whereas this association with regard to care recipients’ well-being has been barely examined. The multivariate analyses showed that caregiving burden was insignificant in explaining loneliness, whereas greater caregiving satisfaction was found significant in explaining lower levels of loneliness. The results and implications for further research and practice are discussed.     

Prevalence,structure and correlates of anxiety-depression in boys with an autism spectrum disorder

BackgroundComorbidity of anxiety and depression predicts impaired treatment outcomes, poor quality of life and increased suicide risk. No study has reported on a combined measure of anxiety-depression in boys with an Autism Spectrum Disorder.AimsTo explore the prevalence, underlying factor structure and relationships between anxiety-depression, physiological stress and symptoms of Autism Spectrum Disorder (ASD).Methods150 boys (aged 6–18 years; IQ M = 94.9, range = 73–132) with an ASD plus their parents (135 mothers, 15 fathers) completed scales about the boys’ anxiety and depression, and the boys provided samples of their saliva in the morning and afternoon. Parents also completed the ASD Behaviour Checklist about the boys’ ASD symptoms.ResultsThe two sources of ratings were not significantly different for prevalence of anxiety-depression but the factor structures varied between the parents’ and boys’ responses, with a four-factor solution for the boys’ ratings and a three-factor solution for the parents’ ratings. There were also differences in the correlations between cortisol and anxiety-depression and between ASD symptoms and anxiety depression across the boys’ and parents’ data.ConclusionsAssessment of anxiety and depression comorbidity from parents and from children with an ASD themselves could provide a valuable adjunct datum when diagnosing ASD.     

Can I teach students with Autism Spectrum Disorder?: Investigating teacher self-efficacy with an emerging population of students

Currently, 1 in 68 children in the U.S. is diagnosed with Autism Spectrum Disorder (ASD; Centers for Disease Control & Prevention, 2015) and this growing population of learners has been noted as one of the most challenging groups to teach. Teacher self-efficacy, the belief teachers hold about their instructional capabilities, has been shown to differ according to contextual factors, such as the type of students teachers face. The purpose of this investigation was to develop an instrument that can used to measure teachers’ self-efficacy for effectively working with students with ASD. Study 1 involved the development and evaluation of a new instrument, the Teacher Self-Efficacy for Students with Autism Scale (TSEAS) with a sample of general and special education teachers in the U.S. (N = 120). Study 2 involved a cross-validation of the measure with teachers in Australia (N = 85). Results indicated that the scale represented a unidimensional construct in both studies. Self-efficacy for teaching students with ASD was distinct from, though positively related to, general teaching self-efficacy, job satisfaction, and self-regulation. Using a student-specific teaching self-efficacy measure might provide more useful information for supporting teachers’ beliefs for teaching students with ASD.     

Three physiological responses in fathers and non-fathers’ to vocalizations of typically developing infants and infants with Autism Spectrum Disorder

Children with ASD, even before receiving a formal diagnosis, express atypical patterns of distress vocalizations (namely, episodes of crying). Their cries have higher fundamental frequencies, shorter inter-bout pauses, and fewer utterances. Cries of children with ASD are also perceived differently from other cries, and these perceptual differences may alter parent–infant interaction. This study assessed multiple physiological responses in fathers and non-fathers to atypical distress vocalizations (cries of children with ASD), acoustically matched typical distress vocalizations (cries of typically developing children), and positive vocalizations (laughter of typically developing children). The experimental procedures were designed to measure how components of the autonomic nervous system respond to typical and atypical infant vocalizations. Three convergent methodologies (Galvanic Skin Response—GSR; cardiac dynamics via Inter-Beat Interval—IBI; right hand temperature change—RHTC) were performed on two groups with contrasting caregiving experience: fathers of typically developing children (n = 10) and non-fathers (n = 10). Inferential statistical analysis compared the two groups (fathers, non-fathers) and three stimulus types (ASD cry, typical cry, laughter) for the three measures (GSR, IBI, RHTC). Both fathers and non-fathers showed greater negative responses (increased GSR) to ASD cries compared to typical cries and laughter. Fathers showed higher IBI and greater temperature increases (RHTC) than non-fathers while listening to typical and atypical cries. Fathers and non-fathers showed more emotional arousal mediated by sympathetic activation while listening to cries of children with ASD. Fathers were calmer and acted more promptly than non-fathers while listening to typical cries, perhaps because the fathers had more experience in caring for crying infants. These findings point to similarities and differences in fathers’ and non-fathers’ physiological responsiveness to cries of children with ASD and might guide specific intervention programs for parents of children at risk of ASD.     

Behaviour problems of children with ASD and perceived stress in their caregivers: The moderating role of trait emotional intelligence?

BackgroundPsychological distress in caregivers of children with autism spectrum disorder (ASD) has been shown to vary according to characteristics of the care recipient, especially their behaviour problems. Trait emotional intelligence (TEI), which has been linked with subjective reports of distress in familial caregivers, has also been shown to predict behaviour problems in the care recipient. This study is, we believe, first to examine whether TEI might moderate the effect of child behaviour problems (CBP) on caregivers’ psychological functioning.MethodA sample of 118 parents of children with clinically verified ASD was asked to complete an online survey assessing: (a) TEI, (b) CBP and (c) perceived stress scores (PSS). The SPSS PROCESS macro (model 1) with bootstrapping was used to determine whether CBP, though its interaction with TEI, might predict caregivers’ PSS.ResultsData yielded a direct relationship between CBP and TEI, and caregivers’ PSS; however, no interaction effect was observed. These data reflect the fact that caregivers of children with more behaviour problems are at greater risk for psychological distress, as are caregivers with lower TEI. The relationship between CBP and PSS, however, was not differentially affected by caregivers’ TEI.ConclusionsThese findings, which implicate lower TEI and greater CBP as risk factors for psychological maladjustment in caregivers of children with ASD, might inform the design and delivery of tailored stress management interventions.     

Self-esteem,social support,and life satisfaction in Chinese parents of children with autism spectrum disorder

PurposeThe current study examined self-esteem, social support, and life satisfaction in Chinese parents of children with autism spectrum disorder (ASD), and observed the mediation effects of social support on the relationship between self-esteem and life satisfaction.MethodsWe compared 118 Chinese parents of children with ASD to 122 demographic-matched parents of typically developing children on measures of self-esteem, social support, and life satisfaction using the Rosenberg Self-Esteem Scale (SES), Multidimensional Scale of Perceived Social Support (MSPSS), and Satisfaction with Life Scale (SWLS), respectively.ResultsParents of children with ASD scored significantly lower on self-esteem, social support, and life satisfaction than the controls (ps < 0.01), and social support partly mediated the relationship between self-esteem and life satisfaction in both groups. Hierarchical regressions indicated that after controlling for demographic variables, social support and self-esteem were significant predictors of life satisfaction in both groups but explained more variance in life satisfaction for the parents of children with ASD.ConclusionsSocial support and self-esteem play a more important role in life satisfaction for parents of children with ASD than those of typically developing children. Life satisfaction is positively related to higher household income, higher self-esteem, and stronger social support for parents. Self-esteem is likely to be associated with greater life satisfaction by means of greater social support. Future research and interventions should focus on fostering a more positive climate of social support for ASD families in China.     

Behavioral and genetic correlates of the neural response to infant crying among human fathers

Although evolution has shaped human infant crying and the corresponding response from caregivers, there is marked variation in paternal involvement and caretaking behavior, highlighting the importance of understanding the neurobiology supporting optimal paternal responses to cries. We explored the neural response to infant cries in fathers of children aged 1–2, and its relationship with hormone levels, variation in the androgen receptor (AR) gene, parental attitudes and parental behavior. Although number of AR CAG trinucleotide repeats was positively correlated with neural activity in brain regions important for empathy (anterior insula and inferior frontal gyrus), restrictive attitudes were inversely correlated with neural activity in these regions and with regions involved with emotion regulation (orbitofrontal cortex). Anterior insula activity had a non-linear relationship with paternal caregiving, such that fathers with intermediate activation were most involved. These results suggest that restrictive attitudes may be associated with decreased empathy and emotion regulation in response to a child in distress, and that moderate anterior insula activity reflects an optimal level of arousal that supports engaged fathering.     

Autism severity as a predictor of inattention and impulsivity in toddlers

Abstract

Objective: Evaluate how severity of autism spectrum disorder (ASD) symptoms predicts attention-deficit/hyperactivity disorder (ADHD) symptoms in atypically developing toddlers.

Method: Parents/caregivers of 2300 atypically developing toddlers’ ages 18–37 months were assessed about their children’s behaviours using the Baby and Infant Screen for Children with aUtIsm Traits (BISCUIT) Part 1 and the inattention/impulsivity subscale of the BISCUIT-Part 2.

Results: ASD symptom severity was positively and significantly correlated with inattention/impulsivity, indicating that children with more severe symptoms of ASD tended to have higher scores on the measure of inattention/impulsivity, R²?=?0.49, F (1, 2298)?=?2234.72, p?<?0.001. Additionally, ASD symptom severity significantly predicted inattention/impulsivity, β?=?0.70, t (2298)?=?47.27, p?<?0.001.

Conclusions: ASD symptom severity predicts rates of ADHD symptoms in atypically developing toddlers. The implications of these findings are discussed in the context of other research.     

Characteristics of the spouse caregiving experience: Comparison between early- and late-onset dementia

ABSTRACT

Objectives: To investigate the characteristics of the caregiving experience according to age at onset of dementia to adapt support programs.

Method: Fifty-seven spouse caregivers of persons with early-onset dementia (PEOD) and 93 spouse caregivers of persons with late-onset dementia (PLOD) participated. The characteristics of the caregiving experience were assessed using questionnaires. We compared the two groups according to age at onset of the disease using a multivariate test, Pillai's Trace test.

Results: The analysis showed that there were similarities and differences between the two groups of spouse caregivers. All spouse caregivers were confident in their caregiving role and fairly well prepared for future needs and reported mild depressive and anxious symptoms. However, they lacked informal support, had low confidence in requesting respite care and reported effects on their health. Compared to spouse caregivers of PLOD, spouse caregivers of PEOD had more severe perceptions of the cognitive disorders of persons with dementia (PWD) and had a better sense of preparedness and knowledge of services. Spouse caregivers of PLOD were more confident in their ability to control disturbing thoughts.

Conclusion: The results suggest that programs should provide information on support networks to improve preparedness for spouse caregivers of PLOD as well as emphasizing positive coping strategies for caregivers of PEOD to maintain good-quality relationships with PWD, which influences the perception of the symptoms. For both groups, family relationships should be considered.     

Coparenting Competence in Parents of Children with ASD: A Marker of Coparenting Quality

The coparenting relationship has been linked to parenting stress, parenting self-efficacy and many other concerns associated with the development of children with ASD. Parents of children with ASD (N?=?22) were interviewed to explore three domains of their coparenting relationship; (1) adaptation to the emergence of their child’s autism, (2) parenting their child with ASD, (3) expectations for their child’s developmental outcomes. The concept of coparenting competence, developed during analysis, describes collective perceptions of parenting efficacy. Parents linked perceptions of coparenting competence to their, ability to cope with diagnosis and parenting, motivation to do what they could for their child, and hopes for their child’s development. The concept of coparenting competence could play an important role in future research and intervention.