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Title: Stress and coping among parents of children with severe learning disabilities : coping strategies and parents' well-being
Authors: Link, Hanna.
Award date: 2000
Presented at: University of Leicester
Abstract: Lazarus and Folkman's (1984) process model of stress and coping, emphasising the importance of coping resources and coping strategies, is now incorporated in disability research. Recent research examining the ways parents of children with disabilities cope has focused primarily upon coping resources. Comparatively little research has explored coping strategies and the relationship between the use of coping strategies and parents' well-being (Beresford, 1994). Further, the results of Quine and Pahl's (1991) study of mothers caring for a child with severe learning disabilities (SLD) are inconsistent with previous research with related populations, warranting further research.;This thesis reports on a large scale (N = 123) cross-sectional, correlational study of parents caring for a child with SLD. Lazarus and Folkman's (1984) process model provided the conceptual framework for the work. The study aimed to provide a detailed analysis of the coping strategies used by parents, by employing both quantitative and qualitative techniques, and aimed to investigate the relationship between use of individual coping strategies listed on the WC-R and parental well-being. As hypothesised, in contrast to Quine and Pahl's (1991) study, use of practical coping strategies and or emotional social support was associated with decreased stress and psychological distress, as measured by the QRS-F and GHQ-12 respectively. Further, as predicted, use of wishful thinking was associated with increased stress and psychological distress. The results are discussed in relation to previous research findings and theory. Clinical and policy implications are discussed. Finally, limitations of the study are outlined and suggestions for further research are offered.
Type: Thesis
Level: Doctoral
Qualification: DClinPsy
Rights: Copyright © the author. All rights reserved.
Appears in Collections:Theses, School of Psychology
Leicester Theses

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