The level of basic hope, the sense of coherence and life satisfaction in mothers of an adolescent only child with moderate intellectual disability

2017 ◽  
Vol LXXVIII (2) ◽  
pp. 85-95
Author(s):  
Marta Kimszal ◽  
Jarosław Rola

Analysis of Polish statistical, demographic and sociological data confirms the growing need for research on only children and their families. Over the last few years, however, with the growth in the number of only children, researchers have been showing little interest in the functioning of children, adolescents and adults with intellectual disabilities who have no siblings, and their families' members.The theoretical part of the article presents the functioning and problems of parents of adolescent children with intellectual disabilities. The specific situation of mothers is taken into consideration. The empirical part presents the findings of a study on the level of basic hope, the sense of coherence and life satisfaction in mothers of an adolescent only child with moderate intellectual disability.Three assessment tools were used in the study: the Basic Hope Inventory - a revised version (BHI-R) – by J. Trzebiński and M. Zięba, the Sense of Coherence Scale (SOC-29) by A. Antonovsky, and the Satisfaction with Individual Life Domains Scale by J. Czapiński. The study covered two 36-person groups of mothers with one child and mothers with more than one child aged 15-19 with moderate intellectual disabilities.The findings showed that there were no significant differences between the mothers with one child and the mothers with more than one child in the level of basic hope, the sense of coherence and its components, and life satisfaction. However, the mothers with one child had higher scores on all variables studied. The mothers with one child differed from the mothers with more than one child in a statistically significantly higher level of satisfaction with their education. Mothers of adolescents with multiple disabilities had significantly lower scores for the level of basic hope and significantly higher scores for the level of work satisfaction.

2016 ◽  
Vol 30 (2) ◽  
pp. 416-418 ◽  
Author(s):  
Petra C. M. Buijs ◽  
Erik Boot ◽  
Andrea Shugar ◽  
Wai Lun Alan Fung ◽  
Anne S. Bassett

2020 ◽  
Vol 19 (4) ◽  
pp. 263-278
Author(s):  
Marija Cvijetić ◽  
Mirjana Đorđević

Introduction. Behavioral problems are more common in people with intellectual disability than in typical population and present an obstacle to their adaptive functioning and social inclusion. Since adjusted social behavior requires, among other things, an adequate understanding and interpretation of thoughts and behavior of others, theory of mind could be one of the factors of adjusted behavior and behavioral problems in people with intellectual disability. Objective. The aim of this paper is to single out the research in which the issue of the relationship between the ability of theory of mind and behavioral problems of people with intellectual disabilities has been addressed, through a literature review. Methods. Insight into the available literature was performed by searching the electronic databases that are available through the services of the Serbian Library Consortium for Coordinated Acquisition - KOBSON, as well as through Google Scholar and Research Gate. Results. Based on the analyzed research results, it can be concluded that there is a negative correlation between theory of mind and behavioral problems, both in children and in adolescents and adults with intellectual disabilities. While some studies have found a direct link between theory of mind and behavioral problems, others have found that this link is indirect, whereby the role of intermediaries tend to have executive functions, social acceptance, quality of parental interaction and resilience. Conclusion. Since the results of several studies suggest that more advanced theory of mind enables more successful social interactions and more adjusted behavior, it is necessary to enrich the education of people with intellectual disability with contents related to understanding thoughts, emotions, desires and intentions, as one of the elements of approach to treatment, in order to prevent problematic behaviors.


2014 ◽  
Vol 19 (1) ◽  
pp. 36-43
Author(s):  
Tracy Lazenby-Paterson ◽  
Hannah Crawford

The literature recognizes the important role of the Speech and Language Pathologist (SLP) in the treatment of communication and swallowing disorders in children with Intellectual Disabilities (ID). However there is also a need to emphasize the importance of specialist SLP input across the lifespan of people with ID, and to recognize the specific, ongoing and changing communication and swallowing needs of adults with ID as they get older.


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