Sense of Coherence Uplifting Parent Participation in Everyday Resilience (SUPPER): applying sense of coherence theory as an intervention to positively influence parental well-being and family occupational identity within a special education program
Honore, Nicole Cherylyn
MetadataShow full item record
Abundant research describes the prevalence of parenting stress among parents of children with disabilities. Children with disabilities requiring specialized instruction receive special education programming, but this factor can exacerbate stress in parents and interfere with positive mental health and family relationships. In school settings, intervention is directed at the student but fails to address the contextual day-to-day needs of parents experiencing greater stressors. There is scant evidence of the use or presence of structured, manualized intervention programs in schools to address the intense needs of parents of children with disabilities or of occupational therapy-led interventions on behalf of the parent as they emotionally process new special education programming territory. A strong sense of coherence (SOC) is important in positive parenting, health, and wellness. Low SOC has been associated with depression and stress and low parental coping capability. The SOC theory is valuable in explaining differences in individuals’ capacities to positively adapt to life challenges. A school-based, educational parent-intervention program, framed by a salutogenic SOC theory approach, which occurs during the school year, may prove useful to address parents’ diminished meaningful life occupations resulting from increased stress or lowered SOC. This inquiry aims to examine the relevance, need, and benefit of a school-based parental-intervention program for parents of children with disabilities, the Sense of Coherence Uplifting Parent Participation in Everyday Resilience (SUPPER) program. Its intended purpose is to provide a special-education-based, parent-support and -empowerment group for parents of children receiving special education programming and supports.
RightsAttribution-NonCommercial-NoDerivatives 4.0 International
Showing items related by title, author, creator and subject.
Asian immigrant parents' perceived parental role and role enactment while accessing and using health and education services for their child with developmental disabilities in the United States Hwang, I-Ting (2019)Asian immigrants are the fastest growing immigrant population in the United States. The literature documents that Asian immigrant parents of children with developmental disabilities (DD) face additional barriers when they ...
Exploring parenting self-efficacy among parents of children In residential treatment: evaluating a combined online psychoeducational intervention Robinson, Winslow S. (2018)When children return home from residential treatment for behavioral challenges, continuity of care is clinically advised and empirically supported. If parents lack the skills to support this transition, a child’s treatment ...