Parenting Stress and Autistic Children's Emotional Problems Relate to Family-School Partnerships and Parent Mental Health

Autor/inn/en	McIntyre, Laura Lee; Santiago, Rachel T.; Sutherland, Marah; Garbacz, S. Andrew
Titel	Parenting Stress and Autistic Children's Emotional Problems Relate to Family-School Partnerships and Parent Mental Health
Quelle	In: School Psychology, 38 (2023) 5, S.273-286 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McIntyre, Laura Lee) ORCID (Santiago, Rachel T.) ORCID (Sutherland, Marah) ORCID (Garbacz, S. Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000531
Schlagwörter	Child Rearing; Parents; Stress Variables; Mental Health; Children; Autism Spectrum Disorders; Emotional Problems; Family School Relationship; Parent Teacher Cooperation; Interpersonal Relationship; Partnerships in Education; Family Involvement; Child Health; Physical Health; Depression (Psychology); Symptoms (Individual Disorders); Elementary School Students; Socioeconomic Status; Parent Background; Adjustment (to Environment); Family Financial Resources; Behavior Problems; Child Behavior; Measures (Individuals); Vineland Adaptive Behavior Scales; Childhood Autism Rating Scale; Strengths and Difficulties Questionnaire; Parenting Stress Index; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Kindererziehung; Eltern; Psychohygiene; Child; Kind; Kinder; Autism; Autismus; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Hochschulpartnerschaft; Gesundheitszustand; Psychiatrische Symptomatik; Socio-economic status; Sozioökonomischer Status; Elternhaus; Messdaten
Abstract	Dimensions of family-school partnerships, including parent-teacher relationship quality and family educational involvement, are associated with positive outcomes for youth. Family-school partnerships are important for autistic youth, who may particularly benefit from cross-setting supports. Coordinated family-school partnerships may help maximize child outcomes. This study investigated the extent to which child behavioral and physical health (emotional, behavioral, and medical problems) and parent mental health (parenting stress, parent mental health history, and parent depressive symptoms) were associated with parent-teacher relationship quality and family involvement in a sample of 68 families of school-aged autistic children. Families were recruited through invitation letters disseminated at local early intervention and early childhood programs. Children in the sample were primarily boys, primarily White, and approximately 8 years old. Results suggest that (a) child emotional problems and parenting stress were negatively associated with parent-teacher relationship quality (large effects) and (b) parent history of mental health problems was negatively associated with family involvement (large effect). Intervention recommendations and future research directions are discussed. For example, it would be helpful for future research to include the perspectives of ethnically diverse samples when examining family-school partnerships among families with autistic children. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01