Annotated Bibliography
Becerra-Culqui, T. A., Lynch, F. L., Owen-Smith, A. A., Spitzer, J., & Croen, L. A. (2018). Parental first concerns and timing of autism spectrum disorder diagnosis. Journal of Autism and Developmental Disorders, 48(10), 3367-3376. Web.
In the article, Becerra-Culqui et al. (2018) agree that the degree of mental development in children with autism is different, and, in some cases, the intellect may be normal, while in others, the child may have a significant mental impairment but be gifted in other areas of life. All the authors of the article are reputable researchers with multiple studies. The study provides scientific aspects but is written in an accessible language and can be used both in specialized institutions and participants in raising children. As discussed in the study, speech development is also highly variable. While some children are ahead of healthy peers regarding the pace and timing of speech development, others lag in the same characteristics, which influences their relationship with their families.
Rigles, B. (2019). The development of health lifestyles in families experiencing disability. Journal of Family Issues, 40(7), 929-953. Web.
Autistic children are usually the first and often the only ones in the family. Due to lack of experience, parents can miss the ability to mention the features of the child for a long time. The third year of life is critical for parents as the seriousness of the child’s deviations becomes apparent. Rigles, a researcher from the University of Colorado, extensively discusses that parents’ feelings can result in confusion, depression, lack of acceptance or understanding, or a complete rejection of oneself for the sake of the child. This can be exacerbated by unfavorably comparing their child to the “normal” children. As a result, there can be tension, hidden or obvious conflict in family relations, and mutual accusations of parents.
Reddy, G., Fewster, D. L., & Gurayah, T. (2019). Parents’ voices: Experiences and coping as a parent of a child with autism spectrum disorder. South African Journal of Occupational Therapy, 49(1), 43-50. Web.
According to the article, the family is experiencing severe stress at the time of the diagnosis. Usually, at the age of three, four, and sometimes even five, parents learn that their child, who until now was considered healthy and gifted, is barely teachable and can only develop in a specific way. Moreover, children with autism are often placed in a special boarding school. A family may face hostility from neighbors, aggressive people’s reactions in the transport, in a store, on the street, and even in a children’s institution. All authors are practitioners and academic lecturers and base their research on an extended literature study. The research influences the current study, as family stress can become chronic and present on an ongoing basis due to peculiarities.
Lichtle, J., Downes, N., Engelberg, A., & Cappe, E. (2020). The effects of parent training programs on the quality of life and stress levels of parents raising a child with autism spectrum disorder: A systematic review of the literature. Review Journal of Autism and Developmental Disorders, 7(3), 242-262. Web.
The study by Lichtle et al. (2020) discusses that the stress is more pronounced in mothers who experience excessive restrictions on personal freedom and time due to the overdependence of their children. They may have very low self-esteem due to considering themselves poor educators. A child from an early age does not encourage the mother, does not look into the eyes, does not like to be in her arms, sometimes does not distinguish her from other people, and does not give preference to contact. Such a child does not bring a mother a sufficient emotional response and the joy of communication. This can lead to depression and astheno-neurotic manifestations. Authors representing the academic community of the UniversitĂ© de Paris say that mothers are the most responsive to such children as they spend the most time with them. The life of a mother of a child with autism, in most cases, is centered around accompanying the processes in the child’s life.
Tokatly, I. T., Leitner, Y., & Karnieli-Miller, O. (2021). Core experiences of parents of children with autism during the COVID-19 pandemic lockdown. Autism, 25(4), 1047-1059. Web.
According to the study conducted by representatives of clinics and the academic community of Israel, mothers tend to devote the most time to the development of children with autism. Fathers tend to spend more time at work, although they have long-term obligations to provide for the family. Brothers and sisters of autistic children also experience certain difficulties, as parents are often forced to sacrifice their interests. They may feel deprived of attention feel that their parents love them less. Sometimes they share the family’s concerns and try to contribute to the development of a child who stands out. From the study aimed at educating the population about the problems during a pandemic, it can be stated the siblings may make efforts to help with the development of the child, or vice versa be negative about his presence in the family and try to place increased attention from parents.
Research Proposal
Early childhood autism has been identified and studied by specialists in various fields worldwide for many years. Despite the differences in views on the causes of this disorder, the mechanisms for the appearance of deviations in the development of children with autism, ways, and means of their treatment and rehabilitation are similar. Additionally, parents have a significant role in developing and preparing an autistic child for future life. In such cases, the work of a psychotherapist with the whole family, not only with a child with autism, is important.
The vulnerability of a family with an autistic child increases during periods of age crises and at those moments when the family passes certain critical points in development, such as when the child enters a preschool institution and reaches a transitional age. At these moments, the constant presence of a family member who is aware of all the details of the situation and can adapt it for a child with a disability is important. Changing the audience with which the child interacts can affect both him or her and the parents, who play a supportive and accompanying role in this communication.
Parental positions may vary as some of them underestimate the real successes and opportunities of the child, focusing on his or her shortcomings as they are ashamed of the child’s characteristics. In this case, education is based on rigid directive principles, and the child receives minimal attention to his or her development (Lichtle et al., 2020). Other parents, on the contrary, in every possible way, exaggerate their children’s achievements and obscure their insufficiency.
In cases where the whole family’s life is concentrated around the child, the presence of constant stress and tension, it is important to have a specialist who will explain the correct approaches. It is important to help parents conclude that it is inappropriate to give up oneself for the child’s sake and explain that this does not contribute to the development and socialization of the child. All adult members of the family must reach unity in understanding the behavior and needs of the child, as well as the requirements placed on him or her (Tokatly et al., 2021). They can be offered various models of family behavior and therapy to do so.
Prolonged emotional stress experienced by the parents of a sick child forms certain characteristics of their personality, such as increased sensitivity and anxiety, self-doubt, and internal inconsistency. Such emotions can lead to long-term negative consequences for close family members and relatives (Reddy et al., 2019). The mental state, combined with anxiety and self-doubt, adversely affects the emotional and personal development of the child (Tokatly et al., 2021). Therefore, as a psychologist, a doctor must treat and teach the child and all family members, as it is necessary to create a positive attitude towards family psychotherapy and the situation itself.
Many families support psychological therapy only for the child. This is because only he or she has obvious mental deviations. At the same time, children with autism affect all relatives who interact with them. The importance of family therapy in such cases is determined by the doctor’s ability to provide ready-made options for the model of behavior and interaction (Lichtle et al., 2020). Additionally, the specialist can work with the results or causes of severe stressors for family members.
In conclusion, a child’s autism affects the entire family’s lifestyle. It can affect all participants’ habits, behavior, or mental state in communication and the adaptation of a special child to society and living standards. As a result, significant stress, distress, or rejection on the part of the parent may develop. To combat it, family therapy is used, which can be a universal practice for finding the optimal structure for the functioning of a family with an autistic child.
References
Becerra-Culqui, T. A., Lynch, F. L., Owen-Smith, A. A., Spitzer, J., & Croen, L. A. (2018). Parental first concerns and timing of autism spectrum disorder diagnosis. Journal of Autism and Developmental Disorders, 48(10), 3367-3376. Web.
Lichtle, J., Downes, N., Engelberg, A., & Cappe, E. (2020). The effects of parent training programs on the quality of life and stress levels of parents raising a child with autism spectrum disorder: A systematic review of the literature. Review Journal of Autism and Developmental Disorders, 7(3), 242-262. Web.
Reddy, G., Fewster, D. L., & Gurayah, T. (2019). Parents’ voices: Experiences and coping as a parent of a child with autism spectrum disorder. South African Journal of Occupational Therapy, 49(1), 43-50. Web.
Rigles, B. (2019). The development of health lifestyles in families experiencing disability. Journal of Family Issues, 40(7), 929-953. Web.
Tokatly, I. T., Leitner, Y., & Karnieli-Miller, O. (2021). Core experiences of parents of children with autism during the COVID-19 pandemic lockdown. Autism, 25(4), 1047-1059. Web.