Johnson Robert F, O'Reilly Michelle, Vostanis Panos
Leicestershire Child and Adolescent Mental Health Service, Leicester, UK.
J Child Health Care. 2006 Sep;10(3):188-98. doi: 10.1177/1367493506066480.
The theoretical cognitive model of stress and coping provides a structure to obtain and analyse maternal perceptions of caring for children with learning disabilities who present severe problem behaviours. The Family Fund database identified 18 families who met the sample criteria of children aged five years to 15 years with severe to moderate learning disability presenting severe problem behaviour. Physical aggression was reported to be the primary behavioural problem for 13 of the children. Interviews undertaken with the main carer of the child at their home were taped and transcribed. The data were analysed using grounded theory techniques which identified 'secondary stressors' for the parent. These were social isolation, conflict, limitation of lifestyle and self-blame. It is proposed that the amalgamated impact of these can weaken parents' coping resources and, therefore, may prove to be as significant to the negative association with maternal wellbeing as the problem behaviour.
压力与应对的理论认知模型提供了一个框架，用于获取和分析母亲对照顾有严重问题行为的学习障碍儿童的认知。家庭基金数据库识别出18个家庭，这些家庭符合样本标准，即孩子年龄在5岁至15岁之间，患有中重度学习障碍且存在严重问题行为。据报告，13名儿童的主要行为问题是身体攻击。在孩子家中与主要照顾者进行的访谈进行了录音和转录。使用扎根理论技术对数据进行分析，确定了父母的“次要压力源”。这些压力源包括社会孤立、冲突、生活方式受限和自责。有人提出，这些因素的综合影响会削弱父母的应对资源，因此，与母亲幸福感的负相关可能与问题行为一样显著。
