Zaidman-Zait Anat
Department of Educational & Counseling Psychology and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
J Deaf Stud Deaf Educ. 2007 Spring;12(2):221-41. doi: 10.1093/deafed/enl032. Epub 2007 Jan 20.
This study aimed to describe and categorize the attributes that parents of young children with cochlear implants (CIs) consider as facilitating their parental coping experience. I interviewed 15 hearing mothers and 13 hearing fathers (including 12 married couples) whose children had CIs, using the critical incident technique that asked parents to describe significant incidents (observable behaviors, thoughts, feelings) that facilitated their parenting experience. A total of 430 critical incidents were documented and sorted into 20 categories. Further analyses supported the suggested categorical system's validity and reliability. Results indicated various sources of influence on parents' coping experience, associated with social contextual aspects (e.g., professionals' support, sharing experience with others, family's/friends' consistent involvement, intervention services), with the parent himself or herself (e.g., taking action, personal resources, incorporating deafness into daily life), and with the child (e.g., child characteristics, identifying progress and success). The current research substantiates the soundness of implementing early intervention models such as the developmental system model (Guralnick, 2001) and the support approach to early intervention (McWilliam & Scott, 2001), which coincide with ecological theory and recognize that families need various combinations of resources, social support, information, and services to help them address the stressors associated with parenting in general and parenting a child with special needs in particular.
本研究旨在描述并分类人工耳蜗植入（CI）幼儿的家长认为有助于其育儿应对体验的属性。我采用关键事件技术，采访了15位听力正常的母亲和13位听力正常的父亲（包括12对已婚夫妇），他们的孩子都接受了人工耳蜗植入，该技术要求家长描述有助于其育儿体验的重大事件（可观察到的行为、想法、感受）。共记录了430个关键事件，并将其分为20类。进一步分析支持了所建议分类系统的有效性和可靠性。结果表明，对家长应对体验有多种影响来源，与社会背景因素相关（例如，专业人员的支持、与他人分享经验、家人/朋友的持续参与、干预服务），与家长自身相关（例如，采取行动、个人资源、将耳聋融入日常生活），以及与孩子相关（例如，孩子的特点、识别进步和成功）。当前的研究证实了实施早期干预模式（如发展系统模型（古拉尔尼克，2001年）和早期干预支持方法（麦克威廉姆斯和斯科特，2001年））的合理性，这些模式与生态理论一致，并认识到家庭需要各种资源、社会支持、信息和服务的组合，以帮助他们应对与一般育儿相关的压力源，特别是养育有特殊需求孩子的压力源。
