Crnic Keith, Arbona Anita Pedersen Y, Baker Bruce, Blacher Jan
Arizona State University, Tempe, Arizona, USA.
Int Rev Res Ment Retard. 2009;37:3-30. doi: 10.1016/S0074-7750(09)37001-9.
Much of our understanding of families and parenting of children with intellectual disabilities (ID) reflects the thoughts, beliefs, attitudes, and behaviors of mothers with relatively little focus on the ways in which fathers contribute to and are affected by this unique context. In this chapter, we address the importance of fathers as a source of critical developmental influence, and contrast fathers and mothers of children with ID along three important dimensions of parent functioning (stress, well-being, and interactive behavior). The contrasts explore the developmental trajectories of these parenting constructs over time from the perspective of an emerging new complexity in conceptual models of family and parent adaptation. Data from the Collaborative Family Study are used to explore paternal and maternal stress, well-being, and behavior across the preschool through transition to school-age developmental period, and findings are discussed within the context of the broader literature in each area.
我们对智障儿童家庭及养育方式的理解，大多反映的是母亲的想法、信念、态度和行为，相对较少关注父亲在这一独特背景下的贡献方式及受影响情况。在本章中，我们阐述父亲作为关键发展影响源的重要性，并从家长功能的三个重要维度（压力、幸福感和互动行为）对比智障儿童的父亲和母亲。这些对比从家庭与家长适应概念模型中一种新出现的复杂性角度，探讨了这些养育结构随时间推移的发展轨迹。协作家庭研究的数据用于探究从学前到学龄过渡期父亲和母亲的压力、幸福感及行为，研究结果将在各领域更广泛文献的背景下进行讨论。
