Chukwu Ngozi E, Okoye Uzoma O, Onyeneho Nkechi G, Okeibunor Joseph C
Department of Social Work, University of Nigeria, Nsukka, Enugu State, Nigeria.
Department of Sociology/Anthropology, University of Nigeria, Nsukka, Enugu State, Nigeria.
J Health Popul Nutr. 2019 Mar 27;38(1):9. doi: 10.1186/s41043-019-0168-2.
Coping with a relative with a learning disability could be a stressful experience for family members. The present study is aimed at exploring the coping strategies adopted by families in trying to make meaning of their situation.
A qualitative study design using focus group discussions (FGDs) was adopted. Ten FGD sessions were held with family members of persons with a learning disability.
Findings revealed patterns of family coping to include problem-focused, emotion-focused, and spiritual/religious-focused. Also, coping responses to a learning disability varied based on the level of information available to families about the condition of their relative. In some cases, interspousal relationship was strained due to stress.
It was recommended that families of persons with a learning disability need social support and professional help from social workers to facilitate the adoption of more positive-oriented coping strategies by family members.
对于家庭成员而言，应对有学习障碍的亲属可能是一段压力重重的经历。本研究旨在探究家庭在试图理解自身处境时所采用的应对策略。
采用了运用焦点小组讨论（FGD）的定性研究设计。与有学习障碍者的家庭成员进行了十次焦点小组讨论。
研究结果揭示了家庭应对模式，包括以问题为中心、以情绪为中心以及以精神/宗教为中心。此外，对学习障碍的应对反应因家庭对其亲属状况所掌握信息的程度而异。在某些情况下，夫妻关系因压力而紧张。
建议有学习障碍者的家庭需要社会支持以及社会工作者的专业帮助，以促使家庭成员采用更具积极导向的应对策略。
