Identification Family Dynamics of Children with Learning Disabilities: A Phenomenological Study

Document Type : Research Paper

Authors

Department of Educational psychology, Ferdowsi University of Mashhad, Mashhad, Iran

Abstract

Objective: The aim of this study was to identify the family dynamics of children with learning disabilities.
Methods: The research method was qualitative descriptive phenomenology. The statistical population was the parents of children with learning disabilities. Purposeful sampling method used to select the sample. Data collected using in-depth semi-structured interviews. Considering the theoretical saturation criterion for determining the sample size, the interviews continued and, the number of participants reached 20. Data analyzed by Colaizzi descriptive phenomenology.
Results: The results showed that the lived experience of parents of children with learning disabilities consisted of three main themes and 9 sub-themes including child issues (comorbid disorders, developmental history and behavioral challenges of the child), school issues and family issues (developmental -educational functions, economic and environmental challenges, impact on the family, social challenges, parental challenges and limited parental literacy).
Conclusion: The findings of this study expand the past literature on family dynamics and the factors extracted in the field of family dynamics can have many practical implications for therapists of learning disabilities.

Keywords

References

احمدیان، ف. (1384). رابطه بین شیوه‌های فرزند پروری و سرآمد دانش آموزان. پایان‌نامه کارشناسی ارشد روان‌شناسی دانشگاه تبریز
اصغری نکاح، س.م. (1391). چرایی و چگونگی پیشگیری از اختلالات ویژه یادگیری به‌ مثابه معلولیتی پنهان (با تمرکز بر اختلال ویژه خواندن). دومین همایش پیشگیری از معلولیت‌ها. سازمان آموزش‌وپرورش استثنایی. تهران.https://profdoc.um.ac.ir/paper-abstract-1038619.html
امین یزدی، س.ا.، عالی، ش.، رجائی، ع و کریمیان، ج. (1394). بهداشت روانی نوزادان و کودکان رویکرد تحول یکپارچه انسان به سنجش و درمان. مشهد: فراانگیزش.
بنانی، م و برجعلی، م. (1397). مقایسه جو عاطفی خانواده کودکان دارای اختلال اضطرابی با کودکان عادی، اولین کنگره بین‌المللی و پنجمین کنگره ملی آموزش و سلامت کودکان پیش از دبستان، تهران.https://civilica.com/doc/786333/
بیابانگرد، ا. (1387). روش‌های پیشگیری از افت تحصیلی. (چاپ ششم). تهران. انتشارات انجمن اولیا و مربیان.
حسن‌پور، م. (1397). بررسی تأثیر تقویت قابلیت‌های پایه هیجان کارکردی بر رفع ناتوانی‌های یادگیری دانش آموزان. چهارمین همایش ملی روان‌شناسی تربیتی شناختی.https://civilica.com/doc/1040493/.
حسینی، ا و عباسفرد، ز. (1396). فرآیند خانواده در کودکان مبتلا به اختلال کمبود توجه/بیش فعالی و کودکان مبتلا به اختلال یادگیری، ششمین کنگره انجمن روانشناسی ایران، تهران. https://civilica.com/doc/732696/
دادستان، پ.، احمدی ازغندی، ع و حسن‌آبادی، ح. (1385). تنیدگی والدینی و سلامت عمومی: پژوهش درباره رابطه تنیدگی حاصل از والدگری با سلامت عمومی در مادران پرستار و خانه‌دار دارای کودکان خردسال. فصل‌نامه روانشناسان ایرانی، 2(7)، 171-184. https://jip.stb.iau.ir/article_512421.html
 شهرکی پور، ح.، کریم زاده، ص و کرامتی، م. (1388). بررسی اثر آموزش زندگی خانوادگی در کاهش تنیدگی والدینی مادران دارای کودکان اختلال یادگیری در خواندن و نوشتن. فصلنامه اندیشه‌های تازه در علوم تربیتی، 4(3)، 47-62.[Doi.20.1001.1.20081138.1388.4.3.3.6]
ضرغامی، ا.، نصیری، ن.، اژده فر، ش و اژده فر، ل. (1392). تأثیر عوامل کیفی محیط بر کاهش اختلال رفتاری کودکان 5-7 ساله. فصلنامه پایش، 12(4)، 403-414 .[Doi.20.1001.1.16807626.1392.12.4.9.4]
قادری، س. (1393). نقش پویایی‌های خانوادگی، تاب‌آوری و شناخت‌های افسرده زا در افسردگی بالینی نوجوانان. پایان‌نامه کارشناسی ارشد روان‌شناسی بالینی دانشگاه سمنان.
قلعه شیخانی، ف. (1394). رابطه بین پویایی‌های محیط خانواده با سبک‌های هویت‌یابی (با بررسی نقش واسطه‌ایی سبک فرزند پروری). پایان‌نامه کارشناسی ارشد رشته مشاوره خانواده دانشگاه کردستان.
قنبرپور عالم، ض.، فرح‌بخش، ک و اسمعیلی، م. (1391). بررسی و مقایسه روابط خانوادگی دانش آموزان موفق و ناموفق در تحصیل. فصلنامه خانواده پژوهی. 8(31)، 337-353.https://jfr.sbu.ac.ir/article_96104.html
کوشکی، س. (1398). بررسی مقایسه‌ای جو عاطفی خانواده، روابط والد-فرزندی و مسئولیت پذیری اجتماعی در دانش آموزان پسر با و بدون ناتوانی‌های یادگیری. پایان‌نامه کارشناسی ارشد دانشگاه علامه طباطبایی.
متین، ح.، احمدی، ص و جلالی، م. (1397). پدیدارشناسی تجارب مادران با فرزند مبتلا به ناتوانی‌های یادگیری. روان‌شناسی خانواده، 5(2)، 53-64. https://www.ijfpjournal.ir/article_245545.html
محمودی، ن.، موسوی، ر.، غلامعلی لواسانی، م و غباری بناب، ب. (1398). بررسی عوامل تأثیرگذار اقتصادی و ساختار خانواده بر اختلال بیش فعالی و نقص توجه کودکان. پژوهش‌های مشاوره. 18(69)، 1-15. http://irancounseling.ir/journal/article-1-1031-fa.html
نجمی، ب. (1389). رابطه صفات شخصیتی والدین با نوع اختلالات رفتاری کودکان. مجله اصول بهداشت روانی. 12(2)، 522-533. https://jfmh.mums.ac.ir/article_1092.html
References
Abrams, J. C., & Kaslow, F. W. (1976). Learning disability and family dynamics: A mutual interaction. Journal of Clinical Child Psychology, 5(1), 35-40. [Doi.10.1080/15374417609532692]
Asarnow, J. R., Jaycox, L. H., Tompson, M. C. J. J. o. C. C., & Psychology, A. (2001). Depression in youth: Psychosocial interventions. 30(1), 33-47. [Doi.10.1207/S15374424JCCP3001_5]
Becvar, D. S., & Becvar, R. J. (2013). Family therapy: A systemic integration: Pearson Education Boston, MA. https://phd-cs.colorado.edu
Carolan, M. T., & Allen, K. R. J. J. o. F. I. (1999). Commitments and constraints to intimacy for African American couples at midlife. 20(1), 3-24. [Doi.10.1177/019251399020001001]
Carvalho, J., Francisco, R., & Relvas, A. P. J. C. i. H. B. (2015). Family functioning and information and communication technologies: How do they relate? A literature review. 45, 99-108. [Doi: 10.1016/j.chb.2014.11.037]
Cui, M., & Hong, P. J. F. R. (2021). COVID‐19 and Mental Health of Young Adult Children in China: Economic Impact, Family Dynamics, and Resilience. [Doi.10.1111/fare.12573]
Delalibera, M., Presa, J., Coelho, A., Barbosa, A., Franco, M. H. P. J. C., & Coletiva, S. (2015). Family dynamics during the grieving process: a systematic literature review. 20, 1119-1134. [Doi.10.1177/01925168274284]
Dyson, L. J. L. D. Q. (2010). Unanticipated effects of children with learning disabilities on their families. 33(1), 43-55. [Doi.10.1177/073194871003300104]
Furnham, A., Batey, M., Booth, T. W., Patel, V., Lozinskaya, D. J. T. s., & creativity. (2011). Individual difference predictors of creativity in Art and Science students. 6(2), 114-121. [Doi.10.1016/j.tsc.2011.01.006]
Given, L. M. (2008). The Sage encyclopedia of qualitative research methods: Sage publications.https://edge.sagepub.com/system/files/Ch9Fieldnotes.pdf
Goldenberg, H., & Goldenberg, I. (2012). Family therapy: An overview. https://www.amazon.com/Family-Therapy-Overview-Herbert-Goldenberg/dp/1111828806
Graham, S., Hebert, M., Fishman, E., Ray, A. B., & Rouse, A. G. J. J. o. l. d. (2020). Do children classified with specific language impairment have a learning disability in writing? A meta-analysis. 53(4), 292-310. [Doi.10.1177/0022219420917338]
Greenspan, S. I., Wieder, S. J. (1997). Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum diagnoses. 1, 87-142.https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.459.4576&rep=rep1&type=pdf
Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. J. A. P. (2019). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. [Doi.10.1037/amp0000452]
Halahan, d. P., Lloyd, J., Kauffman, J., Weiss, M., & Martinez, E. J. T. b. H. A. (2011). Learning disabilities (basics, features, and effective teachinghttps://www.amazon.com/Learning-Disabilities-Foundations-Characteristics-Effective/dp/0205388671
Härkönen, J., Bernardi, F., & Boertien, D. J. E. j. o. p. R. e. d. d. (2017). Family dynamics and child outcomes: An overview of research and open questions. 33(2), 163. [Doi.10.1007/s10680-017-9424-6]
Heiman, T., & Berger, O. J. R. i. d. d. (2008). Parents of children with Asperger syndrome or with learning disabilities: Family environment and social support. 29(4), 289-300. [Doi.10.1016/j.ridd.2007.05.005]
Helker, K., & Wosnitza, M. J. I. j. o. e. r. (2016). The interplay of students’ and parents’ responsibility judgements in the school context and their associations with student motivation and achievement. 76, 34-49. [Doi.10.1016/j.ijer.2016.01.001]
Henderson, A., Berla, N. J. C. f. L., & Education. (1995). The family is critical to students’ achievement. Washington, DC. https://eric.ed.gov/?id=ED375968
Henry, C. S., Sager, D. W., & Plunkett, S. W. J. F. R. (1996). Adolescents' perceptions of family system characteristics, parent-adolescent dyadic behaviors, adolescent qualities, and adolescent empathy. 283-292. [Doi.10.2307/585500]
Hickey, E. J., Hartley, S. L., & Papp, L. J. F. p. (2020). Psychological well‐being and parent‐child relationship quality in relation to child autism: An actor‐partner modeling approach. 59(2), 636-650. [Doi.10.1111/famp.12432]
Kim, H. S., & Kim, H. S. (2007). Development of a family dynamic environment Scale for Korean adolescents. Public Health Nursing, 24(4), 372-381.‌ [Doi.10.1111/j.1525-1446.2007.00646.x]
Kusaba, T., Sato, K., Matsui, Y., Matsuda, S., Ando, T., Sakushima, K., ... & Fukuhara, S. (2014). Developing a scale to measure family dynamics related to long-term care, and testing that scale in a multicenter cross-sectional study. BMC family practice, 15(1), 1-7.‌ [Doi.10.1186/1471-2296-15-134]
Lasky, P., Buckwalter, K. C., Whall, A., Lederman, R., Speer, J., McLane, A.,... Rees, B. L. J. W. J. o. N. R. (1985). Developing an instrument for the assessment of family dynamics. 7(1), 40-57 [Doi: 10.1177/0092055X8500700105]
Lerner, J. W., & Johns, B. (2014). Learning disabilities and related disabilities: Strategies for success: Cengage Learning.https://books.google.com/books?id=_84IzgEACAAJ&dq=Lerner
López, E. E., Pérez, S. M., Ochoa, G. M., & Ruiz, D. M. J. J. o. a. (2008). Adolescent aggression: Effects of gender and family and school environments. 31(4), 433-450. [Doi. 10.1016/j.adolescence.2007.09.007]
Madrigal, A. C. (2006). The direct and indirect effects of family environment and community violence exposure on Latino middle-school age youth's psychological distress and risk for gang affiliation: University of Nevada, Reno. [Doi.10.1177/019251399020001001]
Martínez-Pampliega, A., Iraurgi, I., Galíndez, E., Sanz, M. J. I. J. o. c., & psychology, h. (2006). Family Adaptability and Cohesion Evaluation Scale (FACES): desarrollo de una versión de 20 ítems en español. 6(2), 317-338.https://www.redalyc.org/pdf/337/33760207.pdf
Merkaj, V., Kika, M., & Simaku, A. J. A. J. o. I. S. (2013). Symptoms of stress, depression and anxiety between parents of autistic children and parents of tipically developing children. 2(2), 345. [Doi.10.5901/ajis.2013.v2n2p345]
Molina-Azorin, J. F. (2016). Mixed methods research: An opportunity to improve our studies and our research skills. https://rua.ua.es/dspace/bitstream/10045/55590/1/2016_Molina-Azorin_EJM&BE.pdf
Patrick, S., Sells, J. N., Giordano, F. G., & Tollerud, T. R. J. T. f. j. (2007). Intimacy, differentiation, and personality variables as predictors of marital satisfaction. 15(4), 359-367[Doi.10.1177/1066480707303754]
Prickett, K. C. J. J. o. f. i. (2018). Nonstandard work schedules, family dynamics, and mother–child interactions during early childhood. 39(4), 985-1007. [Doi.10.1177/019251399020001001]
Quine, L., & Pahl, J. J. T. B. j. o. s. w. (1985). Examining the causes of stress in families with severely mentally handicapped children. 15(5), 501-517. [Doi.10.1093/oxfordjournals.bjsw.a055135]
Sainio, P. J., Eklund, K. M., Ahonen, T. P., & Kiuru, N. H. J. J. o. l. d. (2019). The role of learning difficulties in adolescents’ academic emotions and academic achievement. 0022219419841567. [Doi.10.1177/0022219419841567]
Seligman, M., & Darling, R. B. J. I. J. o. E. C. (2013). Ordinary families, special children: A systems approach to childhood disability. 5(1), 66-69. [Doi.10.1037/1091-7527.25.4.453]
Sexton, T. L. (2019). Functional family therapy: An evidence-based, family-focused, and systemic approach for working with adolescents and their families. [Doi.10.1037/0000101-011]
Sikorová, L., & Polochová, M. J. K. (2014). Coping strategies of family with a chronically ill child. 16(1), e31-e38. [Doi.10.1016/j.kontakt.2014.01.002]
Smith-Foley, S., Dunn, W. J. J. o. O. T., Schools,, & Intervention, E. (2019). Qualitative Research: Perceptions of the Developmental, Individual Differences, Relationship-Based (DIR) Model among Preschool Staff in a Public-School Setting. 12(4), 417-426. [Doi.10.1080/19411243.2019.1647812]
Thayer, F., & Bloomfield, B. S. J. T. A. i. P. (2021). An evaluation of a developmental individual differences relationship-based (DIR®)-creative arts therapies program for children with autism. 73, 101752. [Doi.10.1016/j.aip.2020.101752]
Tomlinson, B., White, M. A., & Wilson, M. E. J. J. o. A. N. (1990). Family dynamics during pregnancy. 15(6), 683-688. [Doi.10.1111/j.1365-2648.1990.tb01891.x]
Van Manen, M. (2016). Writing in the dark: Phenomenological studies in interpretive inquiry: Routledge. [Doi.10.4324/9781315415574]
Waber, D. P., Boiselle, E. C., Forbes, P. W., Girard, J. M., & Sideridis, G. D. J. J. o. l. d. (2019). Quality of life in children and adolescents with learning problems: Development and validation of the ld/qol15 scale. 52(2), 146-157. [Doi.10.1177/0022219418775119]
Waddell, N. (2012). Childhood Factors Affecting Aggressive Behaviors. East Tennessee State University, https://www.proquest.com/openview/7404b51d7a88cdfd9a24705c794c8fd8/1?pq-origsite=gscholar&cbl=18750
Wieder, S. (2020). Reuniting Development and Infant Mental Health through the DIR Model. In Autism 360° (pp. 235-253): Elsevier. [Doi.10.1016/B978-0-12-818466-0.00013-7]
Ahmadian, F. (2008). The relationship between parenting styles and students' reputation. (Master). University of Tabriz, Tabriz. [In Persian].https://psychology.tabrizu.ac.ir/
Amin Yazdi, S. A., Aali, S., Raja'i, A., & Karimian, J. (2016). Infant and Child Mental Health An Integrated Human Transformation Approach to Assessment and Treatment. Mashhad: Farangizesh. [In Persian]
Asghari Nekah, S. M. (2013). Why and how to prevent learning disabilities as a hidden disability (focusing on reading disabilities). Paper presented at the The second conference on the prevention of disabilities. Exceptional Education Organization., Tehran. [In Persian]. https://profdoc.um.ac.ir/paper-abstract-1038619.html
Banani, M., & Borjali, M. (2018). Comparison of emotional atmosphere of families of children with anxiety disorders with normal children. Paper presented at the First International Congress and Fifth National Congress of Preschool Education and Health, Tehran. [In Persian]. https://civilica.com/doc/786333/
Biabangard, A. (2009). Methods of preventing academic failure (Sixth edition ed). Tehran: Publications of the Association of Parents and Educators [In Persian].
Dadsetan, P., Ahmadi Azgandi, A., & Hassanabadi, H. (2006). Parental stress and general health: Research on the relationship between parenting stress and general health in nursing and housewife mothers with young children. Iranian Psychologists Quarterly, 7, 171-184. [In Persian].http://jip.azad.ac.ir/article_512421.html
Ghaderi, S. (2015). The role of family dynamics, resilience and depressive cognitions in adolescent clinical depression. (Master). Semnan University., Semnan. [In Persian]
Ghanbarpour Alam, Z., Farahbakhsh, K., & Esmaili, M. (2012). Investigating and comparing the family relationships of successful and unsuccessful students in education. Family Research Quarterly, 8(31), 337-353. [In Persian]. https://jfr.sbu.ac.ir/article_96104.html
Hassanpour, M. (2018). nvestigating the effect of strengthening the basic capabilities of functional emotion on eliminating students' learning disabilities. (Master). Sanabad Institute of Higher Education, Mashhad [In Persian]. https://civilica.com/doc/1040493/
Hosseini, A. S., & Abbasfard, Z. (2018). The family process in children with attention deficit / hyperactivity disorder and children with learning disabilities. Contemporary Psychology, 12, 591-594. [In Persian]. https://www.sid.ir/fa/seminar/ViewPaper.aspx?ID=92817
Kushki, S. (2020). A comparative study of family emotional climate, parent-child relationships and social responsibility in male students with and without learning disabilities. Allameh Tabatabai University., Tehran. [In Persian]
Mahmoudi, n., mousavi, r., Golamali Lavasani, M., & Ghobari Bonab, B. (2019). Investigating the Effective Factors and Family Structure on Children's ADHD. Journal of counseling research, 18(69), 230-253. [In Persian]. [Doi.10.29252/jcr.18.69.230]
Matin, H., Ahmadi, S., & Halali, M. (2019). Phenomenology of mothers' experiences with children with learning disabilities. Family Psychology, 5(2), 53-64. [In Persian]. https://www.ijfpjournal.ir/article_245545.html
Najmi, B., & Hassanzadeh, A. (2010). The relationship between parents' personality traits and the type of behavioral disorders in children. Journal of Principles of Mental Health, 12(2), 522-533. [In Persian] [Doi.10.29252/jcr.18.69.230]
Qala Sheikhani, F. (2016). Relationship between family environment dynamics and identity styles (by examining the mediating role of parenting style). (Master). university of Kurdistan, Kurdistan. [In Persian]
Shahrakipour, H., Karimzadeh, S., & Keramati, M. (2010). The effect of family life education on reducing parental stress of mothers with children with learning disabilities in reading and writing. Quarterly Journal of New Thoughts in Educational Sciences., 4(3), 47-62. ([In Persian]. [Doi.20.1001.1.20081138.1388.4.3.3.6 ]
Zarghami, E., Nasiri, N., Azhdefar, S., & Azhdefar, L. (2014). The effect of environmental quality factors on reducing behavioral disorders in children aged 5-7 years. Payesh Quarterly., 12(4), 403-414. [In Persian]. .[Doi.20.1001.1.16807626.1392.12.4.9.4 ]

Files

Share

How to cite

Statistics