■本系统综述旨在确定有特殊教育需要的儿童家庭中父母压力的风险因素和保护因素。研究表明,家庭的健康与身体有关,心理,和儿童的社会条件,以及家庭运作,压力应对策略,以及他们父母的社会和职业支持。有特殊教育需求的孩子的父母经历了高水平的父母压力。确定相关的风险因素和保护因素可能有助于提供干预措施以促进这些父母的心理健康。
■布尔运算符用于搜索多个在线数据库,本系统评价采用了系统评价和荟萃分析指南的首选报告项目。数据被提取到人口类别中,年龄,区域,孩子的诊断,应力测量仪,危险因素和保护因素。
■26项研究,包括5169名父母和3726名儿童,被审查了。发现以下四个主要危险因素和保护因素与父母压力有关:父母的性别,诊断相关的应对问题,社会经济特征,和父母的社会孤立。
■这项系统评价确定了与夫妻社会支持相关的四个重要风险因素和保护因素,家庭成员,和社交圈。各机构可以提供财政和人力援助以及专业支持和服务,以提高父母的知识和应对技能,以及情感支持,早期筛查,并不断评估父母的进展。强烈建议为有特殊教育需要的儿童的父母提供持续和与诊断相关的支持的社会政策和干预措施。
UNASSIGNED: This systematic review aimed to identify the risk factors and protective factors for parental stress in families with children with special educational needs. Studies have indicated that the wellbeing of families is related to the physical, psychological, and social conditions of the children, as well as the family functioning, stress coping strategies, and social and professional support of their parents. The parents of children with special educational needs experience high levels of parental stress. Identifying the associated risk factors and protective factors may shed light on the provision of interventions to promote the mental wellbeing of these parents.
UNASSIGNED: Boolean operators were used to search multiple online databases, and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were applied in this systematic review. Data were extracted into categories of population, age, region, the child\'s diagnosis, the stress-measuring instrument, and the risk factors and protective factors.
UNASSIGNED: Twenty-six studies, including 5,169 parents and 3,726 children, were reviewed. The following four major risk factors and protective factors were found to be associated with parental stress: the sex of the parents, diagnosis-related coping issues, socioeconomic characteristics, and social isolation of the parents.
UNASSIGNED: This systematic review identified four significant risk factors and protective factors related to social support from couples, family members, and social circles. Various agencies may provide financial and manpower assistance and professional support and services to improve the parents\' knowledge and coping skills, as well as affectional support, early screening, and continuous assessment of the parents\' progress. Social policies and interventions offering continuous and diagnosis-related support to the parents of children with special educational needs are highly recommended.