Asian Journal of Home Science

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Influential Factors on Parental Involvement in Promoting Social Skills of Mentally Challenged Children


Affiliations
1 Department of Human, Development and Family Studies, College of Rural Home Science, University of Agricultural Sciences, Dharwad(Karnataka), India
     

   Subscribe/Renew Journal


A correlation design used to know the parental involvement in promoting social skills of 53 mentally challenged children from 3 special schools of Hubli and Dharwad city during the year 2008-09. BASIC-MR by Peshawaria and Venkatesan (1992) was administered to assess the social skills of children. Parental involvement was assessed by using self-structured tool. Results revealed that majority of the children (37.73%) had acquired moderate level of social skills followed by 32.08 and 30.19 per cent children who fell under high and low category, respectively. Majority of parents (71.70%) fell in low involvement in developing the skills among children while none of the parents were in high level. Results also illustrated low involvement of parents regarding specific social skills, viz., acquisition of social tasks such as showing sympathy for others, when they are sad (3.8%), apologizing if he or she hurts the feelings of others (7.5%), greeting other children (9.4%) etc. None of the parents were involved in promoting communication tasks. Parents were highly involved in enhancing social activities like responding appropriately when introduced to others (17%) and in community use items viz., recognizing and naming buildings (26.4%), carefully crossing the road (18.9%), making small purchases (17%) etc. Child's age, degree of disability, associated disability, age at admission to special schools and degree of constraint had significant influence on the parental involvement. A significant positive relation between parental involvement and social skills of children indicated that parental involvement was higher in children with higher skills. It may be due to the reciprocity in interactions with more parental involvement, children respond more or vice-versa. Parents gain confidence in promoting social skills in children who are mildly mentally challenged than those who are moderately challenged. This implies the need for parental programmes to empower and enhance their involvement in acquisition of social skills.

Keywords

Parental Involvement, Mentally Challenged Children, Social Skills.
Subscription Login to verify subscription
User
Notifications
Font Size


  • Alvey, G.L. and Aeschleman, S.R. (2008). Evaluation of a parent training programme for teaching mentally retarded children age-appropriate restaurant skills: A preliminary investigation. J. Intellect. Disabil. Res., 34 (5) : 421-428.

  • Bailey, D.B., Skinner, D., Rodriguez, P., Gut, D. and Correa, V. (1999). Awareness, use, and satisfaction with services for latino parents of young children with disabilities. Except. Child., 65 (3): 367-381.

  • Bjorck-Akesson, E. and Granlund, M. (1995). Family involvement in assessment and intervention: Perceptions of professionals and parents in Sweden. Except. Child., 61 (6): 520-535.

  • Chamberlain, P. and Patterson, G.R. (1995). Discipline and child compliance in parenting. In M. H. Bornstein. (Eds.), Handbook of parenting, Vol. 4: Applied and Practical Parenting (pp. 205–225). Mahwah, NJ: Lawrence Erlbaum.

  • Chowdhury, Aparajita and Raut, Gayatri (2015). Role of maternal mental health on child growth and development. Internat. J. Appl. Soc. Sci., 2 (1&2) : 46-53.

  • Deslandes, R., Royer, E., Potvin, P. and Leclerc, D. (1999). Patterns of home and school partnership for general and special education students at the secondary level. Except. Child., 65 (4): 496-506.

  • Guralnick, M.J., Neville, B., Hammond, M. A. and Connor, R.T. (2008). Mothers social communicative adjustments to young children with mild developmental delays. Am. J. Ment. Retard., 113 (1): 1-18.

  • Koul, Princy and Shekhar, Chandra (2015). Migration and women: A study of Mental health and ill- health. Internat. J. Appl. Soc. Sci., 2 (7&8) : 184-188.

  • Kumar, S.G., Das, A., Bhandary, P.V., Soans, H.N., Kumar, H. and Kotian, M.S. (2008). Prevalence and pattern of mental disability using Indian disability evaluation assessment scale in a rural community of Karnataka. Indian J. Psychiat., 50 (1): 21-23.

  • Kuppuswamy, B. (1968). A survey on mental retardation among children enrolled in middle schools of Mysore city. Indian J. Ment. Retard., 1 : 12.

  • Ly, T.M. (2008). Asian American parents’ attributions of children with Down syndrome: Connections with child characteristics and culture. Intellect. Dev. Disabil., 46 (2): 129-140.

  • Madhav, S.M. (2001). Epidemiological study of prevalence of mental disorders in India. J. Comm. Med., 26(4): 198-200.

  • Mclntyre, L.L. (2008). Parent training for young children with developmental disabilities: Randomized controlled trial. Am. J. Ment. Retard., 113 (5): 356-368.

  • Neely-Barnes, S., Graff, J.C., Marcenko, M. and Weber, L. (2008). Family decision making: Benefits to persons with developmental disabilities and their family members. Intellect. Dev. Disabil., 40 (2): 93-105.

  • Peshawaria, R. and Venkatesan, S. (1992). Behaviour assessment scales for Indian children with mental retardation (BASIC-MR). National Institute of Mental Health, Secunderabad.

  • Rani, U.K. and Reddy, V. N. (1999). Involvement of parents in training mildly retarded children of rural areas in self care and play skills. Indian Psychol. Rev., 52 (1): 2-8.

  • Ricci, R.A. and Hodapp, R.M. (2003). Fathers of children with Down’s syndrome versus other types of intellectual disability: Perceptions, stress and involvement. J. Intellect. Disabil. Res., 47 (415): 273-284.

  • Su, S.B., Guo, H.R., Chuang, Y.C., Chen, K.T. and Lin, C.Y. (2007). Eradication of amebiasis in a large institution for adults with mental retardation in Taiwan. Infect Control Hosp. Epidemiol., 28 (6) : 679-683.

  • Tredgold, A.F. (1937). A textbook of Mental Deficiency. Baltimore: Wood. (Cited in: Sen.,1992).

  • Verdonschot, M.M.L., de Witte, L. P., REichrath, E., Buntinx, W.H.E. and Curfs, L.M.G. (2008). Impact of environment factors on community participation of persons with intellectual disability: A systemic review. J. Intellect. Disabil. Res., 53 (1): 54-64.

  • Winton, P. and Turnbul, A.P. (1981). Parent involvement as viewed by parents of pre-school handicapped children. Topic in Early Childhood Special Education, 1(3) : 11-19.


Abstract Views: 346

PDF Views: 0




  • Influential Factors on Parental Involvement in Promoting Social Skills of Mentally Challenged Children

Abstract Views: 346  |  PDF Views: 0

Authors

P. B. Khadi
Department of Human, Development and Family Studies, College of Rural Home Science, University of Agricultural Sciences, Dharwad(Karnataka), India
Vineeta Kumari
Department of Human, Development and Family Studies, College of Rural Home Science, University of Agricultural Sciences, Dharwad(Karnataka), India
M. V. Mokashi
Department of Human, Development and Family Studies, College of Rural Home Science, University of Agricultural Sciences, Dharwad(Karnataka), India

Abstract


A correlation design used to know the parental involvement in promoting social skills of 53 mentally challenged children from 3 special schools of Hubli and Dharwad city during the year 2008-09. BASIC-MR by Peshawaria and Venkatesan (1992) was administered to assess the social skills of children. Parental involvement was assessed by using self-structured tool. Results revealed that majority of the children (37.73%) had acquired moderate level of social skills followed by 32.08 and 30.19 per cent children who fell under high and low category, respectively. Majority of parents (71.70%) fell in low involvement in developing the skills among children while none of the parents were in high level. Results also illustrated low involvement of parents regarding specific social skills, viz., acquisition of social tasks such as showing sympathy for others, when they are sad (3.8%), apologizing if he or she hurts the feelings of others (7.5%), greeting other children (9.4%) etc. None of the parents were involved in promoting communication tasks. Parents were highly involved in enhancing social activities like responding appropriately when introduced to others (17%) and in community use items viz., recognizing and naming buildings (26.4%), carefully crossing the road (18.9%), making small purchases (17%) etc. Child's age, degree of disability, associated disability, age at admission to special schools and degree of constraint had significant influence on the parental involvement. A significant positive relation between parental involvement and social skills of children indicated that parental involvement was higher in children with higher skills. It may be due to the reciprocity in interactions with more parental involvement, children respond more or vice-versa. Parents gain confidence in promoting social skills in children who are mildly mentally challenged than those who are moderately challenged. This implies the need for parental programmes to empower and enhance their involvement in acquisition of social skills.

Keywords


Parental Involvement, Mentally Challenged Children, Social Skills.

References