"And Yet, Still I Hope": Participation-related and familial predictors of autism-specific parenting self-efficacy, 2019
Scope and Content Note
The series contains Master's theses from 1943 to present. The theses consist of either a production book and a media component or solely a production book. The production books were originally submitted as physical bound copies, but were later submitted digitally. The physical production books are stored offsite and the digital production books are stored in the College's preservation repository.
The media components consist of U-matic tapes, VHS tapes, CDs, DVDs, and Blu-rays and changed to digital submissions in 2020. There are also a handful of audiocassette tapes and one USB. The media components are stored onsite at the Archives.
Dates
- 2019
Creator
- Kurzrok, Jennifer (Person)
Conditions Governing Use
The thesis is restricted due to the Family Educational Rights and Privacy Act (FERPA), permission from the author is required before you can view the thesis
Extent
37 pages (37 pages)
Language of Materials
From the record group: English
From the record group: Chinese
From the record group: Spanish; Castilian
Overview
"Parenting self-efficacy, i.e. the expectations caregivers have about their abilities to successfully parent their children, has been shown to predict parental ability to cope with the unique challenges of raising a child with ASD (Pastor-Cerezuela et al., 2016; Kuhn & Carter, 2006). Despite high parental participation requirements, little research has investigated the impact of a child's therapy programming on parental confidence. This study assessed the effects of participation- and family-related factors on ratings of autism-specific parenting self-efficacy (PSEa) via on online questionnaire. Data collected from 439 caregivers of children with ASD indicate that PSEa can be improved through positive participation experiences, if perceived burden is low. When perceived burden is high, parents may be less able to use training experiences to bolster PSEa. In these circumstances, practitioners should prioritize counseling, referrals to other professionals, and engagement of community resources to decrease burden and enable parents to derive maximal benefit from training." -- Abstract
Physical Location
RG 010.02B Communication Sciences & Disorders
Physical Description
37 pages
Repository Details
Part of the Emerson College Archives and Special Collections Repository
Walker Building, Room 223
120 Boylston Street
Boston Massachusetts 02116 United States
(617) 824-8301
archives@emerson.edu