Carers' expressed emotion, appraisal of behavioural problems and stress in children attending schools for learning disabilities

TY - JOUR

T1 - Carers' expressed emotion, appraisal of behavioural problems and stress in children attending schools for learning disabilities

AU - Lam, D

AU - Giles, A

AU - Lavander, A

PY - 2003/9

Y1 - 2003/9

N2 - Background Expressed emotion (EE) has been found to be high in families with children suffering from conduct disorder as well as a variety of childhood psychiatric disorders. Expressed emotion has been associated with high levels of stress in carers. However, behavioural problems in children do not automatically lead to stress in carers. Carers' beliefs and behaviour could affect how they appraise and cope with their child's behaviour. Furthermore, the perceived adequacy of social support can also be an important factor in determining the family's level of stress. The study investigates the relationship between EE variables and carers' appraisal and coping with the child's behaviour, stress and social support. Methods Forty-seven caters were recruited from schools for moderate to severe learning disabilities. Caters filled in questionnaires and took part in the Camberwell Family Interview for EE status. Carets' EE status was determined by a rater blind to the carers' questionnaires scores. Results There was no difference between high and low EE groups in the descriptive information of the child's independence, communication skills, or the frequency of behavioural problems. However, high EE caters appraised more of their children's behaviour as definite problems and their available social support to be less adequate. High warmth was found to relate to more positive reappraisal and less escape-avoidance coping. A multiple regression analysis indicated that carers' EE, psychological well-being, appraisal of their children's behaviour, their children's communication skills and respite usage predicted 62% of the variance in their perceived stress scores. Conclusion It is important to consider optimal use of respite care and psychosocial intervention to encourage positive appraisal and problem solving.

AB - Background Expressed emotion (EE) has been found to be high in families with children suffering from conduct disorder as well as a variety of childhood psychiatric disorders. Expressed emotion has been associated with high levels of stress in carers. However, behavioural problems in children do not automatically lead to stress in carers. Carers' beliefs and behaviour could affect how they appraise and cope with their child's behaviour. Furthermore, the perceived adequacy of social support can also be an important factor in determining the family's level of stress. The study investigates the relationship between EE variables and carers' appraisal and coping with the child's behaviour, stress and social support. Methods Forty-seven caters were recruited from schools for moderate to severe learning disabilities. Caters filled in questionnaires and took part in the Camberwell Family Interview for EE status. Carets' EE status was determined by a rater blind to the carers' questionnaires scores. Results There was no difference between high and low EE groups in the descriptive information of the child's independence, communication skills, or the frequency of behavioural problems. However, high EE caters appraised more of their children's behaviour as definite problems and their available social support to be less adequate. High warmth was found to relate to more positive reappraisal and less escape-avoidance coping. A multiple regression analysis indicated that carers' EE, psychological well-being, appraisal of their children's behaviour, their children's communication skills and respite usage predicted 62% of the variance in their perceived stress scores. Conclusion It is important to consider optimal use of respite care and psychosocial intervention to encourage positive appraisal and problem solving.

UR - http://www.scopus.com/inward/record.url?scp=0042829187&partnerID=8YFLogxK

U2 - 10.1046/j.1365-2788.2003.00512.x

DO - 10.1046/j.1365-2788.2003.00512.x

M3 - Article

VL - 47

SP - 456

EP - 463

JO - Journal of Intellectual Disability Research

JF - Journal of Intellectual Disability Research

IS - 6

ER -