17 Caregiver Mental Health Needs in Caregiver-Mediated Early Intervention
Notice bibliographique
Résumé
Abstract Background Caregivers of autistic children face high levels of stress and are at risk of developing mental health disorders. Caregivers participating in caregiver-mediated early interventions (CMIs), such as the Social ABCs, where they provide the intervention to their young child, juggle many responsibilities to their child and family, leaving self-care as the last priority. Caregivers may not seek mental health support, though interventions for caregiver stress, such as acceptance and commitment therapy (ACT), exist. This study represents the first step in addressing the gap in mental health supports for caregivers who are participating in CMIs. Objectives To understand the mental health needs of caregivers participating in a CMI. Design/Methods This study utilized reflexive thematic analysis with a constructivist approach to explore caregivers’ experiences of a CMI, the Social ABCs. Demographic information was collected and semi-structured interviews were conducted with 13 caregivers from the Greater Toronto Area (Ontario, Canada). Interviews were coded and themes were generated from the codes. Themes were revised based on feedback from the research team and member-checking. Results Demographic data revealed that participants included mothers and fathers from a range of racial/ethnic backgrounds and from mainly dual-parent households with 1-2 autistic children. Participants of the Social ABCs virtual and in-person group-based and individual formats from 2018-2021 were included. Four central themes derived from this study illustrate the mental health needs of caregivers participating in the Social ABCs, including: social emotional connection, caregiver wellness tied to child’s success, perceived wellness needs and culturally sensitive care (Figure 1). Given the emotional intensity of caregivers’ experiences early in their journey with their young child, social emotional connection refers to the caregiver’s need to connect with other caregivers or professionals with understanding of their experiences in a psychologically safe environment. In navigating supports for their child and early intervention in particular, caregivers may place an overwhelming focus on building their child’s skills. This emphasis on seeing their child progress directly impacts a caregiver’s own wellness, as illustrated by the theme caregiver wellness tied to child’s success. Despite caregivers acknowledging the importance of their own mental health and well-being or their perceived wellness needs, caregivers may prioritize their own wellness needs below the needs of their child and family. The provision of culturally sensitive care was also highlighted as it poses a barrier to accessing wellness supports for already marginalized caregivers. Conclusion Caregivers identify a need for culturally sensitive, psychologically safe formal and informal social supports in the context of a CMI. Given the intense focus caregivers may have on supports for their child, clinicians should deliver balanced messaging about the importance of the child’s skill development and caregiver wellness, as there may be bidirectional impacts. Future research on CMI should consider ways to address caregiver mental health needs to optimize overall family functioning.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».