A COMPARATIVE STUDY OF PARENTAL INVOLVEMENT TOWARDS CHILDREN WITH ADHD

Ortiz, Kristina Faye T. Tan, Jiermane B. Trogo, Lou-man K. Villarin, Phyllis Caitlin V.

Abstract The aim of this study is to determine the differences among parents in terms of parental involvement to their child with Attention Deficit Hyperactivity Disorder (ADHD) when they are grouped according to their age, socio-economic status and marital status. The researchers will mainly focus (1) if the age of parents has an effect on parental involvement and to compare ways in raising child with ADHD of parents at young adult age (18-28 y/o), mid adult (29-48 y/o) and Adult (49 y/o and above), (2) if the socio-economic status according to the monthly income of parents has an effect on parental involvement in raising child having ADHD and (3) if marital status also affects on how parents raise their child with disability.

Ortiz, Tan, Trogo & Villarin

February, 2013

Introduction

Parents play an important role in the social, adaptive, physical and cognitive development of their child. By placing high expectations on their child, they try very much to meet their childs needs and demands throughout the process of development. Parental involvement is a very useful tool for this. Having a child with disability can have profound effects on the family and may place a set of demands, challenges and worries on the family system as well as on the child itself (Kirk, Gallagher & Anastasiow, 2000). They further discussed that it can also affect the personal relationship of each member of the family. Attention Deficit Hyperactivity Disorder is the most common mental health disorder among young children. Approximately 3-5 % of children suffer from the disorder, which is characterized by attention deficiencies, hyperactivity, and impulsiveness but often children with ADHD also suffer from comorbidities and learning problems (Child and Youth Psychiatric Society, 2008). There are many reasons why children with ADHD may affect parental outcomes. The arrival of a child with disability can be seen as an unanticipated shock to the relationship. This incidence may lead to conflicts that challenge the parents relationship thereby imposing higher psychic costs on the parents than in families without a child affected by ADHD (Wehmeier et al., 2010).

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February, 2013

Defining Parental Involvement One of the most useful tools developed for defining parental involvement practices and linking them with certain types of outcomes is Epsteins Six Types Framework.1. This widely accepted framework has six types of parental involvement: 1. Parenting This includes providing housing, health, nutrition, safety, interactions and support on the needs of their children. It is how the parents shows concern and give attention to their children. 2. Communicating As a parent one of their primary responsibilities is to communicate to the people who are concern on the health of their children not just health but also the learning of their children. 3. Volunteering It is how parents create ways on how they will get involved in the activities of their children at home, school and community. 4. Learning at home It is how parents support learning activities at home that reinforce school curricula. Parents usually continue at home the lessons and activities made by their child at school in order to enhance more their skills. 5. Decision-making
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The parents should be aware on the different factors and problems that may arise so that they could come up with a positive and great plan that will address the needs of their child. 6. Collaborating with the community Parents should also be aware on what is happening on their environment so that they will know if there are available resources, services or organizations that can contribute to the needs of their child with disability.

Involvement of Parents when they are grouped according to Age, Socio-Economic Status and Marital Status ADHD symptoms appear in early childhood associated with some type of brain injury symptoms arise in adulthood that may post to lifelong challenges on how they are going to deal with the disability. They often struggle with symptoms of inattention and can experience challenges because of lack in structure in their lives that can cause additional stress with their relationship with other people. Adults with ADHD have low tolerance of disturbance and because of their symptoms of impulsivity, they can have unpredictable tempers, fails to give close attention to things and makes careless mistakes, difficulty sustaining attention and they avoid task requiring sustained mental effort. Teens with ADHD have more challenges to encounter because during these years academic and organizational demands increase
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during this stage they are establishing independence on how to interact with others, dealing with peer pressure, exposure to illegal drugs and other challenges of being a teen that lead to many consequences (Swanson and Castellanos, 2008). Children with ADHD often have difficulty with social relationships, which can cause conflicts to family members or lead to rejection by other children. Lack of social skills combined with hyperactive, impulsive and inattentive behavior may cause children to act in ways that others think are weird that is why they are more frequently to bullies. Medicines for this condition have positive effects on social behavior and improve that a way child relate to others. (Tom Brown, 2006). ADHD is a lifelong condition. Services may be provided within the regular education classroom or may require a special placement outside of the regular classroom that meets the childs unique learning needs. Almost 50 percent of children with ADHD still have symptoms that require treatment in adulthood. Early diagnosis can help these individuals learn how to manage their symptoms and succeed in life (Barkley RA, 2003; Teeter P. 1998). Raising a child with ADHD requires participation from the whole family. Each member needs to become educated about this situation or condition, and of course parents are the most significant individuals that should be the most supportive and educated about this kind of condition that their child has.

One of the greatest things that the parents can give to their child(ren) is a happy marriage. Especially to a child with Attention Deficit Hyperactivity Disorder (ADHD),
Ortiz, Tan, Trogo & Villarin February, 2013

studies says that children has a positive attitude toward others if they were raised by parents who are happily married (Laura Flynn). Parents have a great effect in the behavior of a child with or without ADHD. Married couples also have some disagreements in handling their child with ADHD, one of this is whether their child really have this kind of condition. But when both of them accept it, this can be the way on how they will unite and help their child in terms of sending them to an institution that will give treatments that will improve the childs behavior and other skills.

One study found that parents of a child with ADHD are nearly twice as likely to separate by the time the child is 8 years that parents without a child with this kind of condition. But that is only one study, and it doesnt mean that ADHD drives all relationships apart. Some situations bring parents closer and responsible to raise a happy family and to keep their child healthy and safe (Terry Dickson, 2004).

If there are two parents in the family it can be easier to raise a child with ADHD compared to those single parents who raise their child alone, single parents are the ones who are separated to their spouse or widowed. Raising a child with ADHD all alone is really tough, this may lead the parent to feel isolated and unaided, and this may also increase the stress to the parent (Keath Low, 2001). Single parents are expecting for more moral support from their relatives, friends and other people that can help them to

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February, 2013

be motivated and give encouragements and support on how to raise their child(ren) with ADHD.

Interpretation:

When the researchers conducted their survey at St. Joseph the Light of Patriarch Special Education Center at Sampaloc, Manila, they met a parent/mother who was very much willing to share her experiences with her son. We the researchers were overwhelmed because that parent seemed to be very fragile yet very cooperative when we approached her. We didnt expect that she will tell us what process they had been through dealing with their child having Attention Deficit Hyperactivity Disorder.

The mother shared to us that when she sent her child to a regular school her son hits some of his classmates without doing any harmful gestures to him. Every time that her child went home she got bothered why was he doing that and wondering what was the reason behind that and thats why she sent her child to professionals that could help and relay information on the condition of her child. One of the professional that they consulted was a neurologist and the professional confirmed that her child should undergo EEG, MRI and therapies at Philippine Children Medical Center (PCMC) to check what the condition of her son was. The mother also let her child be evaluated and assessed. As she got the result of the assessment and evaluation of her child, she knew that her child has an Attention Deficit Hyperactivity Disorder (ADHD).

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February, 2013

After knowing the reason behind the unusual behavior of her child with ADHD, she always makes sure that her child was monitored by his neurologist and therapist regularly. She make it sure that her child was always with her everywhere she goes even if its in Divisoria, dry market, shopping malls and sometimes even at her workplace. From then on, she tried to give the required services that her child with ADHD needs regardless of the cost that was attached to it. According to her, their child with ADHD also helped their family to become strong and continue holding each other to support each and everyone needs. She even said that her son doesnt hinder their relationship of her husband. The mother was proud to say that after being included in a special education center and being molded by the special education teacher, next year her child will be included in a regular classroom once again.

Conclusion:

The researchers conducted their survey at Sampaloc, Manila particularly at SPED centers and SPED schools such as The Light of Patriarch Special Education Center, St. John of God Polyclinic and Legarda Elementary School. All of the respondents that the researchers gathered were very much cooperative and willing to answer the questionnaires given to them and be interviewed by the researchers. Based on what the responses of different parents to the researchers, the variables such as age, socioeconomic status and marital status of the parents were answered and the researchers

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February, 2013

concluded that parental involvement of parents in the life of their child with ADHD has a great impact on the childs behavior. Based from the respondents, they told to the researchers that they can afford to provide services needed by their children regardless of how much the cost of that services the child needs they were able to reproduce those in their own little way. In terms of their marital status that doesnt hinder them to be separated and be in such conflict that they were not able to go out instead that help them to have more intact relationship with each other. According to them, their child with ADHD became their source of inspiration and source of energy whenever they go to work and provide the needs of their family. Regardless of their age, as long as they can support, guide, and be involved on the life of their child they will always be at the side of their children no matter what.

References:

Epstein, et al (2002) Michigan Department of Education (2001) Rabaa Al Sumaiti(2012) Parental Involvement in the Education of Their Children in Dubai Dr. Suresh Kumar N Vellymalay(2012) Parental Involvement at Home and Students Academic Achievement Anette Primdal Kvist, Helena Skyt Nielsen, Marianne Simonsen(2011)The Effects of Childrens ADHD on Parents Relationship Dissolution and Labor Supply http://ftp.iza.org/dp6092.pdf

Ortiz, Tan, Trogo & Villarin

February, 2013