Work Experience Poster: Turning "I Can't" into "I Can": Raising Parental Self-Efficacy in Parent-Carers of Children with a Diagnosis of ADHD/ASD.

Turning “I Can’t” into “I Can”: Raising Self-Efficacy in Parent-Carers of Children with a Diagnosis of ADHD/ASD.

Introduction:

Work experience was completed at an ADHD/Autism charity. One task included assisting the director with an impact-evaluation report of the charities specialised parenting courses. While analysing data and writing the evaluations it was noticed; through observation of parent-carer feedback, that levels of parental self-efficacy (PSE) had raised significantly after course completion. This raised level of PSE seems to cause significant behavioural changes and attitudes in parent-carers that overall result in a better level of care for children with ADHD/Autism and project positively into other domains within family life.

This poster aims to focus on Bandura’s (1994) theory of self-efficacy and discuss how applying this theory to the work the charity does with parent-carers explains the rise of PSE that is consistently observed.  

Theoretical Focus:

Bandura (1994) defines self-efficacy as ones belief in their abilities to perform and succeed in specific situations. Self-efficacy is important to human functioning as it influences emotions, thoughts, motivation and behaviour. Parental self-efficacy (PSE) emerges from Bandura’s (1994) general self-efficacy model. It is proposed that individuals with high levels of PSE are better able to guide their children through each stage of development without hindrance or strain to other aspects of family life. Individuals low in PSE may struggle to meet familial demands and are at heightened risk of depression. Much evidence suggests that parent-carers of children with special needs present with lower levels of PSE than parent-carers of neurotypical children (Hastings, 2002).  To understand why, it is necessary to look at the factors that affect PSE.

Bandura’s (1994) original theoretical model of self-efficacy outlines four key influential factors; experience, modelling, social persuasion and physiological factors. Parent-carers of children with special needs are a minority group; therefore their social and parental experiences will differ from those around them caring for neurotypical children. Without seeking the correct support parent-carers of children with ADHD/Autism are constantly being exposed to parental models that do not match how they perceive themselves. They often see themselves failing where others succeed, leading them to believe they lack parental competence thus leading to low PSE (Coleman & Karraker, 1997). Research has shown however that PSE can be changed with the correct intervention and support (Sanders & Woolley, 2005).

The aforementioned charity offers targeted support for parent-carers addressing each of the four key areas as defined by Bandura’s (1994) model. Parent-carers approaching the charity for support are typically introduced; through parent courses or support groups, to a social network of parent –carers in similar situations as themselves. This factor alone often raises PSE significantly as parent-carers feel less isolation in their own experiences. The course leaders and specialised coaches are effective models due to their expertise and similar personal experiences, effective modelling promotes high levels of PSE. Course materials aim to teach effective parenting techniques and strategies enabling negative maladaptive experiences to turn into positive adaptive ones. Raised PSE leads to better physical and mental health reinforcing a better sense of PSE. Raising levels of PSE in parent-carers resets a seemingly vicious cycle overall resulting in better family life for all.

Discussion:

In conclusion, parenting intervention programmes such as the ones run through the ADHD/Autism charity mentioned, successfully manage to raise levels of PSE by providing targeted support in each of the four key areas as defined by Bandura’s (1994) model of self-efficacy. Bandura’s model can be applied and used to highlight gaps in these four targeted support areas for similar courses and programmes that may not be having such a high success rate. This is important as high levels of PSE strongly correlate to parental ability to promote a healthy and happy childrearing environment.

References:

Bandura, A. (1994). Self-efficacy. In R. J. Corsini (Ed.), Encyclopedia of psychology (2nd ed., Vol. 3, pp. 368-9). New York: Wiley.

Coleman, P. K. & Karraker, K. H. (1997). Self-efficacy and parenting quality: findings and future applications. Developmental Review; 18, 47-85.

Hastings, R. (2002). Behavior Problems of Children with Autism, Parental Self-Efficacy and Mental Health. American Journal of Mental Retardation; 107, 3, 222-232.

Sanders, M. R. & Woolley, M. L. (2005). The relationship between maternal self-efficacy and parenting practices: implications for parent training. Child: Care, Health and Development, 31, 1, 65-73.