EMPOWERING FAMILIES THROUGH PSYCHOEDUCATION: A STUDY ON CAREGIVERS OF CHILDREN WITH INTELLECTUAL DISABILITIES

INTRODUCTION

Caring for children with intellectual disabilities presents unique challenges that can significantly impact the well-being of families. These challenges often extend beyond the child’s immediate needs, affecting the entire family’s emotional, social, and economic stability and dynamic (Douglas et al. 2016; Dada et al. 2020). Families frequently encounter additional issues, such as a lack of knowledge, self-stigma, and underutilization of available services, which can further exacerbate the caregiving burden (Lakhan, R., & Sharma, 2010). It’s important to recognize that a lack of understanding about intellectual disabilities can result in ineffective management of a child’s needs. This can stress family members who may struggle to provide proper care without the necessary knowledge. This can lead to feelings of helplessness and frustration. The stigma surrounding intellectual disabilities can make these issues even worse, as it can lead to feelings of shame and isolation, making it difficult for families to seek the support and services they need (Brown, 1997). On top of that, accessing services is often made more challenging by factors such as a lack of awareness about available services, logistical obstacles, and previous negative experiences with service providers (Emerson & Hatton, 2007). The empowerment approach helps to reduce burdens by providing necessary information, skills, and support, and by instilling hope and capability. Educating caregivers and connecting them with supportive networks transforms their experiences and enables them to cope more effectively, advocating for their loved ones and themselves. This holistic approach leads to better caregiving and a stronger, more resilient family dynamic (Chiu et al. 2006). Parental empowerment entails providing parents and caregivers with the knowledge and skills necessary to support children with disabilities. When parents are empowered, they gain a deep understanding of their child’s health conditions or disabilities. This understanding allows them to advocate for their child’s needs, work collaboratively with healthcare providers and educators, and make well-informed decisions. Psychoeducation is an important tool for empowering families of children with intellectual disabilities. It provides comprehensive knowledge, coping strategies, and resources to reduce psychological burdens and enhance caregiving skills. According to Bäuml and Pitschel-Walz (2008), psychoeducation is “systematic, structured, didactic information about the illness and its treatment, including emotional aspects, to help patients and their family members cope with the illness. This study investigates how psychoeducation affects the empowerment of families caring for children with intellectual disabilities. The research examines the outcomes of caregivers who have participated in psychoeducational programs to identify the benefits and areas for improvement in such interventions. The study conducted by McCallion et al. (2024) carefully analyzed the effectiveness of a support group intervention for grandparents who care for children with developmental disabilities and delays. A total of 97 grandparents from three agencies in New York City participated in the study and were assigned to either the treatment group or the waitlist control group. The intervention was based on the stress and coping model and drew upon extensive literature on supporting family caregivers. The results showed that the participants in the treatment group experienced significant reductions in symptoms of depression and increases in their sense of empowerment and caregiving mastery. In a study by Fujioka et al. (2014), caregivers from 19 families were interviewed. The analysis identified three key categories in the empowerment process: Isolation in Child Rearing, Exchanges with Others, and Establishment of a Rearing System. The core category that emerged was the Continuation of Appropriate Rearing. These findings emphasize the central role of continuous and appropriate care in caregiver empowerment, highlighting social isolation, the importance of social exchanges, and the development of a structured care system. Goluboviæ et al. (2021) conducted a comparative study with a quantitative, descriptive analysis of 99 families. The study included 57.6% parents of children with developmental disabilities and 42.4% parents of typically developing children. Results indicated that parents of children with developmental disabilities had lower levels of family empowerment, especially in attitudes, behaviors, and knowledge. The lowest empowerment was observed in the Community domain.. An Indian study by Lakhan and Sharma (2010) reported in his study that participants have lacked access to information and appropriate services, and many held misconceptions about intellectual disabilities, often treating their children punitively. This behavior was more prevalent in the tribal group. Additionally, some parents attributed their children’s disabilities to sins from past lives rather than considering factors like poor nutrition or birthrelated issues. According to Nachshen and Minnes (2005), parents of children with developmental disabilities (DD) experienced elevated levels of child behavior problems, stress, and lower well-being in contrast to parents of children without DD. Nevertheless, they also reported receiving greater social support. The study highlighted a direct relationship in which parent well-being and available resources mediated the impact of child behavior problems (the stressor) on empowerment outcomes.