Family Quality of Life from the Perspective of Parents of Children with Intellectual Disabilities

Dajana Bulić 

Center for Rehabilitation Zagreb, Zagreb, Croatia

https://orcid.org/0000-0003-4143-9426

Tomislav Ljutic 

Kindergarten Potočnica

https://orcid.org/0000-0002-2766-8372

Renata Pinjatela 

University of zagreb, Faculty of Education and Rehabilitation sciences

https://orcid.org/0000-0002-5601-1425

https://doi.org/10.33700/jhrs.4.1.154

Abstract

Aim: The quality of life of families with children with intellectual disabilities has been frequently analysed in recent research. There are numerous factors that influence the quality of life of families. The aim of the study was to determine the quality of life of families of children with intellectual disabilities who are cared for by the Sloboština Rehabilitation Centre.

Methods: The study used the Beach Center Family Quality of Life Scale questionnaire, which was completed online by the parents. 51 parents of children and adolescents with intellectual disabilities took part in the study.

Results: The results of the study show that the overall quality of life is satisfactory. However, parents of children with intellectual disabilities are least satisfied with emotional well-being and disability-related support. They are not satisfied with the time they have to pursue their interests or with outside help for all family members. They also consider the support a child with disabilities receives at school to be mediocre. No statistically significant differences in quality of life were found in relation to the age and gender of parents and children, except for the family interaction subscale, where families with girls had a better quality of life.

Conclusion: The results of the study show that although the overall quality of life is satisfactory, families of children with intellectual disabilities need external support that provides them with some free time but also aims to support all family members.

Keywords: family quality of life, intellectual disability, parents, children, support

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Psychosocial approaches as a solution to the challenge of risky online behaviors

Nataša Demšar Pečak 

Alma Mater Europaea University

https://orcid.org/0009-0008-8778-4528

https://doi.org/10.33700/jhrs.3.2.120

Abstract

Aim: To address and define the importance of ensuring the safety and protection of children and their families in

the digital environment.

Methods: With surveys and their comparison, we want to assess whether the number of users in the digital environment, and consequently the number of individuals included in psychosocial programs designed to support

addicts and/or excessive users and their families, increased during and after the pandemic period.

Results: The data reveals a growth in the number of users in the digital environment, as well as an increase in

individuals participating in psychosocial programs aimed at supporting addicts, excessive users, and their families.

We have also addressed important points of departure for the formulation of policies and thus appropriate intervention approaches that would enable the resolution of the challenge in this area. With this contribution, we also

highlight the importance of free psychosocial activities to those addicted to digital devices.

Conclusion: The results of the current research confirm that the number of users of the digital environment, and

consequently the number of inclusions in psychosocial support programme for addicts with digital technologies

increased during and after the pandemic period. Due to the increase in the use of scree.

Keywords: safety, addiction, digital environment, children, intervention programs

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A new measure of socio-emotional skills: a pilot study with children, adolescents, and their families

Louise Marques Pontifical Catholic University of Rio de Janeiro https://orcid.org/0000-0003-3844-6932

Luisa Cito Pontifical Catholic University of Rio de Janeiro https://orcid.org/0000-0003-0504-0346

Karina Ayumi Teruya University City of São Paulo https://orcid.org/0009-0001-5546-8802

Éverson Rangel Lopez Estacio, Rio de Janeiro, Brazil https://orcid.org/0009-0009-9732-7598

Renato De Marca Pontifical Catholic University of Rio de Janeiro https://orcid.org/0009-0002-0870-8815

Adriana Lima Federal University of Parana

Bruno Oliveira Federal University of the State of Rio de Janeiro

Jesus Landeira-Fernandez Pontifical Catholic University of Rio de Janeiro https://orcid.org/0000-0002-8395-8008

Luis Anunciação Pontifical Catholic University of Rio de Janeiro https://orcid.org/0000-0001-5303-5782

https://doi.org/10.33700/jhrs.2.2.88

ABSTRACT

Introduction: The teaching of socio-emotional skills has received greater attention, with ongoing theoretical discussions about these competences. Evaluating such characteristics and their development, however, is challenging because of a lack of consensus about theoretical and practical models, the difficulty in analyses that rely solely on self-reports, and the scarcity of robust Brazilian psychometric instruments.

Objectives: Therefore, the present study sought to (1) verify the psychometric evidence of the instrument’s internal consistency in assessing socio-emotional skills, (2) identify differences in respondents’ answers, and (3) identify potential issues with questionnaire items via semi-structured interviews.

Methods: This pilot study involved 32 responses from children and adolescents and 25 responses from their family members. The questionnaire assessed five socio-emotional skills: self-awareness, self-management, social awareness, relationships, and responsible decision making. Descriptive analyses and Cronbach’s alpha calculations were applied to confirm internal consistency of the items in each subscale. Analyses of variance were also conducted to analyse responses from family members and children.

Results: The results showed that self- awareness (α = 0.83, α = 0.76), self-management (α = 0.82, α = 0.79), and relationship skills (α = 0.71, α = 0.79) had adequate internal consistency in both children’s and family members’ versions. Significant differences were observed in scores between family members and children/adolescents in self-awareness (p = 0.0159), self-management (p = 0.0279).

Conclusion: The present study underscores the importance and complexity of assessing responsible decision-making skills and suggests that the questionnaire can be useful for evaluating socio-emotional competencies.

Keywords: socio-emotional skills, psychometry, psychological assessment, children

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