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Parental Stress in Families of Children with Special Educational Needs: Insights and Applications

Parental Stress in Families of Children with Special Educational Needs: Insights and Applications
Parenting a child with special educational needs (SEN) can be both rewarding and challenging. The research article "Parental stress in families of children with special educational needs: a systematic review" sheds light on the risk factors and protective factors influencing parental stress. Here, we'll explore how practitioners can use these findings to improve their skills and provide better support to families.

Understanding the Risk Factors

The study identified four major risk factors contributing to parental stress:

Leveraging Protective Factors

On the flip side, several protective factors can help reduce parental stress:

Practical Applications for Practitioners

Based on these findings, here are some practical steps practitioners can take:

1. Provide Tailored Support

Offering personalized support that addresses the specific needs of each family can make a significant difference. This includes:

2. Foster a Supportive Community

Creating a supportive network for parents can help mitigate feelings of isolation. Practitioners can:

3. Educate and Empower

Knowledge is a powerful tool in reducing stress. Practitioners should:

4. Advocate for Financial Support

Addressing financial stress is crucial. Practitioners can:

Encouraging Further Research

While this systematic review provides valuable insights, ongoing research is essential to continually improve support for families. Practitioners are encouraged to stay updated with the latest research and integrate new findings into their practice.To read the original research paper, please follow this link: Parental stress in families of children with special educational needs: a systematic review.

Citation: Cheng, A. W. Y., & Lai, C. Y. Y. (2023). Parental stress in families of children with special educational needs: a systematic review. Frontiers in Psychiatry, 14, 1198302. https://doi.org/10.3389/fpsyt.2023.1198302

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