Perceived self-efficacy, cultural values, and coping styles among Chinese families of children with autism

Abstract

Autism spectrum disorder (ASD) is a pervasive developmental disorder that has grown in prevalence over the past few decades and has a tremendous impact on families that struggle with adjustment to this disorder. Initial exposure to such a disorder may be a significant source of stress and tribulation for Chinese families who are not accustomed to mental health discourse and related services in the health arena and surrounding community. Little is known of how Chinese parents cope when raising children with ASD. The purpose of this study was to gain an in-depth understanding of ways that Chinese families cope with stress when they have a child diagnosed with ASD. Seven Chinese families with children between the ages of 2 and 5 who were diagnosed with ASD participated in this qualitative study. Results may guide assessment and intervention for professionals who work with Chinese families within clinical, school, health, and community settings. Thematic analyses explored factors contributing to parental stress, perceived parenting self-efficacy, and parents' adherence to traditional Asian values, patterns of coping, and overall satisfaction with the early intervention (EI) services that their children are receiving. Implications for practices in school psychology and future directions are also discussed.

Keywords::

• autism
• Chinese children
• family values
• coping
• parenting self-efficacy
• stress

Additional information

Notes on contributors

Mary Huang

Dr. Mary Huang received her BA from Cornell University and Doctor of Psychology (Psy D) from St. John's University. She is currently a bilingual school psychologist in the Department of Education in New York City where she primarily serves families from a minority background. Her research interests focus on understanding the role of acculturation and immigration on Asian families and its impact on assessment and intervention for children with developmental disabilities. Dr. Huang specializes in family counseling and therapy.

Zheng Zhou

Dr. Zheng Zhou is a Professor in the Department of Psychology at St. John's University in New York. She received her BA from Suzhou University in China and PhD from Columbia University. Dr. Zhou is Fulbright Scholar, Fellow of the Division 16 (School Psychology) of the American Psychological Association (APA), and a member of the Society for the Study of School Psychology (SSSP). Her research areas include cross-cultural studies in children's mathematical thinking and reasoning, mathematics curriculum and teaching; basic relational concepts acquisition; and school adjustment of Asian-American students.