Together, we stand: Embracing the dawn after the dark - the effect of a 3-hour workshop on parental stress, knowledge of autism spectrum disorder (ASD), resilience, and self-compassion among parents of children with ASD

Chin, Joanne Rou Heng and Lim, Shu Ping and Tan, Zi Ching (2024) Together, we stand: Embracing the dawn after the dark - the effect of a 3-hour workshop on parental stress, knowledge of autism spectrum disorder (ASD), resilience, and self-compassion among parents of children with ASD. Final Year Project, UTAR.

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Abstract

This research aimed to investigate the effectiveness of a 3-hour workshop in reducing parental stress and improving knowledge of ASD, resilience, and self-compassion among parents of children with ASD. Combining purposive sampling and voluntary response sampling, parents of children with ASD in Sarawak, Kuching were recruited as participants to be involved in the workshop organized at the Kuching Autistic Association, Sarawak. As the study employed a single-arm pretest-posttest design, 10 participants aged between 31 and 46 participated in the pre-test, and subsequently 7 participants aged between 31 and 45 in the post-test. The Parental Stress Scale (PSS), Autism Knowledge Questionnaire (AKQ), Brief Resilience Scale (BRS), and Self-Compassion Scale-Short Form (SCS-SF) were employed to measure the variables. The results indicated non-significant changes in parental stress, resilience, knowledge of ASD and self-compassion among the participants. This study provides evidence that a brief psychoeducation-based workshop may not suffice to elicit positive impacts on parental stress, knowledge of ASD, resilience, and self-compassion among parents of children with ASD. The findings underscore the significance of components proposed in the Theory of Planned Behaviour and Information-Motivation- Behavioural Skills (IMB) Model for inducing behavioural change among parents. Furthermore, the findings offer insights for workshop design and resource allocation by policymakers. Future researchers interested in organising similar interventions for parents of children with ASD are advised to consider integrating longer duration and follow-up sessions, employing probability sampling methods, and addressing language and logistical barriers.

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