Enhancing parental competence in training sessions for parents of younger school-aged children with ASD

<p style="text-align: justify;"><span lang="EN-US"><strong>Context and relevance.</strong> </span><span lang="EN-US">The family is a key resource in the socialization of a child with autism spectrum disorders (ASD). The high prevalence of educational uncertainty, anxiety, and dysfunctional parenting patterns among parents of children with ASD necessitates the development of specialized programs for psychological and pedagogical support of families.</span><span lang="EN-US"> <strong>Objective</strong>. </span><span lang="EN-US">To pilot the training program "Parent Club," included in the process of psychological and pedagogical support for families with younger school-aged children with ASD</span><span lang="EN-US">. <strong>Hypothesis</strong>. Participation in the program is positively correlated with an increase in parental competence. <strong>Methods and materials. </strong>The study involved 50 families raising younger school-aged children with ASD and employed an integrative approach implemented through training sessions. Parental competence levels, psychological barriers, and the significance of family structure in matters of upbringing and education were assessed using a battery of questionnaires (“Family Communication” by E. Aleshina, L. Gozman, E. E.Dubovskaya; PARI by E. Schaefer, R. Bell; “Family Relationship Analysis” by Eidemiller, V. Yustitskis). Indicators of parental anxiety and parental stress were recorded over time. Results. Over the 6-month pilot period of the program, the indicator of established emotional contacts with the child increased from 38% to 70%. Improvement was recorded in 78% of parents on the scales reflecting the child's activity in interaction and the balance of relationships between spouses. Trust and mutual understanding between parents increased by 20%. The overall index of harmonious marital relationships showed a 10% growth. <strong>Conclusions</strong>. Psychological and pedagogical support through the "Parent Club" program proved to be a significant factor in stabilizing the emotional climate and correcting maladaptive parenting patterns in families with younger school-aged children with ASD. The results obtained confirm the advisability of providing support to parents raising a child with ASD as an important component of comprehensive psychological and pedagogical family support measures.</span></p>