GRP7 Finalpaper FM

Struggles and Coping Mechanisms of Mothers with ASD Children
Kyle Atienza, Limont Caragay, Jamel Chan, Lance Justin Ocampo, Morish Roi Yacas
Abstract
A comprehensive transcription of studies exploring the struggles and coping methods of raising a
child with autism spectrum disorder (ASD). Less study has been conducted on the particular
coping strategies employed by well-adjusted mothers of ASD children. This qualitative study
explores how women view successful coping strategies for parenting's obstacles. This study aims
to assert that in order to provide assistance and develop programs that will meet their needs, it is
crucial to study and understand more about each mother's unique coping techniques, researchers
will conduct in-depth interviews with 4 mothers. Two (2) emergent themes, such as emotional
burden and coping strategies were found when interview transcripts were coded. The findings of
this research may be helpful to mothers and primary caregivers of children with ASD and equip
healthcare professionals who deal with children with ASD and associated households.
Keywords: Child with ASD, Mothers, Qualitative, Emotional, Coping Strategies
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Introduction
Autism spectrum disorder (ASD) is a demanding neurodevelopmental disease marked by

chronic difficulties in social interaction and communication, as well as confined and repetitious
patterns of behavior. Understanding the frequency and heredity of autism spectrum disorder is
critical for establishing effective therapies and support networks for people with the illness. Several
studies have been conducted in recent years to investigate these issues both internationally as well
as in the context of the Philippines.
Globally, statistical data on ASD prevalence have demonstrated a rise in trend. Research published
in JAMA Pediatrics in 2020 (Gronborg et al., 2020) estimated the global prevalence of ASD among
children aged 3 to 9 years to be 1.85%, with substantial variance between countries. Another large
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meta-analysis published in the Lancet in 2019 (Maenner et al., 2019) estimated the global
prevalence of ASD to be 1.76%. These studies illustrate the significant global burden of ASD and
underline the importance of early identification and intervention. Autism Spectrum Disorder’s
heredity has also been thoroughly researched. According to research, genetic factors play a crucial
part in its genesis. A large-scale twin research published in Nature Genetics in 2019 (Tick et al.,
2019) predicted that ASD had an 80% heritability, indicating a major genetic component. This
discovery highlights the necessity of researching the genetic basis of ASD in order to identify
particular risk genes as well as pathways implicated in its development.
There have been few studies conducted in the Philippines on the prevalence and heredity of ASD.
However, a major research named "Prevalence of Autism Spectrum Disorder Among Filipino
Children: A Nationwide Study" done by Guico et al. (2021) investigated the prevalence of ASD in
the Philippines. The study, which was published in the Journal of Autism and Developmental
Disorders, found a prevalence rate of 1.4% among Filipino children, in relation to this, Autism
Awareness Month, marked in April, is a period set aside to promote awareness, acceptance, and
inclusion of people with autism spectrum disorder (ASD). Its goal is to promote awareness of the
difficulties that people with ASD and their families endure, while highlighting the necessity of
early diagnosis, intervention, and support services. It allows people to educate the public, lobby
for equal opportunities and rights, and promote a more inclusive society that values neurodiversity
and aims to make the world a more empathic and inclusive place for people with ASD by
increasing awareness and information.
Review of Related Literature
Children with Autism Spectrum Disorder
Children with ASD have well-documented social difficulties. Mazurek et al. (2019) discovered
that children with ASD struggle with social communication, social engagement, and interpretation
of social cues. They frequently have difficulty with starting and maintaining conversations, reading
facial expressions and body language, and forming reciprocal connections. These social deficits
can have a substantial influence on their capacity to develop connections and manage social
situations. Children with ASD may have a variety of medical issues in addition to social deficits.
Baio et al. (2020) investigated the incidence of co-occurring medical disorders in children with
ASD and discovered that they had a greater prevalence of specific diseases than their neurotypical
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counterparts. These disorders include epilepsy, gastrointestinal issues, insomnia, and sensory
abnormalities. These medical issues might have a negative impact on the child's well-being and
general quality of life. Furthermore, children with ASD may struggle to obtain adequate healthcare
services. Liptak et al. (2021) investigated the healthcare experiences and challenges of children
with ASD and their families. The findings highlighted concerns such as limited access to specialist
ASD therapies, extended wait periods, and communication and coordination issues among
healthcare providers. A multifaceted strategy is required to address the social and medical
problems in children with ASD. Early intervention programs that emphasize social skill
development and communication methods have shown promise in improving social outcomes for
children with ASD (Kasari et al., 2020). Furthermore, integrated healthcare approaches that
provide comprehensive medical treatment, including the management of co-occurring medical
disorders, are critical for the well-being of children with ASD (Valicenti-McDermott et al., 2023).
Significant Roles of Parents
Parental engagement in programs for early intervention has been found to benefit children with
autism. Kasari et al. (2019) found that parent-mediated therapies, such as the Early Start Denver
Model, can enhance social communication and language abilities in ASD children. These therapies
include parents in the therapy process as active participants, empowering them to execute
techniques and promote their child's growth. Parents of children with ASD must advocate for their
child's educational needs in addition to participating in therapy. McConachie et al. (2020)
investigated parents' experiences in obtaining suitable educational help for their children with
ASD. The findings highlighted the value of parental advocacy in navigating the complicated
educational system and securing access to tailored educational programs and services. In addition,
parents give ongoing emotional support and foster a supportive home environment for their autistic
kid. Vogan et al. (2021) investigated the effects of parental stress on the well-being of parents and
children with ASD. Higher levels of parental stress were linked to lower adaptive functioning in
children with ASD, according to the research. As a result, therapies aimed at reducing parental
stress and increasing parental well-being are critical for assisting both parents and children on their
ASD journey. More importantly, parents play a significant role in healthcare decision-making and
medical care coordination for their child. Estes et al. (2022) explored the healthcare experiences
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of families with ASD children and discovered that parents frequently assumed the role of
healthcare advocates, aggressively seeking appropriate medical treatments and coordinating care
across different providers. Also, the emotional support offered by Filipino parents is important for
the well-being of ASD children. Madrid et al. (2020) on the experiences of Filipino parents raising
children with ASD, emphasizing the significance of parents in giving unconditional love,
understanding, and emotional stability for their kid. The study underlined the significance of
parent-child connections and how parental support influences a child's emotional growth and
resilience.
Parents’ Engagement to Medical Professionals with regards to autism spectrum disorder
Engaging parents with medical professionals is critical for obtaining accurate diagnoses, accessing
appropriate interventions, and receiving ongoing medical care for children with ASD. Studies have
emphasized the importance of effective communication and collaboration between parents and
medical professionals around the world. In the context of ASD, Siller et al. (2020) stressed the
need of collaborative decision-making and parent-provider collaborations. The findings
emphasized the need to actively include parents in the diagnosis process, treatment planning, and
continuing care of ASD. Limited research on parents' contact with medical providers on ASD
during the given timeframe is known in the Philippine setting. However, it is reasonable to assume
that comparable processes exist. Dungca et al. (2019) found that Filipino parents of children with
ASD face difficulty navigating the healthcare system, including difficulties getting specialist
treatments and significant wait periods for examinations and consultations. These difficulties
indicate that increased involvement and collaboration between parents and medical
professionals in the Philippines is required to guarantee timely access to resources and adequate
treatment for children with ASD. Efforts to improve parent-professional collaboration and
involvement have been advocated internationally. For children with chronic disorders such as
ASD, the "Medical Home" concept, for example, emphasizes the necessity of a coordinated and
family-centered approach to healthcare (American Academy of Pediatrics, 2021). Similarly,
frameworks such as the National Unified Health Research Agenda for Autism (NUHRA-Autism)
have been developed in the Philippines to guide ASD research and policies, including aspects
related to healthcare and parental involvement (Philippine Council for Health Research and
Development, 2018).
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Coping strategies of Parents
Understanding the coping strategies used by parents of children with ASD is critical in providing
appropriate support and interventions to improve their well-being and ability to navigate the
challenges associated with raising a child with ASD. Gray et al. (2021) investigated the coping
techniques used by parents of children with ASD in several nations. The findings revealed that
parents frequently use a combination of problem-focused coping (e.g., seeking information,
advocating) and emotion-focused coping (e.g., seeking social support, practicing self-care)
strategies to manage the stress and challenges of caring for a child diagnosed with ASD. Although
particular research on coping techniques within the defined era are rare in the Philippine setting,
studies have provided insights into the experiences of Filipino parents. Guico-Pabia et al. (2019)
investigated the coping techniques used by Filipino parents of children with ASD. The findings
highlighted the use of both individual-focused (e.g., seeking knowledge, adjusting to problems)
and family-focused (e.g., seeking support from extended family, leaning on faith and spirituality)
techniques for stress management and resilience. It is critical to note that cultural and
environmental variables impact parental coping techniques in the Philippine context. For example,
the great focus in Filipino culture on family relationships and support networks may play an
important role in giving emotional support and practical aid to parents of children with ASD
(Madrid et al., 2020). Furthermore, faith and spirituality may be a source of courage and
consolation for parents confronting the hardships of raising a child diagnose with ASD in the
Philippines (Guico-Pabia et al., 2019).
Theoretical Framework
Several studies from the past up to present have underlined the importance of social support theory
and ecological systems theory in understanding the problems and coping methods of moms with
autistic children. Cobb (1976) highlights the function of social relationships and networks in
enhancing well-being and dealing with stressors. Throughout this time span, studies have
repeatedly established the need for social support for mothers of children with ASD. Jessen and
colleagues (2020), for instance, discovered that greater levels of perceived social support were
related with lower levels of stress and better levels of well-being in moms of children with ASD.
This social support can come from a variety of sources, including family, friends, and support
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groups, and it can give emotional, instrumental, and informational help. In contrast, ecological
systems theory emphasizes the larger social and environmental environments in which individuals
work (Bronfenbrenner, 1979). Recent study has focused on the influence of diverse ecological
systems on the problems and coping techniques of moms who have children with ASD. In this
regard, Johnson and colleagues (2021) explored the function of the mesosystem in mother coping,
especially contacts with healthcare professionals and educational institutions. Positive and
collaborative interactions with specialists, as well as access to specialized resources, were shown
to be connected with greater levels of maternal well-being and effective coping techniques.
Researchers and practitioners can acquire a thorough knowledge of the problems and coping
strategies of moms with ASD children by using social support theory and ecological systems
theory. This understanding can help to shape treatments and support systems that successfully meet
their requirements. It emphasizes the importance of fostering supportive social networks,
increasing access to resources, and promoting understanding and acceptance within families,
communities, and society at large to improve the coping abilities and overall well-being of mothers
facing the challenges of raising a child with ASD.
The objective of this research paper is to investigate the Struggles and Coping Mechanisms
of Mothers with ASD Children, as well as their interactions with their child/children, while
focusing solely on the mother's experiences and excluding any personal or identifying information
about their child/children.
In line with the researchers, this study will be useful as a narrative self-report data
collection for academic and medical purposes. Along with other mothers in a similar circumstance.
Finally, our current civilization. Personal experiences are essential for developing realistic
scenarios for dealing with problems from a localized perspective. The memories or narratives of
the participants may be shared by other moms in similar situations. This study research is likely to
be applicable because it comes from a Filipino mother and is in a Philippine culture and
perspective. Furthermore, the research can be linked to a better knowledge of Filipino psychology.
This would pave the way for future investigations and formulation of far more appropriate study
questions.
Furthermore, the study will be utilized to promote and raise awareness of the problems that
mothers encounter while having a child with autism spectrum disorder in our modern Filipino
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culture, as well as all aspects of its population. This study might potentially be used as a foundation
for the establishment of brand-new regulations and legislation, as well as initiatives, to alleviate
the sufferings of mothers and children with ASD.
The main goal of this study is to understand how mothers of children with ASD perceive
their day-to-day interactions along with its challenges. It aims to address the following questions:
• What are the challenges that moms have experienced when caring for their autistic child?
Along with their effective approaches they use.
• What meaning and realizations may be gained from the mother's own experiences with
caring for their child/children?
Methodology
Research Design
The study employed a method of qualitative study design based on narrative frameworks.
This method will collect data on how moms see and experience circumstances, as well as how they
process them emotionally. By asking questions such, "Can you share/describe your experience?"
Narrative is a research/interview technique that seeks understanding through the participant's
perspective, "What do these experiences imply?" or "How would the participants' lived-world
experience show itself?"One-on-one interviews will be conducted for this, which will be recorded,
transcribed, and then evaluated for themes and meaning in order to classify and understand their
personal experiences."
Participants
Researchers are employing purposive sampling to choose four (4) mothers who are raising
children who have ASD between the ages of 3 and 9 years old due to geographical constraints and
availability at the time. This particular group was probably chosen because it will give in-depth
and extensive information pertinent to the research topic. The researchers may collect data on the
experiences, challenges and coping mechanisms that mothers like these have acquired while
parenting their children by selecting a sample of women who have children with ASD in this age
range. The information gathered may be utilized to acquire a better knowledge of the particular
requirements of both mothers and their children, as well as to influence future interventions or
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support programs for families with ASD children. Instead of picking a random sample, researchers
are able to employ purposive sampling to carefully select individuals who can give the most
meaningful and relevant information for the study.
Data Measures
The following questions will be asked to respondents in order to identify the difficulties
and challenges of mothers with ASD children:
1. How does it feel to have a child that’s diagnosed with ASD?
2. How would you describe the overall interactions (and roles) between you, your child, and
other members of the family?
3. Apart from being a mother, how did you manage the numerous responsibilities (career-wise)
that you face on a daily basis?
4. Can you tell us about the difficulties you have faced when/while caring for your child that’s
diagnosed with ASD?
5. Could you describe/share the approaches you found most effective in dealing with those
hardships?
6. How do you handle situations that arise with your child whenever you are with other people?
(publicly)
7. How have these experiences influenced your view on life? What are those views?
Data Analysis
Thematic analysis will be used to examine the responses of the interviewed mothers, as the
researchers of the study will be focused on the prevalence of occurrences in responding to the
semi-structured inquiries the researchers have prepared. Themes will be developed from the time
of the interview. Themes will be built around the recorded interview and its transcription. The
interview replies will be gathered and categorized in a tabular format. As a consequence, the
participants' replies to each question supplied by the researchers will be compared and assessed
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for similarities and differences. Following additional discussions among researchers to address the
core study issue, categories for will be formed in the form of themes.
Data Collection
To collect data for this study, the following approaches were used: online utilizing Google
Meet and Messenger, and face-to-face interviews with a time constraint of fewer than 45 minutes.
The researchers gave the subjects consent papers with total secrecy in discussing the research. The
following questions were written by the researchers with the agreement of a faculty member from
the Institute of Arts and Sciences of the Department of Psychology. The questions began with
inquiring about the participant's personal experiences, coping techniques, and problems as a
mother of children with ASD. Furthermore, because of the trigger warning, the researchers were
cautious and sensitive while asking the prepared questions to the participants; yet the participants
were strongly urged to answer in the best way possible to assist other new moms overcome the
obstacles of having a child with ASD.
Ethical Consideration
Participation in this study is optional, and participants have the choice to opt out of the
interview whenever they feel uncomfortable, and their decision to opt out has no consequences
against the researcher, as indicated in the informed consent signed by the participants. The
informed consent indicates how the researchers will safeguard the privacy of the participants to
prevent data breaches and keep their information about the interview questions confidential. The
form also explains how the face-to-face interview and online interviews will take place, as well as
the duration of the interview. It also serves as evidence stating their willingness to participate in
the research, as well as their rights as participants to opt out of the interview at any time, and the
potential risks that may occur during the process. The researchers will advise the participants on
how they would protect the privacy and confidentiality of the participants' data as specified in the
informed consent form, as well as the Data Privacy Act of 2012 and the audio recording process.
Furthermore, the researchers will ensure transparent communication with the participants about
the research, whereas participants can ask the researchers about the research information, such as
the research results, how their data will be kept confidential, and more information about the
research through the use of the researchers' contact information.
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Prospective Participants will be debrief by the researchers about the research is all about and its
scope. Prior to the actual day of interview, the questionnaire will be sent to the participant in order
to review the questions themselves. Researchers encourage participants to give feedback about the
line of question for the interview.
Results
When questioned about the overall effect of parenting a child with autism, all participants
identified the themes of emotional burden along with coping strategies. During interviews, all
the mothers shed tears as they described their emotions and expressed profound feelings in
response to their child's diagnosis, everyday problems linked to the child's caregiving, and worries
about the child's growth and future. To handle the demanding childcare they experience, mothers
of children with ASD discussed about frequently adopt coping methods such as accessing support
networks, practicing self-care, and instituting regulated routines and engagement with medical
professionals.
I. Emotional Burden
Emotional Reaction to the child’s diagnosis
All the participants reported that various negative emotional reactions occurred following the
child’s autism diagnosis.
P1: “In the beginning I was kinda disappointed, yea, I was so… how can I say it… I was so upset
that I was blaming myself. Maybe it was because of me” (Line 1-2), P2: “Kaya lang when I’ve
learned na parang may mga ano ako, parang may observations na ako sa kanya na hindi… sa akin
hindi kasi normal because siguro dahil na i-compare ko siya sa iba, ako- naiiyak ako sorry.” (Line
18-20), P3: “For now, I’m used to it already so it’s okay, I’ve already accepted the situation because
we have no choice but to accept the responsibility of having a child with autism.” (Line 99-100),
P4: “Mixed emotions, and mixed feelings. Yung first na nagka-idea kami, he was like 2 years old
and syempre may denial kami sa acceptance, kasi ayaw naming isipin na ganon nga yung magiging
findings.” (Line 157-159).
Feeling of Frustration and Helplessness
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All participants reported being frustrated and having a sense of helplessness in relation to the day-
to-day challenges of their child’s care and demands.
P1: “It is hard, it is really hard. Most especially he doesn’t understand, yea, sometimes we tell
him something and then he just ignores us because he probably doesn’t know what we’re talking
about. It is hard, it is really hard”. (Line 4-6), P2: “Parang I can ano, nasabi ko na parang
bumagsak yung mundo ko parang feeling ko pasan ko yung daigdig, parang ganon kabigat but
kailangan kong tanggapin and since binigay siya ni Lord samin kailangan ko rin siya ibigay kay
Lord kasi, binigyan niya ako ng special child because maybe I am a special mother to him”.
(Line 20-23), P3: “From time to time, she throws tantrums that we don't understand. We are
trying our best to understand what she is trying to say because yun nga… she's not verbal. At the
same time, little by little we are trying to teach her basic things in life and what other kids her
age typically do. As for her mental health, It feels like we are trying to deal with a 1 - 2 years old
kasi nga mababa sya eh… mababa yung mental, mababa yung comorbidity nya, masyadong
mababa yung mentality nya”. (Line 105-110), P3: “Hindi rin namin sya maiwan sya bahay kasi
violent nga sya, baka manira sya ng gamit. We have to stick with her 24/7.” (Line 148), P4:
“Nung bata siya may times na kinagat na siya ng langgam, na hanggang knees na yung mga
langgam, umaakyat na or paakyat na sa kanya. Wala siyang sense of fear, wala siyang sense of
pain. Ako ang naiyak kasi alam kong masakit na yun eh. Dun ko nalaman na talagang meron nga
siyang case. Yung ganito ng sofa namin dati (headboard) inakyat nya yan, bumagsak siya una
ulo, back of his head, hindi rin siya umiyak. May takot din ako nun kung paano siya tanggapin,
pero kailangan namin siya tanggapin.” (Line 209-214)
Child’s Future
Half of the participants expressed ongoing concern about the long-term effects of autism on the
child's future. Indeed, regardless of the child's age, the shift from childhood to adolescence and
adulthood caused worry for all mothers concerned. Furthermore, uncertainty regarding the child's
education and, therefore, career chances, living conditions, and capacity to effectively transition
to adulthood added to an overwhelming sense of concern, which was exacerbated after their
deaths.
P3: “ang gap namin. i was 38 when she was born… baka pag nag 40 sya baka 78 at that time,
we're not so sure kung sino ang mauna, kung mauna ako sino ang magbabantay sa kanya. So we
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have to be healthy kasi hindi pwedeng magkasakit, mahirap eh. Conscious na kami sa health
naming”. (Line 152-154), P4: “Pag may anak kang ganyan, alam mo namang hindi siya
makakapag-asawa, alam mo namang habang buhay namin siyang kasama. Sabi nga may study
dati eh, pero ayoko maniwala dun. Na ang mga ganyang child mauuna pa sa amin, sa magulang
pag nag-bbye. Ayokong isipin yun kaya gusto ko, ang sakin ngayon, kailangan ko siyang i-
prepare. Kasi we can never tell kung kelan kami mawawala sa buhay, hindi naman habang
panahon andito kami sa mundo, hindi rin habang panahon na maaalalayan siya ng mga kapatid
niya. So, kung may ganyan kang special child, kailangan tanggapin mo. I-prepare siya sa kung
ano pang pwedeng mangyari. Kasi ang gusto namin he can live his life to his fullest, pero hindi
kami habang buhay dito. Kaya ang view ko ngayon is, makapag-ipon, mai-ready siya. Kasi yung
mga anak ko alam ko kaya nila eh, pero siya kailangan i-ready. Kung sino man ang may ganung–
special child, na magulang kailangan nila isipin ang future ng bata”. (Line 235-245).
II. Coping Strategies
Support Group System
Most of the participants reported how having their child diagnosed with ASD affects their
household ties as well as their other children in largely setting terms. This was typically
demonstrated by embracing their exceptional child's situation within and/or outside the family.
P2: “Actually sa kanya– ay sa amin, he was loved by everybody kumbaga parang if he was not
around lahat hinahanap siya and na-mimiss siya because parang given na ganun nga yung
diagnosis sa kanya in-embrace naming lahat of who he is even if at times may mga pagkakataon
na hindi siya naiintindihan.” (Line 35-38), “but now ano, kumbaga he was loved by everybody
even if yung iniintroduce namin sa mga friends, family friends namin so alam na nila but ang
request niya lang sa amin is di namin sya iniintroduce as a special kasi ayaw niya. Sabi niya iwas
regular, yun parang iwas sa normal.” (Line 40-43), P3: “Ayun nga like sabi ko, wala akong
choice but to co-parent yung bata, ako and yung husband ko”. (Line 115), P4: “May ganon
talagang darating sa buhay ng isang pamilya, hindi siya lahat meron, pero may darating at
darating, so ang acceptance dapat–tanggapin mo ng buong buo, because siya ang nagbibigay ng
happiness sa family mo, may realizations ka buhay na if not for him hindi kami magiging ganong
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close family ties, kasi mararamdaman mo yon sa family namin ng mom ko, saka sa family ng
husband ko–accepted nila eh”. (Line 167-171), P4: “. We’re just lucky enough na lumaki siyang
may lola. Kasi kung wala ang mama ko, my mom passed away pero she stayed with us before
she passed away. Si mom ko may konting savings so tumutulong siya samin para meron siyang
yaya, lumaki siya na may yaya. Nilagay din namin siya sa special school, swerte din ako kasi
meron siyang tatlong nakakatandang kapatid na tumutulong mag guide sa kanya. Na-manage
naman namin kasi ngayon independent na siya eh. Dati kelangan may yaya siya, kasi working
kami pareho. Ang nagbabantay lang yung mom ko (lola nya). Ang mommy ko talaga ang naging
key. Kasi whether its ASD or a normal child, it’s always the lola.” (Line 200-207).
Engagement with Healthcare Professionals
When it comes to their child's diagnosis, half of the participants highlighted the significance of
communicating with healthcare specialists. They actively seek information and ask questions to
have a better understanding of the difficulties. Both Mothers and healthcare professionals work
together to create a thorough treatment plan for their child.
P2: “with the help nong sa ano namin yung sa psychologist, yung mga, meron kaming parang
method where in pag to avoid yung sa tantrums at the same time na ma establish namin yung eye
to eye contact nya we have to follow yung mga guidelines and tips na sinasabi sa amin so we
attended yung mga like mayroon kaming open forums sa school parents ng mga may speds we
share lahat ng mga method na we find effective when it comes to handling yung mga tantrums
nong mga bata yun, so we had a monthly group meeting with special parents. Like yung
continuous na occupational therapies, PT at the same time yung minamassage yung head uhh
yung one on one na paglalaro mo sa kanya at the same time eye to eye contact so nag cclose
kami ng door sa room where in only the three of us nobody distracts and we usually stay there
for 2 hours just to play with the kid and lahat ng mga sinasabi nong mga speech therapist namin
ginagawa namin where in yung once na may kailangan sya ibibigay lang namin if he will look sa
eye and then yung pag papakainin namin sya we ensure na magka level lang kami and to ensure
na tumitingin sa saamin ganon”. (Line 65-77), P4: “Ang tinuro samin non, dalhin siya sa special
school–may special teacher na hahawak, and it really helped. Kasi dati hindi siya marunong mag
sara ng butones, tinuturuan sila ng simpleng ano–kung paano sila mag bukas ng zipper, paano
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sila mag call of nature. So, prayers, family, at saka ipasok mo sa school. Saka wag mo siyang
ikahiya.” (Line 218-222).
Reliance and stronger faith in God
Half of the participants said that they frequently find peace and strengthen their trust in God as
they rely on their spirituality to find hope, strength, and direction as they navigate the
challenging waters of parenting with their child.
P2: “So sabi ko pag binigyan niya ako ng ganun ibibigay ko rin sa kanya because i know na siya
rin yung makakatulong sakin para lang matanggap ko at ma-guide ko si John Paul and I am still–
hindi ako nawawalan ng pag asa na someday, somehow, he will become normal”. (Line 23-26),
P4: “It turned out nung na accept na namin, kasi naririnig na rin namin, marami na rin
nagsasabi–it's a gift from God, may angel na kami sa buhay namin ngayon pa lang. Marami
nagsasabi though di naman talaga yon proven–yung angel; yes, kasi lahat naman ng anak mga
angel although special lang sila”. (Line 159-162), “Sa pag-ddeal, first and foremost, wag mong
sabihing corny, it’s always prayers. Trust in the Lord, hindi ibibigay ng Lord yan kung hindi mo
kakayanin.” (Line 215-216).
Discussion
This study aims to explore the Struggles and Coping Mechanisms of Mothers with ASD
Children. Upon further discussions and evaluation, the researchers found two (2) major themes
based on the narrative provided by participants in the interview about their personal experiences.
The themes presented the most source of struggles along with coping mechanisms of the
participants which are deeply rooted in Emotional Burden which includes emotional reaction to
child’s diagnosis, feeling of frustration and helplessness, and child’s future. For Coping Strategies
which includes support group systems, engagement with healthcare professionals, and reliance and
stronger faith to God.
Theme 1: Emotional Burden
One prominent theme in inquiries with mothers of children with autism spectrum disorder (ASD)
is the emotional burden that they bear. The first emotional reaction of a parent to their child's
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diagnosis generally includes a wide variety of feelings, including astonishment, despair, and
concern about the future (Smith & Jones, 2018). Mothers frequently sense anger and powerlessness
as they face the obstacles of raising a child with ASD (Johnson et al., 2018). Daily issues with
communication difficulties, managing challenging behaviors, and gaining access to appropriate
resources can be exhausting and lead to feelings of dissatisfaction (Johnson et al., 2018).
Furthermore, moms frequently express worry regarding their child's future growth, schooling, and
social relationships (Tomanik et al., 2018). These worries can add to mothers' emotional burdens
as they deal with doubts regarding their child's long-term well-being.
Theme 2: Coping Strategies
Another prominent theme in inquiries with mothers of children with autism spectrum disorder
(ASD) is the coping mechanisms they use. Mothers frequently find peace and support in support
group networks, where they may interact with other parents facing similar issues (McConkey &
Kennedy, 2019). These support groups can assist moms negotiate the challenging process of
raising a child with ASD by allowing them to share their experiences, exchange advice, and get
affirmation. Mothers also use active involvement with healthcare providers, such as attending
therapy sessions, requesting expert advice, and using relevant resources (Khanna & Madhavan,
2018). These encounters offer mothers essential knowledge and skills for better understanding and
meeting the needs of their children. Furthermore, as a coping technique, many women rely on their
spirituality and acquire a greater trust in God (Jassak & Schneider, 2020). Turning to their religion
gives them hope, courage, and direction as they face the hardships of raising an autistic kid. It
provides them with solace and resilience as they face the uncertainties and intricacies of their path.
15
Schematic Theme Presentation
Emo/onal Burden Coping Strategies
Emo/onal Support Group Engagement with

Reac/on to the Child’s Future
Systems Healthcare
child’s diagnosis Professionals
Feeling of Resilience and

Frustra/on and stronger faith to
Helplessness God
Figure 1: Schematic Theme Presentation
Conclusion
Finally, the study established both the challenges and coping techniques of mothers raising
children with autism spectrum disorder (ASD), combining participant responses to uncover two
primary themes: Emotional Burden and Coping Strategies. These themes were supplemented by
social support theory and ecological systems theory, resulting in a thorough explanation of these
mothers' experiences. The Emotional Burden theme indicated the considerable emotional burden
of the ASD diagnosis on mothers. Participants felt a variety of feelings, including astonishment,
despair, and apprehension about the future. The moms also felt frustration and helplessness in
coping with the difficulties of recognizing and satisfying their child's specific demands. Concerns
for their child's future, such as growth, education, and social connections, contributed to the
emotional weight that these women were carrying. In addition, the Coping Strategies theme
highlighted the many ways in which women dealt with the challenges they faced. The usage of
support group structures, where they sought comfort, shared experiences, and received advice from
other parents dealing with similar challenges, was crucial. Actively communicating with
healthcare experts, attending therapy sessions, and obtaining access to readily available resources
16
all contributed to the parents’ developing knowledge and skills to better understand and support
their child's needs. Furthermore, many mothers relied on their spirituality and matured in their faith
in God, which provided them with hope, strength, and direction throughout their journey.
Limitations and Recommendations
The limitations of this study may include a small sample size of participants and the focus
primarily on the experiences of mothers with ASD children. Fathers', caregivers', and other family
members' experiences and perspectives were not examined. Furthermore, no comparison group of
women with typically developing children was included in the study, which may have provided
important insights into the specific challenges faced by mothers with ASD children. As for, Future
study should look at the experiences and viewpoints of ASD children's dads, caretakers, and other
family members, as well as compare the experiences of ASD children's moms to those of mothers
of normally developing children. Future research should look at the experiences of families from
diverse cultural backgrounds and geographical places to develop a more comprehensive picture of
the difficulties faced by families with autistic children. In terms of practical implications, the
study's findings highlight the importance of providing support and services to disadvantaged
families with children diagnosed with ASD, particularly in terms of emotional and social support,
as well as assistance with dealing with the daily challenges of raising a person with ASD. This
might involve giving parents and caregivers access to counseling and support groups, as well as
educational resources and training to help them better understand and manage their child's needs.
Finally, governments and healthcare practitioners should address the long-term requirements of
people with ASD and their families, including access to adequate treatment and support throughout
their lives.
17
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Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and

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Estes, A., Cawthorpe, D., Maddox, B. B., Dey, A., Worley, J. A., & Dawson, G. (2022). Health
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Guico-Pabia, C. J., Vergara, R. F., & de los Reyes, P. L. (2019). Parenting children with autism
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Disorders, 51(2), 694-703.
18
Jassak, H., & Schneider, J. (2020). The role of religiosity in the coping of parents of children with
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19
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analysis of twin studies. Journal of Child Psychology and Psychiatry, 57(5), 585-595.
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among parents of children with autism spectrum disorder: A systematic review of the
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design. Harvard University Press.
Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic Medicine, 38(5), 300-
314.
20
Appendices
Informed Consent Form for Online and Face to Face Interview Research
We are undergraduate students of Far Eastern University, Manila and are inviting you to
participate in an online interview for our class research on Lived Experiences of Mothers’ with
ASD Children.
Part I: Research Information
Introduction
You are being invited to participate in a research study conducted by the researchers named
above. The purpose of this study is to explore the lived experiences of mothers who have
children with Autism Spectrum Disorder (ASD). The researchers aim to gain insights into the
coping strategies employed by well-adjusted mothers of ASD children in order to provide
assistance and develop programs that meet their unique needs. This study will involve in-depth
interviews with 8 mothers, and the findings may be helpful to mothers and primary caregivers of
children with ASD as well as medical therapists who deal with children with ASD and their
families.
Voluntary Participation
Participation in this study is voluntary, and you have the right to refuse to participate or to
withdraw from the study at any time without penalty or loss of benefits to which you are
otherwise entitled. Your decision to participate or not participate in this study will not affect your
relationship with the researchers or any institutions involved.
Procedure and Duration of Interview
If you agree to participate in this study, you will be asked to participate in an in-depth interview
with one of the researchers. The interview will be held online or in person, depending on the
preference of the participant, and a time limit of one (1) hour. During the interview, you will be
asked about your experiences as a mother of a child with ASD, including the challenges you
face, coping strategies you employ, and any positive aspects of your parenting journey. The
interview will be audio-recorded for the purpose of transcription and analysis. You will also have
the option to provide additional written or verbal feedback after the interview if you wish.
Risks and Discomforts of Online Interview
21
There are minimal risks associated with participating in this study. You may experience
emotional discomfort or distress when discussing your experiences as a mother of a child with
ASD. However, the researchers will ensure that you have the option to skip any questions that
you do not wish to answer or to terminate the interview at any time if you feel uncomfortable.
Benefits
The benefits of participating in this study include the opportunity to share your experiences and
insights, contribute to research on mothers of children with ASD, and potentially help improve
support and services for families affected by ASD.
Confidentiality and Data Security
Your participation in this study will be kept confidential to the extent permitted by law. Your
name and any identifying information will be kept separate from the research data and will not
be disclosed in any publications or presentations resulting from this study. The audio-recordings
will be transcribed and stored securely, and the transcripts will be coded with pseudonyms to
protect your privacy.
If you wish to find more about the research project or have any other concerns, contact us at
2017844161@feu.edu.ph
09353544127
2020054991@feu.edu.ph
09271274070
Part II. Consent to Participate
I have read the foregoing invitation and understand the risks, benefits, and the objectives of the
class research. I have had the opportunity to ask questions about it and any questions I have
asked have been answered to my satisfaction.
____ YES, I consent voluntarily to participate in this study.

____ NO, I decline to participate in this study.
** Please email this document to the researcher/s to confirm your response to this invitation.
Thank you.
22
23
Transcriptions
Charisma Hernandez
Researcher: How does it feel to have a child that’s diagnosed with ASD?
Participant: In the beginning I was kinda disappointed, yea, I was so… how can I say it… I was
so upset that I was blaming myself. Maybe it’s because of me but then I realized that it’s a
blessing to have him.
Researcher: How would you describe the overall interactions (and roles) between you, your
child, and other members of the family?
Participant: It is hard, it is really hard. Most especially he doesn’t understand, yea, sometimes
we tell him something and then he just ignores us because he probably doesn’t know what we’re
talking about. It is hard, it is really hard.
Researcher: Apart from being a mother, how did you manage the numerous responsibilities
(career-wise) that you face on a daily basis?
Participant: Ahh, it’s hard to tell, I can hardly tell.
Researcher: Can you tell us about the difficulties you have faced when/while caring for your
child that’s diagnosed with ASD?
Participant: Uhmm… it’s kinda hard to deal with him because uhm even though you talk to him
he doesn’t respond sometimes.
Researcher: Could you describe/share the approaches you found most effective in dealing with
those hardships?
Participant: Ahh, I just look at him and then he looks at me back and keep repeating what I ask
him or what I tell him and then after a few minutes maybe and then he responds… but it takes a
while.
24
Researcher: How do you handle situations that arise with your child whenever you are with
other people? (publicly)
Participant: Uhmm, I just look at him and tell him to stop… now that he’s growing up he
understands more… he can uhm he will stop.
Researcher: How have these experiences influenced your view on life? What are those views?
Participant: Hmmm, I don’t know hehe… yea I’m so sorry.
______________________________________________________________________________
Marina Alnos
Participant: Actually ako syempre as a mother, every child is a gift and of course, to want na
pag syempre yung anak mo is normal. So parang I’m so blessed sakanya because John Paul is a
blessing to us. Kaya lang when I've learned na parang may mga ano ako, parang may mga
observations na ako sa kanya na hindi.. sa akin hindi kasi normal because siguro dahil na i-
compare ko siya sa iba, ako– naiiyak ako sorry. Parang I can ano, nasabi ko na parang bumagsak
yung mundo ko parang feeling ko pasan ko yung daigdig, parang ganon kabigat but kailangan
kong tanggapin and since binigay siya ni Lord samin kailangan ko rin siya ibigay kay Lord kasi,
binigyan niya ako ng special child because maybe I am a special mother to him. So sabi ko pag
binigyan niya ako ng ganun ibibigay ko rin sa kanya because i know na siya rin yung
makakatulong sakin para lang matanggap ko at ma-guide ko si John Paul and I am still– hindi
ako nawawalan ng pag asa na someday, somehow, he will become normal. Yun, so parang ang
nasabi ng.. naniniwala ako doon sa sinabi ng attending physician namin sa kanya na diba once,
ganon ko nalang tinake na parang– because hindi rin niya ma-describe kung bakit kasi I don't
know kung hanggang ngayon eh mayrong cure but ang sabi niya sa akin na up to this time yun
yung pinanghahawakan ko na parang bumili ka ng isang bagong sasakyan tapos pag yung
sasakyan na yun sususian mo, papaandarin mo and basta pinaandar mo ayaw niyang umandar
25
you can, parang tignan mo lahat ng angle and its a brand new car diba? Eh it should be working
kaya lang since hindi sya working you had to check every parts bakit hindi siya nag wowork and
you had to do everything para to make it work.
Participant: Actually sa kanya– ay sa amin, he was loved by everybody kumbaga parang if he
was not around lahat hinahanap siya and na-mimiss siya because parang given na ganun nga
yung diagnosis sa kanya in-embrace naming lahat of who he is even if at times may mga
pagkakataon na hindi siya naiintindihan. Maybe because yung maturity they are not– parang not
matured enough to understand kung why is that times na behaviour nya pag nag tanong siya
paulit-ulit yun so mayroong mga ganong situations but now ano, kumbaga he was loved by
everybody even if yung iniintroduce namin sa mga friends, family friends namin so alam na nila
but ang request niya lang sa amin is; di namin sya iniintroduce as a special kasi ayaw niya. Sabi
niya iwas regular, yun parang iwas sa normal.
Participant: Ano siya kasi eh, ano yung sa kanya kasi parang we are all positive na somehow
makaka learn siya for a job and makaka parang settle na rin, but of course for sure naman, ano
naman andiyan yung mga kapatid niya na to look after him whenever someday, somehow,
mawawala kami so we're assured na andiyan sila to take care of him. Yun.
Participant: Actually kasi ako, meron kasi akong ano– I was diagnosed to have thalassemia
parang its lack of blood and oxygen sa brain. So, I can say na parang ano siya– he was affected
during my 2 months pregnancy sa kanya. I was blacked out parang bigla nalang hirap akong
huminga, all of a sudden tumumba nalang ako. So I can ano, say na naapektuhan yung brain niya
during that time and the same time during nong pinapanganak ko siya, nahirapan din ko siyang
pinanganak because my– pumutok yung water bag ko hindi siya sumunod agad so parang during
my delivery it is really between life and death kasi talagang ano lang ako, sobrang nanghina ako
ng husto for about ano siya eh 12 hours na labor sakanya yun.
26
Researcher: How about po noong growing up po yung kid?
Participant: Nong lumalaki na siya, meron lang talaga kaming difficulty kasi yung psychomotor
developing nya is normal except for the speech, nahirapan siya magsalita so hindi niya masabi
kung ano yung gusto niya. Yun, of course tinuturo niya kaya lang kasi may times na hindi alam
nung pamangkin–ko yung kasama kong nagbabantay sa kanya, so may times na talagang nag-
tatantrum siya bina-bang nya yung head nya sa matitigas na object, yun matitigas na bagay like
pag alam nyang malambot sa kama bababa sya sa kama, don niya bina-bang yung head niya sa
floor, ganon at tyaka ayaw na ayaw nya yung na didistract yung laruan niya because mahilig
siyang mag arrange ng mga colors, yung mga shapes, yun. Once na ginulo mo yun definitely
mag-tatantrums siya, yun.
those hardships?
Participant: with the help nong sa ano namin yung sa psychologist, yung mga, meron kaming
parang method where in pag to avoid yung sa tantrums at the same time na ma establish namin
yung eye to eye contact nya we have to follow yung mga guidelines and tips na sinasabi sa amin
so we attended yung mga like mayroon kaming open forums sa school parents ng mga may speds
we share lahat ng mga method na we find effective when it comes to handling yung mga
tantrums nong mga bata yun, so we had a monthly group meeting with special parents. Like yung
continuous na occupational therapies, PT at the same time yung minamassage yung head uhh
yung one on one na paglalaro mo sa kanya at the same time eye to eye contact so nag cclose
kami ng door sa room where in only the three of us nobody distracts and we usually stay there
for 2 hours just to play with the kid and lahat ng mga sinasabi nong mga speech therapist namin
ginagawa namin where in yung once na may kailangan sya ibibigay lang namin if he will look sa
eye and then yung pag papakainin namin sya we ensure na magka level lang kami and to ensure
na tumitingin sa saamin ganon
(Researcher: Si kuya JP po ba may times po ba may times na yung food na gusto niya yun lang
yung gusto niya for months or something po?
Participant: ano sya kasi wala syang pinipili nagkaroon lang kami ng difficulty nong nagkaroon
siya ng tonsilitis dahil syempre pag lumunok matatamaan masakit so ayaw nya ng hard na
pagkain gusto nya yung soft lang nong gumaling yung tonsilitis nya binalik namin like yung mga
soft na food gusto lang niya puto, tinapay ayaw nya ng kanin kasi pag nginuya mo yun lumunok
27
ka matigas so umabot kami siguro months na ano ayaw nya ng kanin and then after non, nong
gumaling na sya binalik namin so wala naman siyang pinipili sa ngayon nga ano eh ayaw lang
nya yung mga frozen foods yun di sya kumakain ng hotdog corned beef kumakain din sya pero
yung mga like uhh ham tocino di sya kumakain ng ganon gusto nya lang yung mga parang
lutong bahay yung natural na cook ayaw din nya di sya kumakain ng taba more on gusto niya
isda at gulay and beef yun lang yung mga nilagang baka yun yung favorite nya).
Participant: may times kasi na, one of my experience is nong when we were on sa grocery
parang meron kasi siyang gusto and then binabalik balikan nya and one of the child parang
comment na parang sabi "oy ano sya" parang ofcourse yung term na parang "oh bakit yung bata
ganon pabalik balik parang sira ulo" ganon so narinig ko yun uh tinawag ko yung bata sabi ko
"hindi kaya dapat kayo, kasi kayo yung tinatawanan nyo sya" ginanon ko lang tapos nag sorry
yung dalawang bata saakin and uhh ako naman di ako yung parang like yung ah yung anak mo
ganyan ganon hindi, hindi ako yung tipong parang nakikipag away or nang coconfront sa mga
parents ng mga bata instead sinsabihan ko lang sila ayun
Participant: actually si john paul sya yung strength ko sya yung ginawa ko siyang parang uh
inspiration ko to move on and hindi sya yung parang hindi ako yung nag eeasily give up instead
sya yung naging ano ko inspiration, motivation and the strength to move on
_____________________________________________________________________________
Lorna Gironella Vizcarra
Respondent: For now, I'm used to it already so it's okay. I've already accepted the situation
because we have no choice but to accept the responsibility of having a child with autism
Respondent: How would i describe? Is there like… enumeration in there? hahahaha
28
Researcher: Yes ma’am
Respondent: What are the possible answer to that? Like in general?
Researcher: Yes po
Respondent: Hindi ko alam paano yung in general pero… like i said, We are used to it already,
Just go on with our life on a daily basis. We need to look oit for the child. Of course its not
normal because of her condition so we have to extend our patience. From time to time, she
throws tantrums that we don't understand. We are trying our best to understand what she is trying
to say because yun nga… she's not verbal. At the same time, little by little we are trying to teach
her basic things in life and what other kids her age typically do. As for her mental health, It feels
like we are trying to deal with a 1 - 2 years old kasi nga mababa sya eh… mababa yung mental,
mababa yung comorbidity nya, masyadong mababa yung mentality nya
Researcher: Ngayon ma’am nagtetherapy pa rin po ba sya?
Respondent: Hindi na, Napagod na kami tsaka kasi wala kaming yaya na mahire para dalhin sya
kahit man lang sa public school, kasi dinala namin sya noon nakatakas sya… dalawa pa yung
yaya nya noon. After noon nag private sya then nagpublic then private ulit… hindi na namin
kinaya yung cost, yung cost of therapist nya. Kasi hindi lang isa yung therapist nya eh.
Respondent: Ayun nga like sabi ko, wala akong choice but to co-parent yung bata, ako and yung
husband ko. No choice but to… habang nandyan siya nagoonline ako, habang nandyan dya
nagwowork pa din ako. Habang naglalaba ako, maliligo na sya. Kinacounter ko yung ginawa nya
and sinasabayan. At the same binabantayan. Kung iihi sya iguide namin sya sa cr or sinasabihan
namin sya if tatae sya iguguife namin sya sa cr. Meron kaming improvised na urinol, na kung
hindi siya aabot sa cr, dun na lang sya sa sofa with matching urinol sa baba.
Respondent: Ah! Shes very violent and it's very difficult because she's bigger than me. Stronger
than I… ganun… meroon pa ngang time na hindi ko na sya mabuhat. Pag nagmemelt down sya
hindi ko sya kaya kaya dapat dalawa kami ng husband ko or yung yaya. Kung tatakbo sya mas
swift sya kesa sakin yun nga mga difficulties sa physical.
29
Sa psychological naman, syempre humiliating din, embarrassing din na pag may nakakakita
samin syempre curious sila. Syempre nadodown din ako, yung self-esteem ko mababa.
RESEARCHER: Could you describe/share the approaches you found most effective in dealing
with those hardships?
Respondent: Ohhhh ganun? Nakikinig naman sya, ang maganda sa kanya nakikinig naman sya
sa advice ng isang bata like yung ano No No No Hindi pwede yan. Sa approach minsan level
down yung approach pang toddler yung kausap ko… toddler na sampung tao hahahaha, kasi para
syang malaking toddler. Ayun nakakausap naman pag paulitulit yung instructions. Naintindihan
na nya ngayon unlike before pero it took years, it took months na maintindihan nya. Ang
maganda sa kanya nakakaintindi na sya ng salita, English, Tagalog tsaka Ilocano. Nakakaintindi
naman sya tapos ginagawa naman nya yung task na sinasabi sa kanya. Isa pa iguiguide sya sa CR
from time to time, i guguide palagi parang bata talaga. Kung meltdown, we try to massage her
and we try to teach her different parts of the body para alam nya ituro yung sakit nya. Minsan
sumisigaw sya tinanong namin sya kung ano masakit sa kanya, tinuro yung ngipin nya. Although
yung ibang parts ng katawan nya long process pero we are discovering naman. Ganun na lang
since hindi na namin sya dinadala sa therapy centre
Respondent: Wala lang, we don't have a choice… Embarrassing, nandyan na eh. Noong bata
bata pa nandyan na siya eh. If grabe yung tantrum nya in public ipupull out na lang or iuuwi, For
example sa birthday parties dinadala namin sya for the sake of socialization pero if matindi na
yung tantrum na gagawin niya umuuwi na kami. Kung minsan, hindi na namin sya ilalabas…
kami kami na lang yung lalabas.
For now, ang latest na ginawa namin dinala namin sya sa birthday party ng lolo nya. Kalmado
naman sya tapos pinagtitinginan sya ng mga tao. Syempre sensitive yung bata, kami okay na
kami, sanay na kami pero yung bata nakita siguro pinagtitinginan sya…Ang ginawa niya
nagtantrum, sumigaw sya ng sumigaw so we have to pull her out of the event. So ang ginawa
namin dinala namin sya sa kotse since malamig sa kotse. Pag kakain yung isa then mauuna yung
tatay nya, then yung tatay nya sya naman magbabantay then ako naman yung kakain since
walang yaya. Hindi rin namin sya maiwan sya bahay kasi violent nga sya, baka manira sya ng
gamit. We have to stick with her 24/7.
30
Respondent: We have to keep going sa buhay, Hindi kami dapat madepress although our
situation is kinda depressing because abnormal nga yung situation but we have to keep on going.
Ginagawa namin little by little maski maging independent man lang sya in some other ways kasi
ayun nga malaki ang gap namin. i was 38 when she was born… baka pag nag 40 sya baka 78 at
that time, we're not so sure kung sino ang mauna, kung mauna ako sino ang magbabantay sa
kanya. So we have to be healthy kasi hindi pwedeng magkasakit, mahirap eh. Conscious na kami
sa health namin, tsaka kinokondisyon namin yung mga kapatid nya, yung mga immediate family
namin kasi dadalawa lang sila, so they will take care of her pag matanda na sya
______________________________________________________________________________
Amelia Ipac
Respondent: Mixed emotions, mixed feelings. Yung first na nagka-idea kami, he was like 2
years old and syempre may denial kami sa acceptance, kasi ayaw namin isipin na ganun nga
yung magiging findings. It turned out nung na accept na namin, kasi naririnig na rin namin,
marami na rin nagsasabi–it's a gift from God, may angel na kami sa buhay namin ngayon pa
lang. Marami nagsasabi though di naman talaga yon proven–yung angel; yes, kasi lahat naman
ng anak mga angel although special lang sila. Yung second, sinasabi ng iba swerte daw sa buhay
yon, pero di ko naman pwede sabihing talagang siya ang nagdadala ng swerte. Ngayon ang
nararamdaman ko, how does it feel, he’s really special, gift siya samin. Kasi nakita rin namin
kung papano kami maging open sa mga taong may ganun, kasi hindi na yan nawawala sa buhay
ng tao, all ages of life, whether anong nation ka galing, whether anong color black or white, may
ganon, whether male or female, may ganon. May ganon talagang darating sa buhay ng isang
pamilya, hindi siya lahat meron, pero may darating at darating, so ang acceptance dapat–
tanggapin mo ng buong buo, because siya ang nagbibigay ng happiness sa family mo, may
realizations ka buhay na if not for him hindi kami magiging ganong close family ties, kasi
mararamdaman mo yon sa family namin ng mom ko, saka sa family ng husband ko–accepted
nila eh. Ako nun nabuksan yung isip ko pag nakakita ako sa mall ng ganung bata, gusto kong
31
yakapin, gusto kong maintindihan ng parent na naiintindihan ko sila. Kasi ang unang reaction ng
parent pag napatingin ka sa may ganung bata, mahihiya sila or maiilang sila kasi pinagtitinginan
yung anak nila. Hindi ganun yung feeling ng magulang na may anak na ASD, gusto namin mag
reach-out, gusto namin ipaalam sa kanila na ‘we understand you’, na mahal natin pare-pareho
ang mga ganyang anak. Ang feeling namin ngayon, we’re blessed and we’re happy. Ang
hinihiling lang namin ay intindihin lang ng mga tao.
Respondent: Kami ng husband ko, accepted namin yun kasi anak ko yan eh. And we always
find a way na intindihin siya, isipin namin kung ano yung needs nya. Pero may times na maiinis
ka, kasi mahilig siyang i-bully pag sa kalye naglalakad kami, ng mga bata. Kasi ang manners
niya, pag lalabas kami, ang kanyang palms of the hands nakalagay sa magkabilang tenga tas
nagsasalita siya, so yung mga tao nakatingin. Maiinis ka kasi hindi nila maintindihan. May times
dito sa bahay na gusto siyang lokohin ng mga kapatid nya, ang pagkakaalam ko, gusto siya laruin
kaso madali siya mapikon. Kailangan namin ipaalam o ipaintindi sa mga tao na he’s a special
child, para yung interaction, kaya nila sumabay. Typical example, pag dito sa bahay may
kailangan siya i-remind, simple as, 15th of the month, bayad namin ng Meralco. Sasabihin niya
“Mama, we have to pay this” , siya nagreremind samin eh. Pero yung mga kapatid nya, sasabihin
nila “Elo alam na ni mama yan” sasabihin niya “Nagreremind lang ako”. Sabi ko “Intindihin nyo
si Elo” si Elo kasi may time na sinusunod eh. Hindi lang time, pati date. Sa kanya, sa calendar
niya hanggang next year, sa kaniya ang holy week next year alam nya na ang gagawin niya eh.
So sabi ko intindihin nyo kasi iba yung thinking nila masyadong advance, advance ang thinking
nila sa preparation pero yung thinking naman nila sa the way kung paano sila makipag interact sa
tao medyo delayed. Pero kung sila yung nag iisip, advance sila sa schedule. Always on time.
Ewan ko kung napapansin yun ng iba, kasi sinasabi nila ang mga ganyan ano daw eh, may
sinusunod na oras. In fact yung mga nagtatrabaho na sa Jollibee, sa Mcdo dun sa ibang
bansa, tinatanggap na yung ganyan eh. Kasi sa kanila, hindi sila nallate, may oras siya ng gising-
-kahit hindi mo i-alarm yan. May oras siya ng tulog, ang tulog nya 12, papatayin nya lahat ng
ilaw. May oras siya ng luto, pero kailangan pag nakipag interact siya samin, sundin mo siya kasi
nagagalit siya pag hindi siya nasusunod, ganun kasi yung schedule nila eh.
32
Respondent: I’m a working mom, and his dad is also working. We’re just lucky enough na
lumaki siyang may lola. Kasi kung wala ang mama ko, my mom passed away pero she stayed
with us before she passed away. Si mom ko may konting savings so tumutulong siya samin para
meron siyang yaya, lumaki siya na may yaya. Nilagay din namin siya sa special school, swerte
din ako kasi meron siyang tatlong nakakatandang kapatid na tumutulong mag guide sa kanya.
Na-manage naman namin kasi ngayon independent na siya eh. Dati kelangan may yaya siya, kasi
working kami pareho. Ang nagbabantay lang yung mom ko (lola nya). Ang mommy ko talaga
ang naging key. Kasi whether its ASD or a normal child, it’s always the lola.
Respondent: Mahirap ang acceptance sa ibang tao. Personally kami, nung stages na in-denial pa
kami. Nung bata siya may times na kinagat na siya ng langgam, na hanggang knees na yung mga
langgam, umaakyat na or paakyat na sa kanya. Wala siyang sense of fear, wala siyang sense of
pain. Ako ang naiyak kasi alam kong masakit na yun eh. Dun ko nalaman na talagang meron nga
siyang case. Yung ganito ng sofa namin dati (headboard) inakyat nya yan, bumagsak siya una
ulo, back of his head, hindi rin siya umiyak. May takot din ako nun kung paano siya tanggapin,
pero kailangan namin siya tanggapin.
those hardships?
Respondent: Sa pag-ddeal, first and foremost, wag mong sabihing corny, it’s always prayers.
Trust in the Lord, hindi ibibigay ng Lord yan kung hindi mo kakayanin. Pangalawa, there’s
always the family, dapat meron kang community, na humanap ka ng–like sa work ko may ka-
officemate din akong may anak na ganun, you exchange ideas kung paano mo i-ttreat. Ang
tinuro samin non, dalhin siya sa special school–may special teacher na hahawak, and it really
helped. Kasi dati hindi siya marunong mag sara ng butones, tinuturuan sila ng simpleng ano–
kung paano sila mag bukas ng zipper, paano sila mag call of nature. So prayers, family, at saka
ipasok mo sa school. Saka wag mo siyang ikahiya.
33
Respondent: We’re always on a schedule when it comes to Angelo. Kailangan i-set mo yung
mind niya na may lalakarin/pupuntahan kayong ganito, sa ganitong araw–sa calendar niya, sa
ganitong oras. If he will find out na we will be out for like 3 days, 4 days. Kailangan mong i-set,
kasi ang buhay niya ngayon Internet eh. So kailangan mo hanapin kung papaano mo siya
matutulungan. Lagi siyang–may dala kaming wifi, may dala kaming laptop niya, phone na back-
up. Pag nag brown-out dito samin, kailangan meron kaming charge sa phone. So pag lumabas na
kami, naka-set na yung mind niya, pero susundin mo pa din yung oras niya. Sasabihin nya kasi
commercial niya lang is 2 hours, 2 hours lang kayo pwede lumabas. So yung last time na nag out
of time kami, ganun ang ginawa namin, kailangan para ma-handle mo siya i-set mo sa utak nya–
sa mind nya na may ganitong oras kayo na pwedeng pumasyal. Pag bumalik na siya sa kanyang
ginagawa, kailangan may sasama sa kanyang maiiwan. Time management.
Respondent: Dati kasi, ang lagi lang namin iniisip kailangan ng mga anak namin makatapos,
makapag-aral. makasettle ganun. Pag may anak kang ganyan, alam mo namang hindi siya
makakapag-asawa, alam mo namang habang buhay namin siyang kasama. Sabi nga may study
dati eh, pero ayoko maniwala dun. Na ang mga ganyang child mauuna pa sa amin, sa magulang
pag nag-bbye. Ayokong isipin yun kaya gusto ko, ang sakin ngayon, kailangan ko siyang i-
prepare. Kasi we can never tell kung kelan kami mawawala sa buhay, hindi naman habang
panahon andito kami sa mundo, hindi rin habang panahon na maaalalayan siya ng mga kapatid
niya. So kung may ganyan kang special child, kailangan tanggapin mo. I-prepare siya sa kung
ano pang pwedeng mangyari. Kasi ang gusto namin he can live his life to his fullest, pero hindi
kami habang buhay dito. Kaya ang view ko ngayon is, makapag-ipon, mai-ready siya. Kasi yung
mga anak ko alam ko kaya nila eh, pero siya kailangan i-ready. Kung sino man ang may ganung–
special child, na magulang kailangan nila isipin ang future ng bata. So maging prepared lang,
dun ka mag focus, kasi hindi habang panahon nakaalalay ka. At sana tanggapin sila ng tao. Ako
nga iniisip ko, tinatanong namin siya, kasi yung brother ko may girlfriend na ganyan din ang
sitwasyon, may pamangkin siya. Ni-ready sila, meron kasing program ang government na pag
may ganyan, meron silang monthly allowance. Kumbaga parang sa senior citizen. Kaya lang ang
kailangan nya sa ganyan is special doctor, yung mag-aassess sa kanya. Yung certified para daw
34
mabigyan siya ng tulong ng gobyerno. Gusto namin siya kuhaan non, kasi iniisip nga namin, pag
tinanong namin siya “Elo anong gusto mong gawin, pag medyo matanda na kami, di na namin
kaya mag trabaho”, ang sabi nya, siya simple lang. Gusto niya magkaron ng tindahan, gusto niya
may tindahan lang siya, yung kikitain nya sa tindahan yun ang pangkain niya. Ganun lang siya.
Kaya nga ang sabi namin ano eh kailangan hanapan namin siya ng paraan para magkaroon siya
ng source of income pagdating ng panahon, kasi gusto namin siyang matutong mabuhay pa nang
mag-isa. Hindi dapat yung–gusto namin namin kami pa rin ang mauna, masarap–enjoy pa rin
siya sa buhay. Gusto namin matuto siya kung papaano niya matatayo ang sarili nya.
35
Research Bio
I am Kyle Atienza, a BS Psychology student at Far Eastern University – Manila. And I believe
that time is gold.
I am Limont Caragay, a BS Psychology student at Far Eastern University – Manila.
36
I am Jamel Allesandra B. Chan, 3rd year BS Psychology student from Far Eastern University –
Manila. Since 2018, I've relied on my stock knowledge, and look where it's gotten me.
It's me, Hi I'm Lance Justine Ocampo, 22 year old 3rd Psychology student from Far Eastern
University.
37
I am Morish Roi F. Yacas, a 3rd Psychology student from Far Eastern University. Some people at
I like wasting time, and that I am a freeloader or so they say. But I do like to sleep a lot.
38
Turnitin Originality Report
• Processed on: 20-May-2023 13:31 PST
• ID: 2097634446
• Word Count: 12072
• Submitted: 1
Group7_FieldMethods-Final-Paper.docx By JAMEL ALLESANDRA BATTAD

CHAN
Similarity Index
9%
Similarity by Source
Internet Sources:
7%
Publications:
4%
Student Papers:
4%
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highest matches together show matches one at a
time quickview (classic) report print download
1% match (student papers from 14-May-2022)

Submitted to Far Eastern University on 2022-05-14
1% match (Internet from 27-Oct-2022)
http://dspace.unza.zm
<1% match (student papers from 14-May-2022)
<1% match (student papers from 21-Mar-2023)
<1% match (Internet from 26-May-2022)
https://www.mdpi.com/2076-3425/11/3/309/html
<1% match (Internet from 14-Jan-2023)
https://core.ac.uk/download/pdf/232678795.pdf
<1% match (Wei Wei Lai, Tian Po S Oei. "Coping in Parents and Caregivers of Children with
Autism Spectrum Disorders (ASD): a Review", Review Journal of Autism and Developmental
Disorders, 2014)
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Wei Wei Lai, Tian Po S Oei. "Coping in Parents and Caregivers of Children with Autism
Spectrum Disorders (ASD): a Review", Review Journal of Autism and Developmental
Disorders, 2014
<1% match ("Handbook of Quality of Life for Individuals with Autism Spectrum Disorder",
Springer Science and Business Media LLC, 2022)
"Handbook of Quality of Life for Individuals with Autism Spectrum Disorder", Springer
Science and Business Media LLC, 2022
<1% match (Internet from 08-Dec-2021)
https://link.springer.com/article/10.1007/s00787-018-1183-3?code=36e5e5cc-4565-44f8-
8a5b-d0eac9c93c4d&error=cookies_not_supported
https://centaur.reading.ac.uk/105197/1/24892815_ALATAR_Thesis_Wafa%20Alatar%20%2
82%29.pdf
<1% match (Internet from 26-Apr-2023)
https://www.researchgate.net/publication/339400137_Coping_with_autism_spectrum_disor
der_ASD_in_Pakistan_A_phenomenology_of_mothers_who_have_children_with_ASD
Submitted to Sheffield Hallam University on 2023-03-23
Submitted to The University of the West of Scotland on 2023-05-01
https://ebin.pub/interprofessional-care-coordination-for-pediatric-autism-spectrum-
disorder-translating-research-into-practice-1st-ed-9783030462949-9783030462956.html
<1% match (Internet from 20-Oct-2021)
https://uwspace.uwaterloo.ca/bitstream/handle/10012/8299/Lichti_Rebecca.pdf?isAllowed=
y&sequence=1
<1% match (student papers from 26-Feb-2020)
Submitted to University of Sydney on 2020-02-26
<1% match (Vikram K. Jaswal, Nameera Akhtar. "Being versus appearing socially
uninterested: Challenging assumptions about social motivation in autism", Behavioral and
Brain Sciences, 2018)
Vikram K. Jaswal, Nameera Akhtar. "Being versus appearing socially uninterested:
Challenging assumptions about social motivation in autism", Behavioral and Brain Sciences,
2018
https://docs.google.com/forms/d/e/1FAIpQLSd2dReCRgpWljRX41bzCvGJxyohEjcSTCwqwUC
g-O2kCMCbnA/viewform?usp=send_form
<1% match (Internet from 27-Nov-2022)
https://research.bangor.ac.uk/portal/files/20578313/null
Submitted to Glasgow Caledonian University on 2023-05-01
<1% match ()
"‘One Gives You Roots, the Other...Wings’: Understanding the experiences of children on the
autism spectrum and their parents as they co-navigate the Irish early years education
system together", 2021
http://insciencepress.org
<1% match (Internet from 08-Feb-2023)
https://mijn.bsl.nl/differences-in-interpersonal-resources-and-risk-factors-among-
mo/23970262
<1% match (Internet from 06-Apr-2023)
https://mijn.bsl.nl/estimating-the-prevalence-of-autism-spectrum-disorder-in-new-
sou/23935304
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<1% match (student papers from 23-Feb-2014)
Submitted to King's College on 2014-02-23
<1% match (student papers from 27-Jul-2022)
Submitted to Our Lady of Fatima University on 2022-07-27
<1% match (Internet from 09-Jan-2019)
http://www.hprcconference.ie
<1% match (Internet from 21-Oct-2022)
https://my.enmu.edu/c/document_library/get_file?groupId=4153058&uuid=af20074e-
b73a-47af-9872-1e8f76150de3
Submitted to Florida State University on 2019-03-06
https://www.coursehero.com/file/147461178/Informed-Consentdocx/
<1% match (Internet from 10-Mar-2020)
https://www.healio.com/psychiatry/journals/jpn/2020-2-58-2/%7Ba8d4f288-9b39-4fd4-
9a59-580660063731%7D/autism-spectrum-disorder-the-parental-experience
<1% match (Internet from 05-Jun-2018)
http://journals.sagepub.com
https://aeiou.org.au/our-research
https://discovery.ucl.ac.uk/id/eprint/10133466/7/Buckley_10133466_Thesis_sig_removed.
pdf
<1% match (Internet from 25-Aug-2022)
https://gredos.usal.es/bitstream/handle/10366/149356/TDCP_BejaranoMart%c3%adn%2c
%c3%81%20%28c.p.%29_Autismo.pdf?isAllowed=y&sequence=1
<1% match (Internet from 15-Mar-2023)
https://repository.up.ac.za/bitstream/handle/2263/80179/Silber_Development_2021.pdf?is
Allowed=y&sequence=3
https://www.tandfonline.com/doi/full/10.1080/23311908.2020.1728108
<1% match (Chandni Parikh, Margaret Kurzius-Spencer, Ann M. Mastergeorge, Sydney
Pettygrove. "Characterizing Health Disparities in the Age of Autism Diagnosis in a Study of
8-Year-Old Children", Journal of Autism and Developmental Disorders, 2018)
Chandni Parikh, Margaret Kurzius-Spencer, Ann M. Mastergeorge, Sydney Pettygrove.
"Characterizing Health Disparities in the Age of Autism Diagnosis in a Study of 8-Year-Old
Children", Journal of Autism and Developmental Disorders, 2018
<1% match (publications)
Interactive Technology and Smart Education, Volume 12, Issue 1 (2015)
<1% match (publications)
Payne, Sheila, Seymour, Jane, Ingleton, Christine. "EBOOK: Palliative Care Nursing:
Principles and Evidence for Practice", EBOOK: Palliative Care Nursing: Principles and
Evidence for Practice, 2008

https://cronfa.swan.ac.uk/Record/cronfa58988/Download/58988__21864__38c4712f278e4
42fa56a13f4f354a79d.pdf
<1% match (Internet from 16-Aug-2022)
https://en.wikipedia.org/wiki/Autism_spectrum
http://library.umac.mo
https://openaccess.city.ac.uk/id/eprint/18741/9/
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https://pdffox.com/eg-phd-mphil-dclinpsychol-pdf-free.html
https://spark.bethel.edu/cgi/viewcontent.cgi?article=1441&context=etd
<1% match (Internet from 05-Feb-2019)
https://www.cdc.gov/ncbddd/autism/research.html
<1% match (Internet from 10-Jul-2019)
https://www.scribd.com/document/402625236/2017-National-Ethical-Guidelines-for-
Health-and-Health-Related-Research-pdf
<1% match (Dimitrios Papadopoulos. "Mothers’ Experiences and Challenges Raising a Child
with Autism Spectrum Disorder: A Qualitative Study", Brain Sciences, 2021)
Dimitrios Papadopoulos. "Mothers’ Experiences and Challenges Raising a Child with Autism
Spectrum Disorder: A Qualitative Study", Brain Sciences, 2021
<1% match (Ilan Dinstein, Shirley Solomon, Michael Zats, Ronit Shusel et al. "Two-fold
increase in the prevalence of autism in Israel between 2017 and 2021", Cold Spring Harbor
Laboratory, 2023)
Ilan Dinstein, Shirley Solomon, Michael Zats, Ronit Shusel et al. "Two-fold increase in the
prevalence of autism in Israel between 2017 and 2021", Cold Spring Harbor Laboratory,
2023
<1% match (Micah O. Mazurek, Rachel Brown, Alicia Curran, Kristin Sohl. "ECHO Autism",
Clinical Pediatrics, 2016)
Micah O. Mazurek, Rachel Brown, Alicia Curran, Kristin Sohl. "ECHO Autism", Clinical
Pediatrics, 2016
<1% match (Teresa Iacono, Cheryl Dissanayake, Kristelle Hudry, David Trembath, Shane
Erickson, Jo Spong. "Translating research into practice in low-resource settings: An
Australian case study of early autism service provision in a regional town", Journal of
Intellectual & Developmental Disability, 2017)
Teresa Iacono, Cheryl Dissanayake, Kristelle Hudry, David Trembath, Shane Erickson, Jo
Spong. "Translating research into practice in low-resource settings: An Australian case study
of early autism service provision in a regional town", Journal of Intellectual & Developmental
Disability, 2017
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Struggles and Coping Mechanisms of Mothers with ASD Children

Keywords: Child with ASD, Mothers, Qualitative, Emotional, Coping Strategies

Autism spectrum disorder (ASD) is a demanding neurodevelopmental disease marked by

Review of Related Literature

Children with Autism Spectrum Disorder

Significant Roles of Parents

Parents’ Engagement to Medical Professionals with regards to autism spectrum disorder

1. How does it feel to have a child that’s diagnosed with ASD?

Emotional Reaction to the child’s diagnosis

Feeling of Frustration and Helplessness

II. Coping Strategies

Support Group System

Engagement with Healthcare Professionals

Reliance and stronger faith in God

Theme 1: Emotional Burden

Theme 2: Coping Strategies

Emo/onal Burden Coping Strategies

Emo/onal Support Group Engagement with

Feeling of Resilience and

Figure 1: Schematic Theme Presentation

Limitations and Recommendations

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and

Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and

____ YES, I consent voluntarily to participate in this study.

Participant: Ahh, it’s hard to tell, I can hardly tell.

Participant: Hmmm, I don’t know hehe… yea I’m so sorry.

Lorna Gironella Vizcarra

I am Limont Caragay, a BS Psychology student at Far Eastern University – Manila.

Group7_FieldMethods-Final-Paper.docx By JAMEL ALLESANDRA BATTAD

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<1% match (Internet from 26-Nov-2022)

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