Shocked Parents: Examining the Challenges of Parents with Children at-Risk of Specific Learning Disabilities

Background and Objectives: Neurodevelopmental or cognitive disorders in children pose significant challenges to family functioning. The present study investigates the challenges faced by parents of children at risk of specific learning disabilities. Methods: This study, based on qualitative research and a phenomenological approach, explored and deeply recognized the lived experiences of parents facing challenges related to children referred for specialized testing. Parents' perspectives were examined using a purposeful sampling method and semi-structured interviews. Data saturation was reached after ۲۳ interviews, ensuring comprehensive data collection. The data were organized and analyzed based on the Colaizzi (۱۹۸۷) method. Qualitative research criteria, such as participant validation, independent coding, and evaluator reliability, were applied to ensure data validity. Results: The findings highlighted six fundamental challenges as follows: “Feeling helpless,” “Neglect of individual needs,” “Fear of the future,” “Feeling defenseless,” “Feeling guilty,” and “Lack of competence.” Meanwhile, the two following themes emerged: “Weakness in parenting skills” and “Emotional dysregulation,” which are considered potential underlying factors contributing to these challenges. Conclusion: The challenges faced by the participating parents are largely due to contextual factors. Many parents feel overwhelmed and isolated due to their lack of awareness of parenting strategies and emotional management during critical situations. These underlying factors, functioning as a vicious cycle, lead to negative consequences and additional psychological issues within the family, contributing to the development of disorders in children. Therefore, the development of structured and specialized training for parents of children at risk of neurodevelopmental disorders appears to be essential.

کلیدواژه ها:

Neurodevelopmental disorders ، Specific learning disorders ، Parenting ، Qualitative research