Poster #158 - Social Competence in Children with Visual Impairment: Role of Father Involvement in Child-rearing

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Perceptual, Sensory, Motor

Integrative Statement

Children with visual impairment have serious problems in social communication and social competence (Sucuoğlu & Özokçu, 2005). Yet, since social competence is closely linked to behavioral and emotional problems (Rose-Krasnor and Denham, 2009) and children with visual impairments are especially susceptible to such problems (Buhrow et al., 1998), it is important to gain a wider perspective about the factors that might influence social competence in visually impaired children. Previous studies suggested that the mothers of children with an impairment feel more stressed and burdened about their caregiving role (Coskun & Akkas, 2009), which might negatively impact developmental outcomes. Yet, studies also revealed a positive role of support in well-being of the caregivers who care for a disabled individual (Secinti et al., 2017) as well as a general positive role on parenting (Meyers & Battistoni, 2003). Therefore, mothers’ receiving support might have a positive influence on child social competence as well. However, whether or not the source of support (i.e., who provides support) and the type of support (i.e., material vs social-emotional support) have differential influence is under-investigated. Current research examined the influence of support perceived by mothers in social competence of children with visual impairment. While investigating support, we differentiated the support received from husband or friends and the type of support (i.e., support in child rearing vs social-emotional support). Data was collected from 26 mothers (Mage=36, SD=4.12) from Turkey, with a child with visual impairment (Mage=9.64 years, SD=1.14, range= 7-12) and the special education teachers of children. Participants represent a low socio-economic background (61.5% of mothers received 8-years or less education and monthly income of 80% of families was below 500USD). Mothers and children’s special education teachers completed a questionnaire about child social competence and mothers completed questionnaires about the source and type of support they receive. Correlational results revealed that level of father involvement in child rearing (father’s support in child rearing) is the only type of support that is related to social competence (mother-reported) of children with visual impairments (r=.40, p<.05); whereas the social-emotional support received from the father or friends were not related to child social competence. Result show the importance of father’s involvement in child-rearing for the social behaviors of children with visual impairment. Although recent studies are showing the importance of fathers for child-rearing (Allen & Daly, 2007; Flouri & Buchanan, 2002), to the best of our knowledge, this was the first study to investigate the role of the fathers in social competence of children with disabilities. Current findings might indicate that, for Turkish mothers with a child with visual impairment, fathers being involved and helpful in rearing the child might decrease the caregiving-burden and increase the well-being of mothers and hence indirectly influence child social competence (Nomaguchi et al., 2012). Or results might suggest a direct role of father involvement in social competence in children with visual impairments, echoing the findings on typically developing children (Caldera 2004) The results will be discussed in the light of these possible mechanisms.

Authors

• Melis Yavuz, MEF University
  Presenting Author

• Kadriyenas Cay, MEF University
  Non-Presenting Author

• Fatmanur Ozay, MEF University
  Non-Presenting Author

• Merve Sen, MEF University
  Non-Presenting Author