Living in the Shadows: Siblings of Children with ASD Mentorship and Their Silence Struggles

Living in the shadows, siblings of children with ASD mentorship and their silence struggles.
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Abstract:
This research delves into the often-overlooked experiences of kin of children with Autism Spectrum Disorder (ASD) and the expected role of mentorship programs in easing their silent battles. ASD is a complex neurodevelopmental condition that significantly influences the diagnosed kid and their entire family, Siblings specifically, go through a challenging path marked by increased responsibilities and complex feelings as they interact with their brothers or sisters with ASD. The existing literature has revealed insight into the mental and emotional toll this situation can take, yet a critical gap remains concerning the expected benefit of mentorship. This study uses a mixed-methods research design to thoroughly investigate kin's prosperity, self-esteem, and overall quality of life. It digs into the effect of participating in mentorship programs, the severity of ASD in the diagnosed kin, and the level of family support. Anchored in the Social support hypothesis and the sibling Relationship Theory, this research gives important information about families living in the shadow of ASD. The consequences of this research are extensive. It offers the possibility to upgrade mentorship programs, foster family-centered support, and promote early intervention for siblings' emotional well-being. In psychology, practitioners can apply these findings to design tailored psychological wellness interventions, create support groups, and provide parental guidance. Additionally, these insights can find direct application in child and adolescent psychology, family therapy, and psychological wellness centers, ultimately enhancing the emotionally supportive system accessible to kin and their families.
Contents Introduction. 1 Literature Review.. 2 2.1 Dependent Variable. 2 2.2 Independent Variables. 2 2.3 Summary of Existing Research. 3 2.4. Articles used. 4 2.5 Hypotheses or Research Questions. 5 2.6 Theoretical Framework. 5 3. Method. 6 3.1 Research Design. 6 3.2 Participant 6 3.3 Materials. 7 3.4 Procedures. 7 3.5 Ethical Considerations. 8 4. Discussion. 9 4.1 Real-World Implications. 9 4.2 Application to the Field of Psychology. 10 4.3 Client-Based Situations in Psychology. 11 5. References. 12
Introduction
Family plays a crucial role in one’s life; it supports one in many circumstances. It plays a crucial role, especially in children with autism; in most cases, siblings carry the burden, they may be stressed, hence the need for mentorship. Autism Spectrum Disorder (ASD) is a neurodevelopmental condition portrayed by different challenges in social interaction, communication, and redundant ways of behaving (Jones et al., 2019). A condition that influences the individuals diagnosed with ASD and profoundly affects their families, who bear the burden of caring for autistic children (Jensen & Orsmond, 2019). The emotional, social, and economic burden of raising a child with ASD is well-documented. However, a significant group within this familial setting often stays concealed in the shadows: the kin of children with ASD. These kin face unique difficulties, including increased responsibilities and complex feelings, as they grow up alongside their brothers or sister with ASD (Gorjy et al., 2017). While the primary focus is much on the child diagnosed with ASD, it is imperative to shed light on their kin's encounters and consider how mentorship can assist with reducing their silent battles. The expression "Living in the Shadows" appropriately captures the essence of the kin experience. Kin of kids with ASD regularly end up navigating a world where their needs and feelings might be overshadowed by the demands of their kin's condition. They might grapple with clashing feelings, like love, compassion, guilt, and disappointment, as they attempt to understand and support their brothers or sister’s remarkable challenges.
Recently, research has revealed the psychological and emotional toll that being kin of a kid with ASD can take. These kin might encounter elevated pressure or stress, detachment, and complex emotions related to their family dynamics (Chu et al., 2021). However, there is a remarkable gap in the current research in regard to the likely benefits of mentorship for these kin, a gap that this research proposal seeks to address. This research proposal plans to research the encounters of kin of kids with ASD and investigate the role of mentorship programs play in offering them backing guidance and a safe space to express their feelings and experiences. By digging into the silent struggle these kin face and the likely effect of mentorship, this study endeavors to contribute valuable experiences to the fields of psychology, education, and family support. The results of this research can possibly illuminate and upgrade the emotionally supportive system available to kin of children with ASD, ultimately assisting these people with having a more balanced and satisfied life while reducing the silent struggles that frequently slip through the cracks. The proposal explores the lives of those living in the shadows and proposes several solutions to ease the burden.
Literature Review
Dependent and Independent Variables
Independent variables in research are the variables that trigger others; there are the factors, variables that are influences are the independent variables (Urban & Van Eeden-Moorefield, 2018).
2.1 Dependent Variable:
The primary dependent variable is the well-being and emotional health of the siblings of children with ASD. This includes factors like self-esteem, confidence, emotional resilience, and overall quality of life.
2.2 Independent Variables:
Involvement in mentorship programs: This variable analyzes whether kin participate in mentorship programs intended to help them.
Severity of ASD in the diagnosed kin: This variable evaluates the effect of the diagnosed kin's level of ASD severity on the prosperity of the other kin.
Family support: This variable estimates the degree of family support accessible to the kin, including parental involvement, counseling, and external resources.
2.3 Summary of Existing Research
The existing research gives valuable information into the encounters and challenges of kin of children with ASD and the likely role of mentorship programs. Here is an outline of key findings:
The Effect of ASD on Siblings: Previous research shows that having kin with ASD can create unique life challenges for neurotypical kin. As per Hamilton, 2023, these difficulties incorporate increased responsibilities, emotional complexity, and potential isolation within the family. Kin might encounter mixed feelings, including sympathy and love for their diagnosed kin, guilt over their needs, and dissatisfaction over their unique demands. According to (Burke et al., 2018), the siblings’ needs should be addressed in a greater way, for example, by being part of disabilities leadership programs. The neurotypical kin should also receive support, such as directly interacting with them in school, mentoring, and other strategies (Hayden et al., 2019) to help them cope with the situations. Appropriate measures will ensure a proper life for the siblings of the child with autism.
Mentorship Programs: While research on mentorship programs for kin of kids with ASD is limited, evidence proposes that such activities can be valuable. They can offer a place of refuge for kin to communicate their feelings, share encounters, and get guidance, especially when transitioning into adulthood (Nguyen et al., 2020). However, the degree of these benefits and the factors leading to their effectiveness require further investigation.
Dependent Variables: Past studies, for example, that of (Shivers et al., 2017), have examined the emotional well-being, self-esteem, and overall quality of life of siblings of children with ASD as dependent variables. These examinations have demonstrated how these factors can be significantly affected by the presence and severity of ASD within the family.
Independent Variables: Researchers, for example, (Feeney and Burke, 2021) recommend that mentorship programs and the level of commitment in these programs by the kin, as well as the severity of ASD within the family, can impact the well-being of kin. Moreover, the family's emotionally supportive system plays a great role in intervening with the effect of these factors. (Michalopoulou et al., 2022) also suggest some ways, such as peer meditated intervention, to improve the condition of autistic children since their improvement will directly impact their siblings.
2.4. Articles used.
The research proposal uses resourceful articles for references to support the claims. The articles used in this research have shed light on the complex dynamics faced by siblings of children with Autism Spectrum Disorder (ASD). For example, Chu et al. (2021) uncovered the experience of adolescent kin of kids with ASD in Malaysia, underscoring the need to address their emotional and psychological well-being. On the other hand, Shivers et al. (2017) featured self-reported stress among adolescent siblings of individuals with ASD, giving experiences of the emotional challenges faced by these siblings. Furthermore, research by Jones et al. (2019) delves into the adjustment and sibling relationships within the context of families affected by ASD, elaborating an exhaustive comprehension of the perplexing challenges these kin experience. These sources, among others, have collectively contributed to comprehending the emotional toll on the kin of children with ASD and the likely role of mentorship programs in reducing their struggle.
2.5 Hypotheses or Research Questions
Building on the existing literature, the following hypotheses and research questions are proposed:
Hypothesis 1: Siblings of children with ASD who actively participate in mentorship programs will demonstrate higher levels of emotional well-being, increased self-esteem, and an improved overall quality of life compared to those who do not participate in such programs.
Hypothesis 2: The severity of the ASD condition in the diagnosed sibling will hurt the emotional well-being and self-esteem of the other siblings. Mentorship programs will mediate this impact, resulting in improved outcomes.
Hypothesis 3: Family support systems will moderate the relationship between participation in mentorship programs and the well-being of the siblings. Strong family support will enhance the positive effects of mentorship.
2.6 Theoretical Framework:
The research on "Living in the Shadows: Siblings of Children with ASD, Mentorship, and their Silent Struggles" is firmly grounded in The Social Support Theory and the Sibling Relationship Theory. These theories offer a robust conceptual framework for understanding the experiences and dynamics of siblings growing up alongside a child with Autism Spectrum Disorder (ASD).
Social Support Theory:
Social Support Theory, a cornerstone of this research, posits that strong social networks and support systems can significantly enhance the well-being and resilience of individuals facing challenging circumstances. Empirical evidence shows that people who perceive a higher level of social help will generally experience reduced stress, greater emotional resilience, and improved psychological well-being (Yıldırım & Tanrıverdi, 2020). For kin of children with ASD, their challenges are remarkable and imposing, often involving increased responsibilities and emotional dynamics within their families.
Sibling Relationship Theory:
The Sibling Relationship Hypothesis, a complementary framework, digs into the dynamic between kin within the family setting. It perceives the pivotal role of kin in each other's lives and the expected effect of such connections on individual prosperity. Research has shown that kin connections are instrumental in molding emotional development, interactive abilities, and self-concept (Weir, 2022). For siblings of kids with ASD, the presence of a sister or brother with certain unique needs presents complex, hectic, and enriching elements. Understanding these elements from the perspective of the Sibling Relationship Hypothesis permits us to investigate how the presence of kin with ASD influences the experiences of neurotypical kin and how mentorship programs could facilitate positive sibling relationships.
3. Method
3.1 Research Design
To examine the experience of kin of children with Autism Spectrum Disorder (ASD) and the possible effect of mentorship programs on their prosperity in life, this study will use a mixed-methods research design. The mixed-methods approach allows adequate c...