Parental Stress, Stigma
Conditions
Keywords
Bibliotherapy, Psychoeducation, Parenting Stress, Parental Stigma, Special Needs Children
Brief summary
This study aims to investigate the effects of a bibliotherapy-based psychoeducation program on parenting stress and parental stigma among parents of children with special needs. The program is designed to provide emotional support, reduce caregiving-related stress, and decrease feelings of shame or self-blame linked to stigma. We will compare the results of parents who participate in the program with those who do not, to evaluate whether the program improves psychological well-being and parenting perceptions.
Detailed description
Parents of children with special needs often experience high levels of emotional and physical stress due to the unique caregiving demands placed upon them. In addition to this stress, many parents struggle with feelings of shame, self-blame, and social isolation linked to stigma-both from society and internalized beliefs. These challenges can negatively affect their mental health, parenting confidence, and overall well-being. This study investigates whether a psychoeducation program based on bibliotherapy-a therapeutic approach that uses storytelling and literature to promote emotional healing-can provide meaningful support to parents in these circumstances. The program involves specially selected books and guided discussions that encourage reflection, self-awareness, and emotional expression, helping parents better cope with their experiences. The study is a single group pre-post test trial conducted with parents of children diagnosed with special needs. Participants are selected based on their voluntary. The program consists of a series of structured sessions that combine reading materials with group discussions and psychoeducational content delivered by trained professionals. The main outcomes assessed in the study include: Parenting Stress: The level of stress related specifically to the role of being a parent. Parental Stigma: Feelings of shame, guilt, or self-judgment related to societal or internalized stigma. Validated scales and questionnaires are used to measure these outcomes before and after the intervention. The study aims to demonstrate that the bibliotherapy-based approach can reduce stress and stigma while supporting healthier self-perception in parents. By integrating literature into emotional support, this project seeks to offer a creative, accessible, and culturally adaptable method for improving the well-being of parents of children with special needs.
Interventions
This intervention is a structured, bibliotherapy-based psychoeducation program specifically designed for parents of children with special needs. Unlike traditional psychoeducation, this program integrates selected literary materials such as short stories, narratives, and reflective texts to facilitate emotional expression, self-reflection, and shared discussion. The program is delivered in group sessions led by a trained mental health professional and includes guided reading, interactive discussions, and coping strategy exercises. The focus is on reducing parenting stress and internalized stigma while improving self-perception in the parenting role. No pharmacological treatment or standard educational content is included in this intervention, making it distinct from other clinical or therapeutic programs.
Sponsors
Yuzuncu Yil University
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Masking description
No masking is used in this study. Since it is a single-group interventional design, all participants and research staff are aware of the intervention being administered. Therefore, there are no additional masked parties involved.
Intervention model description
This study uses a single-group, pretest-posttest interventional design. All participants receive the same intervention-a bibliotherapy-based psychoeducation program designed for parents of children with special needs. Outcomes, including parenting stress and parental stigma, are measured before (pretest) and after (posttest) the intervention to evaluate changes attributable to the program.
Eligibility
Sex/Gender
ALL
Age
18 Years to 65 Years
Healthy volunteers
Yes
Inclusion criteria
* Parent or legal guardian of a child diagnosed with special needs (e.g., developmental disability, autism, chronic illness). * Aged 18 years or older. * Willing to participate in a bibliotherapy-based psychoeducation program. * Able to read and understand the language used in the intervention materials. * Provides informed consent to participate in the study.
Exclusion criteria
* Currently receiving structured psychological therapy for parenting stress or parental stigma. * Has a diagnosed severe mental health condition (e.g., schizophrenia, bipolar disorder) that may interfere with participation. * Inability to attend scheduled intervention sessions. * Cognitive impairment that prevents understanding the study materials. * Refusal or inability to provide informed consent.
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parental Stigma Level | Baseline (Pretest) and immediately after completion of the intervention (Posttest) | Parental stigma, including self-blame and shame related to having a child with special needs, will be measured using a validated instrument (e.g., Parental Stigma Scale or adapted tool). This measure assesses whether the psychoeducation program reduces perceived stigma among participating parents. |
| Parenting Stress Level | Baseline (Pretest) and immediately after completion of the intervention (Posttest) | The level of parenting stress will be measured using a validated scale (e.g., Parenting Stress Index - Short Form) before and after the intervention. The primary goal is to assess whether the bibliotherapy-based psychoeducation program reduces parenting stress among parents of children with special needs. |
Countries
Turkey (Türkiye)
Outcome results
None listed