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Lucas, Kevin Carl C.; Manzo, Maricris V.; Mission, Rhona Marice A,; Mondarte, Jeremie G.; Montemayor, Elizer M.; Ocampo, Earvin A. and Perucho, Paola Gracielle I. |
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Parenting styles among mothers of hearing impaired school-age children in Serrano Elementary School |
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Lucas, Kevin Carl C.; Manzo, Maricris V.; Mission, Rhona Marice A,; Mondarte, Jeremie G.; Montemayor, Elizer M.; Ocampo, Earvin A. and Perucho, Paola Gracielle I. |
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4084246 |
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28 cm. |
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xvi, 116 pages |
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Thesis (Undergraduate) Pamantasan ng Lungsod ng Maynila, 2011;College of Nursing, Bachelor of Science in Nursing |
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56 |
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ABSTRACT: The present study generally aimed to delve into the parenting styles of parents of children with Hearing Impairment and their ability to address their child's needs through communication. It measured the frequency of the dominant parenting style utilized by the parents with the degree of their skills in addressing their child's needs through communication. The study attempted to answer the following problems (1) What are the different parenting styles adopted by mothers of hearing impaired school-age children, (2) To what extent do mothers of hearing impaired school-age children at each parenting styles able to address the physical needs of their children through communication, (3) Is there a significant difference in the extent of addressing physical needs of mothers when respondents are grouped according to their parenting styles being used, (4) Based on the result of the study, what implication and possible beneficial recommendations could be conceptualized for the parents of hearing-impaired school-age children. A descriptive-correlation method was utilized in the research through self-made questionnaires. Data were gathered from 31 parents of Serrano Elementary School SPED division. Data were collected, tabulated and treated with the use of Frequency Distribution, Mean, and Analysis of Variance (ANOVA). Data gathered revealed that majority of the parents are using democratic style of parenting which got the highest frequency with 23 respondents 0r 74.19%. Next who scored highest was authoritarian parenting with a frequency of 7 at 22.58%. Lastly was the permissive style with only one parent which has 2.23%. In terms of the extent of the parent's communication in addressing needs of their hearing impaired children, when it comes to nutritional needs, democratic mothers had the highest extent of addressing nutritional needs with the mean of 3.574. This suggests that children with these mothers are being granted with a thorough communication regarding their nutritional requisites. Both authoritarian and permissive mothers on the other hand had moderate extents with means of 3.343 and 2.8 respectively which signified that despite their high score, some improvements can still be done to enhance their communication with their child. On the other hand, the extent of communication in addressing physical activity needs was represented by mean scores of 2.943 for authoritarian, 3.00 for democratic, and 2.4 for permissive. This suggests that authoritarian and democratic as evidenced by mean scores of mothers remained to pay moderate attention while permissive parents appeared to overlook this part with their low extent on addressing this aspect of need of their children which involves paly, hobbies, sports, and exercise. Lastly, Authoritarian and democratic mothers had the moderate extent in addressing safety needs 3.171 for authoritarian and 3.365 for democratic. This suggested that these mothers maintain the safety of their children during indoor and outdoor activities through communicating properly with their child. On the other hand, permissive parents showed a mean score of 2.4 signifying a low extent of communicating safety needs with their child. Such small yield was indicate as a risk factor for accidents and injuries that children might acquire particularly for the school-age group. In finding the significant difference in the extent of communication in addressing needs for each parenting style, the F values were computed to be 2,058, 0.446, and 5.091 for the comparison of the three parenting styles in terms of addressing nutritional needs and safety needs through communication respectively. It was concluded through these values that there was no significant difference in the extent of how mothers in each parenting style address the nutritional and physical activity needs of their child through communication. However, a significant difference has been noted on the extent of addressing safety needs through communication. In view of the findings and conclusions of the study , the following recommendations are hereby presented for consideration: (1) Mothers of hearing impaired school-age children with disability are encouraged to attend programs, seminars and discussions pertaining to the provisions of the needs of their children. This is to enhance their ability to address those physical needs through communication especially in terms of physical activity and safety. Permissive mothers are encouraged to be more proactive in terms of determining safety measures with their children in order to prevent accidents and injuries. Programs, seminars and discussions may include considerations of topics about safe play areas and equipments for their child's safety while proper play regimens and activity considerations must be took in to account as parts of their physical activity needs. (2) Parenting institutions and organizations are encouraged to arrange programs, seminars or give thoughtful discussions to the parents of hearing impaired school-age children regarding the importance of addressing their child's physical needs particularly on physical activity and safety. Special focus must be given to permissive mothers in terms of addressing the safety needs of their children through communication (3) Institutions who are caring for the disabled, both government and non-government organizations are also encouraged to formulate better plans and programs in promoting health and welfare among disabled individuals. Recognizing their usual roles as secondary care providers, upon utilization of the recommendations, they will be able to enhance their skills in caring and communicating with different persons with disabilities. (4) Nurses and other health care providers may use this research as a guide for giving health teachings and developing health plans and programs for both children with disabilities and their parents, including the hearing impaired . Such teachings, plans and programs will be focusing on improving mother's communication with their children towards better addressing their children's physical needs. (5) Future researchers are encouraged to take into account the parenting styles and extents on addressing physical needs through communication among fathers of the same kind of children. Determining such will result to better understanding parenting among hearing impaired children. They may also use the parents of other kind of disabled children as their respondent. They may as well utilize age groups other than school-age to compare how parents interact with their children at varying stages in life. In addition, the future researchers may explore other components of health, namely, mental, emotional, social and spiritual aspects in terms addressing the needs of hearing-impaired children. With that, a more holistic care can be given to parents who are trying to improve their parenting strategies with their child. |
| Uniform Resource Identifier |
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| Record control number |
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| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |