Abstract
Information and support for families of children on the autism spectrum is limited in south‐east Europe. A three‐year project, Equity and Social Inclusion Through Positive Parenting (ESIPP), was established to develop and provide parent education (PE) in autism for families in Croatia, Cyprus and North Macedonia. This paper presents findings from Croatia regarding family life and the impact of PE. Data were collected via pre‐ and post‐PE questionnaires and semi‐structured interviews. Participants discussed the impact of autism on family life, the difficulty of obtaining a diagnosis, the importance of family support (and varying experience of formal support), common experiences of stigma and social exclusion and concerns for the future. The value and benefit of PE is identified, and recognition of its impact within Croatia has ensured its ongoing provision.
Highlights
IntroductionThe presence of autism in the family may impact profoundly upon family life and wellbeing (Karst and Vaughan Van Hecke, 2012; Giallo et al, 2013)
Parent education in autism and the Equity and Social Inclusion through Positive Parenting (ESIPP) projectThe presence of autism in the family may impact profoundly upon family life and wellbeing (Karst and Vaughan Van Hecke, 2012; Giallo et al, 2013)
‘Those workshops are really good, for me, we have learned a lot and they explained a lot to us, how to behave in certain situations and everything’. Regarding what they considered the principal benefits of parent education (PE), over 90% of respondents identified the practical strategies included in the workshops, while large numbers highlighted increasing their understanding of autism and learning new ideas to keep their children happy
Summary
The presence of autism in the family may impact profoundly upon family life and wellbeing (Karst and Vaughan Van Hecke, 2012; Giallo et al, 2013). Three quarters felt they had a good understanding of autism, that they could help their child communicate and express their needs and were able to respond to family comments or concerns (see Table 4) This positive response was reinforced within the interviews. ‘Those workshops are really good, for me, we have learned a lot and they explained a lot to us, how to behave in certain situations and everything’ (mother of a ten-year-old) Regarding what they considered the principal benefits of PE, over 90% of respondents identified the practical strategies included in the workshops, while large numbers highlighted increasing their understanding of autism and learning new ideas to keep their children happy (see Table 5). Content is adjusted to ensure relevance to the developmental level of participants’ children, and role-play and practicing skills have been incorporated into workshops
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