Specijalna Edukacija i Rehabilitacija (Jan 2023)

The relationship of sensory processing of children with developmental dysphasia with burnout and self-esteem of parents

  • Petrović Jelena R.,
  • Zorić Jelena M.,
  • Petrović-Lazić Mirjana D.

DOI
https://doi.org/10.5937/specedreh22-38815
Journal volume & issue
Vol. 22, no. 3
pp. 221 – 242

Abstract

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Introduction. Sensory processing difficulties can pose a risk for the development of language and speech disorders in the earliest period and require professional intervention and intense involvement of parents in homework with children with developmental dysphasia, which might cause parental burnout and lower level of their self-esteem when parents are not able to help, not only the children, but themselves too. Aim. The aim of the research was to examine the relationship between the sensory sensitivity of children with developmental dysphasia and the characteristics of parents. Method. The sample consisted of 50 parents of children aged 3 to 6 years. The following questionnaires were used in the research to assess the characteristics of sensory processing: The Child Sensory Profile 2, Parental Burnout Inventory, and Rosenberg Self-Esteem Scale. Measures of descriptive statistics and Pearson's correlation coefficient were used in data processing. Results. The results of the research show that the level of parental burnout is relatively low (parents showed a high level of personal accomplishment (M = 4.16, SD = .67), mild level of emotional exhaustion (M = 2.34, SD = .78) and low level of emotional distancing (M = 1.72, SD = .72), but also that they are characterized by lower self-esteem (M = 3.11, SD = .34). Also, self-esteem and burn-out are not related. On the Sensory Profile, subscales of behavior elements are highly correlated, while the intensity of correlations in subscales of the basic system of processing oscillates. There is a weak correlation between the general self-esteem of parents with subscales of body posture and behavior. Conclusion. The obtained results were discussed in the context of practical pedagogical implications, considering that if the difficulties in the child's functioning are not eliminated in the preschool period, the child's departure to school may be delayed, or long-term difficulties in learning may appear.

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