Effect of a brief intervention on stress and coping in primary caregivers of children with intellectual disability

Abstract

Background: Intellectual disability (ID) is a global public health concern and it causes a significant amount of distress to primary caregivers. This study aims to assess the effectiveness of a psychoeducational module on caregiver's stress and their ability to cope with this disorder. Methodology: An experimental one group pretest posttest design was adopted. Family interview on stress and coping questionnaire was applied to 38 caregivers of children with ID. A brief intervention (psychoeducation) was administered after a pretest. After 15 days, a posttest was conducted. The effect was assessed using the paired t-test. Results: Majority of the caregivers were females 31 (981.6%). At baseline, 33 (86.8%) subjects showed severe stress, 1 (2.6%) had very severe stress and 4 (10.5%) had a moderate level of stress. Coping was inadequate in 26 (68.4%) and adequate in 12 (31.6%) subjects before the intervention. The results showed that the mean scores of stress were decreased from the baseline score of 2.34 ± 0.23 to 2.05 ± 0.40 and that of coping was increased from 2.32 ± 0.47 to 2.84 ± 0.36 and the difference was statistically significant (P < 0.05). Conclusion: Brief intervention (psychoeducation) helps in reducing the stress and improving the coping skills of primary care givers of children with ID.