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Journal of Pediatric Psychology Advance Access originally published online on September 15, 2008
Journal of Pediatric Psychology 2009 34(4):419-429; doi:10.1093/jpepsy/jsn094
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© The Author 2008. Published by Oxford University Press on behalf of the Society of Pediatric Psychology. All rights reserved. For permissions, please e-mail: journals.permissions@oxfordjournals.org

Parenting a Child with Autism: Contextual Factors Associated with Enhanced Daily Parental Mood

Colin G. Pottie, PhD1,2, Jessye Cohen, MS1 and Kathleen M. Ingram, JD, PhD1

1Department of Psychology, Virginia Commonwealth University, and 2Queen Elizabeth II Health Sciences Centre

All correspondence concerning this article should be addressed to Kathleen M. Ingram, Department of Psychology, Virginia Commonwealth University, 806 W. Franklin St., P.O. Box 842018, Richmond, VA 23284-2018. E-mail: kingram{at}vcu.edu


  Abstract

Objective To examine the extent to which social support, unsupportive interactions, support services, and disruptive child behaviors predict daily positive and negative mood in parents of children with autism. Methods Ninety-three parents of children with autism completed initial measures of disruptive child behaviors, and support services, then biweekly measures of daily stress, received emotional and instrumental social support, unsupportive social interactions, and mood over 3 months. Results Greater levels of daily positive mood were associated with more emotional and instrumental support, and less parenting stress and unsupportive interactions. Greater daily negative mood was associated with less emotional support and more parenting stress, unsupportive interactions, and disruptive child behaviors. Emotional support, unsupportive interactions, and disruptive child behaviors moderated the stress–mood relationship. Conclusions Daily received social support and unsupportive interactions, and disruptive child behaviors are important predictors of daily mood. Identifying interpersonal processes that enhance psychological well-being may inform future parenting interventions.

Key words: autism; multilevel modeling; parenting stress; social support; unsupportive social interactions.

Received March 2, 2008; revision received August 10, 2008; accepted August 12, 2008


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