SOCIAL SUPPORT EFFECTS AND PSYCHOLOGICAL DYSFUNCTION IN CHILDREN WITH INTELLECTUAL DISABILITIES- A CROSS-SECTIONAL STUDY

Abstract

AIM: The purpose of this studyis to analyse to studywhether the dysfunction on various
subscales of the Dysfunctional Analysis Questionnaire (DAQ) - social, vocational, personal,
familial, and cognitive is affected by the degree of social support.
METHODS: Cross-sectional study conducted from March 2018 to September 2019. The
study wear conducted in NKPSIMS &LMH &Research Centre, Nagpur. Used structured test –
Dysfunctional Analysis Questionnaire (DAQ). The randomly selected children (ages7 to
12Years), referred by doctors, teachers, tuition teachers, and parents for psychological
evaluation and management. Total n 57). Used IBM- SPSS-25 software to analyse Average,
percentile, mean, variance, frequency, and paired t-test.
RESULTS: The current study found statistically significant changes in Social (t value
3.291), Vocational (t value 4.769), Personal (t value 3.334), Family (t value 3.664),and
Cognitive (t value 1.727), statistically significant at p<0.05 level).
CONCLUSION: Our findings showed that social support training had a significant and
positive effect on social, vocational, personal, family, and cognitive skills. The social
support-based training relevant outcome, in this approach and beneficial changes seen in
parents' mental health especially in mothers' reduction of frustration, depression, anxiety, and
negative effects of life stress and enhanced self-esteem.