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Table of Contents

Title Page ………………………………………………………………………………..i

Table of Contents ………………………………………………………………………ii
Introduction……………………………………………………………………………..1
Assessment ……………………………………………………………………………...2
Program Proper……………………………………………………………………...….7
Evaluation……………………………………………………………………………….8

References……………………………………………………………………...……….12

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 I. INTRODUCTION
Parenting and raising children with disabilities pose unique challenges
and are often more demanding than typical parenting. Parenting entails the
process of nurturing and caring for a child, providing them with a safe and
supportive environment. When a child with disabilities is born, it brings about
significant changes in the lives of parents, changes for which they may not be
fully prepared. These changes also herald substantial future challenges. The child
may require ongoing special care, medication, support, and services throughout
their lifetime. The degree and nature of the child's disability are frequently linked
to increased stress levels in parenting (Gupta, 2007).
Sharief (2014) observed that parents often find it stressful to come to terms
with their child's disability, particularly when the impairment is severe. Severe
disabilities can lead to greater dependency and discomfort among parents.
Additionally, Benson (2012) explained that the long-term care of a child with a
chronic disability can impact various aspects of a parent's life, including their
marriage, career, and relationships, which, in turn, can lead to stress and affect
the overall functioning of the family.
Children with disabilities are those who face and challenges that are more
severe and enduring than those typically encountered by developing children.
Parents of such children often experience higher levels of stress and lower levels
of well-being compared to parents of typically developing children. The
emotional well-being of parents in this role is of paramount importance, as it
directly influences the nurturing environment they provide for their children. m.
Interventions on developing coping skills can be effective for parents to mitigate
stress to some extent. Thus, parents who tend to use problem-solving skills and
strategies experience less parental stress (Bushman and Peacock, 2010) that can
help in achieving a balance in family functioning and also improving their
quality of life. Parents must learn to tackle their child’s problems by enhancing
their coping skills to reduce their parenting stress. Recognizing the specific needs
of parents caring for learners with disabilities, the author introduced the
Program for Easing Anxiety and Cultivating Emotional Well-being (PEACE) for
parents of learners with disabilities.
PEACE is a program born from the understanding that parents of learners
with disabilities face a distinctive set of challenges that can lead to anxiety and
emotional distress. These parents, while deeply dedicated and loving, often

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encounter additional stressors related to healthcare, education, and daily
caregiving. It is essential to acknowledge that the emotional well-being of these
parents not only affects their own lives but also profoundly impacts the well-
being and development of their children. PEACE is designed to provide parents
with the necessary tools, resources, and support to effectively manage anxiety
and cultivate emotional well-being, ensuring that they can provide the best
possible care for their children.
Overall, the PEACE program aims to provide comprehensive support to
parents of learners with disabilities, enabling them to navigate their unique
challenges with greater confidence, emotional well-being, and resilience.

II. ASSESSMENT
PEACE Program Parent Baseline Assessment Questionnaire
(Lifted from Borah, S. and Gogoi, S. (2021). Coping Strategies of Parents having
Children with Special Needs)

Please indicate your level of agreement or frequency using the five -point scale

Section 1: Demographics
Age: ______
Gender:
[ ] Male [ ] Female [ ] Other [ ] Prefer not to say
Education Level:
[ ] High School [ ] College Undergraduate [ ] Bachelor's Degree [ ]
Master's Degree [ ] Doctorate [ ] Other (please specify): ______
Employment Status:
[ ] Employed Full-Time [ ] Employed Part-Time [ ]
Unemployed [ ] Stay-at-Home Parent [ ] Other (please specify): ______
Civil Status:
[ ] Married [ ] Single [ ] Widowed [ ] Other (please specify):_______________

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Section 2: Emotional Well-being and Anxiety
Please rate the following statements based on your experiences over the past two
weeks.
1. I have been feeling nervous or anxious.
1 - Strongly Disagree
2 - Disagree
3 - Neutral
4 - Agree
5 - Strongly Agree
2. I have had trouble relaxing.
1 - Strongly Disagree
2 - Disagree
3 - Neutral
4 - Agree
5 - Strongly Agree
3. I have felt overwhelmed by stress.
1 - Strongly Disagree
2 - Disagree
3 - Neutral
4 - Agree
5 - Strongly Agree
4. I have been able to enjoy things I used to enjoy.
1 - Strongly Disagree
2 - Disagree

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3 - Neutral
4 - Agree
5 - Strongly Agree
Section 3: Coping Strategies
Please indicate how frequently you use the following coping strategies when
faced with stress.
Seeking support from friends or family.
1 - Never
2 - Rarely
3 - Sometimes
4 - Often
5 - Very Often
Engaging in relaxation techniques (e.g., deep breathing, meditation).
1 - Never
2 - Rarely
3 - Sometimes
4 - Often
5 - Very Often
Problem-solving and finding solutions.
1 - Never
2 - Rarely
3 - Sometimes
4 - Often
5 - Very Often

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Section 4: Quality of Life
Please rate your satisfaction with the following aspects of your life.
Physical health.
1 - Very Dissatisfied
2 - Dissatisfied
3 - Neutral
4 - Satisfied
5 - Very Satisfied
Mental health.
1 - Very Dissatisfied
2 - Dissatisfied
3 - Neutral
4 - Satisfied
5 - Very Satisfied
Social relationships.
1 - Very Dissatisfied
2 - Dissatisfied
3 - Neutral
4 - Satisfied
5 - Very Satisfied
Section 5: Parenting Stress
I feel overwhelmed by my responsibilities as a parent of a child with disabilities.
1 - Strongly Disagree

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2 - Disagree
3 - Neutral
4 - Agree
5 - Strongly Agree
I feel supported in my role as a parent of a child with disabilities.
1 - Strongly Disagree
2 - Disagree
3 - Neutral
4 - Agree
5 - Strongly Agree
Section 6: Self-Compassion
Please rate your agreement with the following statements about self-compassion.
I'm kind to myself when I'm experiencing suffering.
1 - Almost Never
2 - Rarely
3 - Sometimes
4 - Often
5 - Almost Always
I'm understanding and patient toward aspects of my personality I don't like.
1 - Almost Never
2 - Rarely
3 - Sometimes
4 - Often
5 - Almost Always

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 This questionnaire will provide a starting point for assessing the emotional
well-being, stress levels, coping strategies, and quality of life of parents
participating in the PEACE program.
Descriptive Statistics: Calculate basic summary statistics to describe the
data. This includes measures like mean (average), median (middle value), and
standard deviation (dispersion) for Likert-scale responses in each section of the
questionnaire. Descriptive statistics provide an initial overview of the
participants' experiences.
Frequency Distributions: Create frequency distributions to show the
distribution of responses for each item in the questionnaire. This helps visualize
how participants' responses are distributed across the Likert scale categories.

III. PROGRAM PROPER

Intervention Objective Time Frame Materials/Tools
1. Anxiety - To equip parents - Monthly -Presentation
Management with effective anxiety workshops materials
Workshops management over 6 months.
strategies.
2. Coping Skills - To enhance parents' -Bi-weekly
- Coping skills
Training coping skills and sessions over 3
workbook
resilience. months. Stress reduction
exercises
-Stress reduction
exercises
Group
discussions
3. Support Groups -To foster a supportive -Ongoing, with -Online forum or
community for bi-monthly platform
parents to share meetings. -Moderated
experiences group discussions
4. Self-Care -To encourage self- -Integrated -Self-compassion
Practice compassion and self- into the journal
care routines among program -Self-care
parents. throughout. guidebook
5. Communication - To improve - Monthly -Communication
Skills Workshops communication with workshops skills handbook
healthcare and over 4 months.

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 education
professionals.
6. Empowerment -To empower parents - Bi-weekly -Advocacy toolkit
and Advocacy to advocate effectively sessions over 2 -Mock advocacy
Training for their children's months. exercises
needs.
7. Strengthening - To nurture healthy -Integrated -Family bonding
Family Bonds family dynamics and into the activities
sibling relationships. program -Sibling support
throughout. resources

8. Long-Term - To promote Integrated into - Long-term well-

Well-being sustainable practices the program being
Strategies for ongoing emotional throughout. -Goal-setting
well-being. materials plan

IV. EVALUATION
The evaluation of the PEACE program's effectiveness in addressing the
mental health concerns of the target group, which includes parents of learners
with disabilities, is a critical component of program assessment and
improvement. Here is a description of how the program's effectiveness can be
evaluated in this context:
1. Pre-Post Assessments:
• Purpose: Administer pre-program and post-program assessments using
Likert-scale questionnaires to measure changes in mental health, emotional
well-being, and anxiety levels among participants.
• Data Collection: Gather baseline data on mental health concerns,
emotional well-being, and anxiety levels of participants before the
program begins. Administer the same assessments at the end of the
program to evaluate changes.

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 • Expected Outcomes: The pre-post assessments should reveal
improvements in mental health, reduced anxiety levels, and enhanced
emotional well-being among participants. The extent of these
improvements can be quantified through data analysis.
2. Comparative Analysis:
• Purpose: If possible, include a control group (parents of learners with
disabilities who did not participate in the program) to compare changes in
mental health and well-being between program participants and non-
participants.
• Data Collection: Administer similar pre-post assessments to both the
program participants and the control group. Collect data on both groups'
mental health and well-being.
• Expected Outcomes: Comparative analysis can help determine whether
the improvements in mental health and emotional well-being observed in
program participants are significantly greater than those in the control
group. It demonstrates the program's impact by showing differences in
outcomes.
3. Qualitative Feedback and Focus Groups:
• Purpose: Conduct qualitative assessments, such as focus group
discussions or individual interviews, to gather in-depth feedback on
participants' mental health experiences and perceptions of the program's
impact.
• Data Collection: Facilitate discussions or interviews where participants
share their experiences, challenges, and perceived changes in mental
health and well-being. Analyze qualitative data for recurring themes and
insights.
• Expected Outcomes: Qualitative feedback provides a nuanced
understanding of how the program has influenced participants' mental
health. It can reveal personal growth, improved coping strategies, and
changes in attitudes and perceptions.

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4. Attendance and Engagement Metrics:
• Purpose: Monitor program attendance and participant engagement
throughout the program to assess the level of interest and participation in
mental health-related sessions.
• Data Collection: Keep records of participant attendance at workshops,
support groups, and other program activities. Track engagement in
discussions and self-care practices.
• Expected Outcomes: High attendance and active engagement in mental
health-focused sessions indicate participants' interest and commitment to
improving their mental well-being.
5. Post-Program Surveys and Feedback:
• Purpose: Administer post-program surveys and feedback forms to collect
participants' opinions on the program's impact on their mental health and
well-being.
• Data Collection: Distribute surveys and feedback forms at the conclusion
of the program to capture participants' overall impressions, the perceived
impact on their mental health, and suggestions for program enhancements.
• Expected Outcomes: Post-program surveys and feedback forms provide
quantitative and qualitative data on participants' satisfaction and
perceived benefits related to their mental health. It helps in gauging the
program's acceptability and effectiveness.
6. Long-Term Follow-Up:
• Purpose: Conduct long-term follow-up assessments (e.g., six months or
one year after program completion) to evaluate the sustainability of
improvements in mental health.
• Data Collection: Re-administer selected assessment tools to assess
whether the positive changes in mental health and well-being are
maintained over time.
• Expected Outcomes: Long-term follow-up assessments help determine
whether the program's impact on mental health is sustainable. It provides
insights into the long-lasting benefits of program participation.

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7. Data Analysis and Reporting:
• Purpose: Analyze all collected data to draw conclusions about the
program's effectiveness in addressing mental health concerns. Summarize
findings in a comprehensive report.
• Data Analysis: Utilize statistical analysis to quantify changes in mental
health, emotional well-being, and anxiety levels. Combine quantitative and
qualitative data to provide a holistic view of the program's impact.
• Expected Outcomes: The data analysis and reporting should provide
evidence of the program's effectiveness in addressing mental health
concerns among the target group. It should highlight improvements and
areas for program enhancement.
8. Continuous Program Improvement:
• Purpose: Use evaluation findings to inform program adjustments and
improvements. Address any identified weaknesses and build on strengths.
• Implementation: Implement changes and enhancements based on
evaluation feedback to continuously improve the program's ability to
address mental health concerns.
• Expected Outcomes: Continuous program improvement ensures that the
PEACE program evolves to better meet the mental health needs of parents
of learners with disabilities. It enhances the program's effectiveness over
time.
Overall, the evaluation process for the PEACE program's effectiveness in
addressing mental health concerns involves a combination of quantitative and
qualitative methods, feedback collection, and data analysis.

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 References
Benson, P. R. (2012). Network characteristics, perceived social support and
psychological adjustment in mothers of children with autism spectrum
disorder. Journal of Autism and Developmental Disorders, 42: 2597–2610.

Borah, S. and Gogoi, S. (2021). Coping Strategies of Parents having Children

with Special Needs (CWSN). Biological Forum – An International Journal,
13(4): 1232-1235.

Bushman, B. B. and Peacock, G. G. (2010). Does teaching problem-solving skills

matter? An evaluation of problem-solving skills training for the treatment
of social and behavioural problems in children. Children and Family
Behaviour Therapy, 32(2): 103–104

Gupta, V. B. (2007). Comparison of parenting stress in different developmental

disabilities. Journal of Developmental & Physical disabilities, 19: 417–425.

Sharief, F. (2014). Children with special need: care and family support. Journal of
Humanities and Social Science, 19(10), 36–41

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