Psychological Well-Being and Meaning-Making When Caregiving for Children With Disabilities: Growth Through Difficult Times or Sinking Inward

OTJR: Occupation, Participation and Health

AOTF: The American Occupational Therapy Foundation

Interventions, Effects, and Outcomes in Occupational Therapy: Adults and Older Adults

Feature Article
Psychological Well-Being and Meaning-Making When Caregiving for Children With Disabilities: Growth Through Difficult Times or Sinking Inward

OTJR: Occupation, Participation and Health
Vol. 30, No. 2 Spring 2010

By Elizabeth Larson, PhD, OTR

ABSTRACT

This study examines how meanings of caregiving occupations differ between caregivers of children with disabilities with high versus low self-rated psychological well-being. Thirty-nine caregivers completed in-depth interviews about their caregiving and Psychological Well-being Scales. A nonparametric test confirmed that differences in well-being were not associated with income, education, or depressive symptoms. The qualitative analysis revealed one global meaning dimension for caregiving (broadening of self, family, and world) and five situational level meaning dimensions of caregiving (intensity of caregiving, diminished personal control, perspective on caregiving demands, depth of conviction about the value of this life course, and present dwelling). For the global meaning and one dimension (broadening of self and personal control), triangulation between a relevant scale and the qualitatively generated dimension confirmed qualitative findings of differences between the high and low well-being groups. Findings suggest that 75% of caregivers describe frequently challenging caregiving demands. Those with self-rated high well-being construct a more positive view of the meaning of this experience that bolsters their capacity to engage in caregiving work.

AUTHOR

Elizabeth Larson, PhD, OTR, is Assistant Professor, Occupational Therapy Program, Department of Kinesiology, University of Wisconsin–Madison, Madison, Wisconsin.

Originally submitted December 9, 2008. Accepted for publication February 18, 2009. Posted online April 29, 2009.

Address correspondence to Elizabeth Larson at blarson@education.wisc.edu.

doi: 10.3928/15394492-20100325-03

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