EFFECTS ON PARENTS WITH HANDICAPPED-CHILD REN OF A PROGRAM AIMED TO INCREASE KNOWLEDGE AND SKILLS FOR TRAINING

This article shows the results of eleven years' work with 178 parents with handicapped children. Their ages ranged between 23 and 59, and th e educational level ranged from those without-instruction to universit y degrees. In the control group we had 159 parents whose children are not handicapped, with the same sociodemographic attributes. The factor ial design is analyzed by analyses of variance. Before any training to ok place there were differences between both groups in educational att itudes, state anxiety and depression. After the first year of training an increase of knowledge of the principles of learning was produced, and a difference with the control group appeared, which initially did not exist, After the second year the knowledge of the strategies for i ntervention with the problems of handicapped children increased. A sig nificant reduction of slate anxiety in the mothers and a similar level of slate anxiety and depression in the training and in the control gr oup were indirect effects of the first year of training. Another indir ect effect of the training was that both groups did not show differenc es in the recognition that the training of their children produces irr itation and rejection. Finally, the importance of paying attention to the attitudinal and emotional aspects of working with parents.