FAMILY SUPPORT AND DEPRESSION-ANXIETY-STRESS AMONG DIFFERENTLY-ABLED STUDENTS

Abstract

It is observed that family support serve as a strong resiliency factor against poor mental health outcomes. Hence present study aimed to investigate the relationship of family support with depression-anxiety-stress among differently-abled students, whose orthopedic disability ranges between 40 to 70 percent. Another objective of the present study was to find out gender differences in family support and depression-anxiety-stress among them. To fulfill the aims,50 differently-abled students (25 males and 25 females,age range=18-20 years, Mage=19 years) were selected from Dr. Ambedkar institute of Technology for Handicapped, Kanpur. Family support scale by Rajneesh and DAS scale by Lovibond & Lovibond were administered on participants after their consent. Data analysis was done by applying Pearson’s Product Moment correlation and ‘t’ test in SPSS software. Findings revealed a significant negative correlation in family support with depression-anxiety-stress among the participants, whereas no significant difference was found between male and female differently-abled students in terms of family support and depression-anxiety-stress. Further mean scores depicted that females are found to be higher on depression, anxiety and stress than males, though they are getting more family support than males.

Keywords: Family support, Depression-Anxiety-Stress (DAS),Differently-abled students.

                                                                INTRODUCTION

Family plays an important role in personal, educational and vocational progress among the growing population .With strong backing and support of family members, abled children were found to do well in schools and colleges.(Henderson & Mapp,2002;Marcon,1999;Miedel& Reynolds,1999;Sanders & Herting,2000), but studies revealed that family members’ support is affected with the presence of differently-abled persons (Featherstone, 1980).As a result, differently-abled persons experience multiple risk factors for depressive symptoms including stereotypical social and personal attitude, abuse, loss of roles, and stressors related to poverty, environmental barriers , and/or lack of access to appropriate health care (Chevarley,et.al.1995;Nosek & Hughes, 2003 ). Substantial evidence shows that differently-abled persons are at least three times more likely to experience depression compared to the general populations  (Chevarley,et.al.1995; Hughes,et.al. 2001). Ronald & Samuel (1988) reported that differently-abled persons were suffering from high level of depression and it was in both men and women of all ages. Consistent finding was reported by Hussain,et.al. (2014). Mushtaq & Akhouri(2016) found positive correlation between low level of self esteem and high level of depression ,anxiety and stress among differently-abled people in comparison to normal population. Kumar & Verma (2019) found insignificant relationship between self esteem and emotional maturity of physically disabled students.Taragar (2009) found many factors like age, gender, parental support, academic performance to be significant in causing stress among normal population. McCarthy,et.al.(2001) found that there is a significant relationship between parental attachment and stress among abled students. Rosario,et.al.(2008) reported low level of parental support associated with increased internalizing symptoms of depression, anxiety and post traumatic stress disorder (PTSD) among abled students, but none of the study has been found on differently-abled students.

It is evident that family support serve as a strong resiliency factor against poor mental health outcomes. Hence the present study aimed to investigate the relationship of family support with depression-anxiety-stress among differently-abled students whose disability ranges between  40 percent to 70 percent.

                                                 HYPOTHESES OF THE STUDY :

(11-   There would be a significant relationship between family support and depression-anxiety-stress among differently-abled male and female students.

(22-   Gender difference would be found in family support and depression-anxiety-stress among differently-abled male and female students.

                                                                   METHOD:

Research Design: An Ex-post facto research design was used.

Sample: A total number of 50 physically disabled students (25 boys and 25 girls; age range:18-20 years ;Mage=19 years ) was purposively drawn from Dr. B.R. Ambedkar Institute of Technology for Handicapped , Kanpur. After the consent of the sample, data collection was done.

Tools:

Family  Support  Scale  :Family  support  scale  developed  by  Rajneesh ( 2004 ) is  a  self-report  measure. It  consists  of  45  items  related  to  five  dimensions  of  family  support i.e Academic Support , Motivational  Support , Emotional  Support , Financial  Support , Other  Kinds  of  Support . The  reliability  of  the  scale  is  0.94 .The  scale has  been  found  to  be  highly  significant  and  satisfactory  in  validity .

Depression, Anxiety, Stress Scale (DASS): The DASS developed by Lovibond and Lovibond (1995) is a 21 item self report questionnaire. The essential function of the DASS is to assess the severity of the core symptoms of Depression, Anxiety and Stress. It has high internal consistency ( Cronbach’s alpha scores of >0.7).

                                                 RESULT AND DISCUSSION:   

Table-1

Table-1  reveals that correlation of family support with depression ( r= -.906**, p= .000 ), with anxiety ( r= -.876**, p= .000 ), with stress (r= -.950**, p= .000 ) is indicating that there is negative significant relationship between family support and depression, anxiety and stress among differently-abled students, hence the formulated hypothesis is accepted.

Table-2

An observation of Table-2 shows that there is an insignificant difference in scores of family support of males and females ( ‘t’= -.634,p= .529 ), hence formulated hypothesis is rejected. Mean scores depict high family support among females than males.

Table-3

An observation of Table-3 shows that there is an insignificant difference in scores of depression of males and females ( ‘t’= -.611 ,p= .544), hence formulated hypothesis is rejected. Mean scores reveal that depression is higher  among females than males.

Table-4

An observation of Table-4 shows that there is an insignificant difference in scores of anxiety of males and females ( ‘t’=  -.179 ,p= .858 ), hence formulated hypothesis is rejected. Mean scores depict that anxiety is found to be little higher  among females than males.

Table-5

An observation of Table-5 shows that there is an insignificant difference in scores of stress of males and females ( ‘t’= -.600 ,p= .551), hence formulated hypothesis is rejected. Mean scores reveal that stress is higher  among females than males.

FINDINGS : The following finding has been extracted from the study:

1-      With the increase in family support, there would be decrease in depression-anxiety- stress among differently-abled students.

 2- No significant difference was found between male and female differently-abled students in relation to depression.

 3- No significant difference was found between male and female differently-abled students in relation to anxiety.

 4- No significant difference was found between male and female differently-abled students in relation to stress.

5- Females are found to be higher on depression, anxiety and stress than males, though they are getting more family support than males.

CONCLUSION AND IMPLICATION: Hence it is evident that family support given by family members of differently-abled male and female students play a very significant role in non-development of depression-anxiety-stress among them. Though differently-abled females in the study are receiving more family support, yet surprisingly they are experiencing more depression-anxiety-stress than males. The findings suggest the need to look into the strategies that are being used in creating awareness about differently-abled persons among family members, teachers and people of society. For reduction in their depression-anxiety-stress, various intervention programmes such as student counselling, yoga, Cognitive Behaviour Therapy (CBT) can be adopted, so that the differently-abled person may be able to develop confidence, and display better use of their potential and talents.

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