발달장애 아동 부모 대상 교육프로그램에 대한 체계적 고찰

Abstract

Background: This research examined the effects of parent education programs for families of children with developmental disabilities, based on Bronfenbrenner’s ecological systems theory.

Methods: 324 articles were initially identified through a systematic search of four domestic databases. After removing duplicates and applying screening procedures, 11 non-randomized controlled trials published in South Korea from 2015 to 2024 were selected. Studies were selected according to predefined inclusion criteria (e.g., interventions targeting parents of children with developmental disabilities, program outcomes related to family functioning) and exclusion criteria (e.g., non-empirical papers, reviews, single-case studies). Quality assessment was conducted using the Risk of Bias Assessment tool for Non-randomized Studies (ROBANS), and data were synthesized according to Cochrane Collaboration guidelines.

Results: Programs ranged from 8 to 21 sessions over 7 to 14 weeks, typically delivered face-to-face to mothers in their 30s to 40s. At the microsystem level, six studies reported improvements in parenting efficacy, self-esteem, parenting attitudes, and parent–child interaction. At the mesosystem level, two studies showed increases in family empowerment and educational community engagement. At the exosystem level, three studies found enhancements in social competence, authentic parenting capacity, and a sense of togetherness with other families. At the chronosystem level, six studies demonstrated reductions in parenting stress and depression, along with improvements in psychological well-being and family resilience.

Conclusion: Parent education programs demonstrated multidimensional effectiveness, particularly in strengthening psychological resources and family functioning. Future programs should integrate macrosystem-level strategies, encourage father participation, and adopt long-term evaluation designs to ensure sustained impact.