There is a gap between parents' expectations of having a healthy and normal child
and the reality of having a child born with an intellectual disability. This
condition often triggers negative emotional responses such as denial, guilt, and
frustration among parents. The inability to accept the child's condition frequently
leads to suboptimal parenting, which negatively affects the child's development.
Therefore, an effective psychological intervention, such as positive thinking
training, is needed to help parents improve their acceptance of children with
intellectual disabilities. This study aims to examine the differences in the level of
parental acceptance before and after participating in positive thinking training.
The research design used was a one-group pretest-posttest design. The subjects
consisted of eight parents of children with intellectual disabilities who initially
had low scores in parental acceptance. The measurement tool used was the
Parental Acceptance Scale, which consists of 48 items with a reliability of 0.957.
Data were analyzed using the Wilcoxon T-Test.