Caring for children with autism place mothers at high risk for poor health outcomes and compromises the health of all family members (e.g., Bristol, 1987; Hastings et al., 2005a). Although poor outcomes prevail, some mothers do well despite their caregiving challenges. While ample research exists on mothers’ supports and stress, virtually nothing is known about their strengths. Emerging research suggests that parental self-efficacy and empowerment may contribute to better outcomes in mothers of children with autism. The purpose of the present study was to identify predictors of better outcomes in mothers of children with autism. Relationships among child disruptive behaviour, supports, self-efficacy, empowerment, maternal distress and positive perceptions of parenting were examined using a postal survey design. Mothers (N = 114) of school-age children with autism provided demographic information and completed various scales (i.e., the Developmental Behaviour Checklist, Family Support, Difficult Behaviour Self-Efficacy, Family Empowerment, Hospital Anxiety and Depression, Positive Contribution). Overall, 35% of the variance was explained in maternal distress (i.e., anxiety and depression). After accounting for mothers’ age and child disruptive behaviour, support and empowerment were subsumed by parental self-efficacy in predicting lower levels of maternal distress. Collectively, 17% of the variance was explained in mothers’ positive perceptions of parenting. Self-efficacy partially mediated the moderate effect of disruptive behaviour on mothers’ distress and fully mediated the small effect of disruptive behaviour on mothers’ positive perceptions of parenting. Thus, parental self-efficacy for managing children’s difficult behaviour is very promising for preserving mothers’ health. While discussion focuses on outstanding issues to be addressed, the findings suggest that tailoring formal services to enhance parental efficacy, rather than providing support and consultation services alone, would be more in line with mothers’ needs and possibly improve both children’s and families’ outcomes.

Separation anxiety disorder (SAD) is rarely considered in adults presenting with anxious symptomatology, but a growing body of evidence suggests that its symptoms are experienced by a significant number of adults. Early parent-child relationships are an especially important area of study for understanding SAD. Moreover, the attachment style that is formed through early parent-child interactions may serve as a mediator to later expression of symptoms of adult separation anxiety (ASA). Studying the early parent-child relationship and perceived parenting styles in conjunction with individual attachment styles will allow for a more systemic approach to understanding potential risk factors for the development of ASA. Young adult college students may be particularly vulnerable to ASA as they transition into college and away from primary caregivers. This study investigates a mediational model with individual attachment style serving as a mediator between perceived early parenting styles and symptoms of ASA in 170 first-year college students between the ages of 18-20. As anticipated a large percent of the sample endorsed clinically significant levels of symptoms of ASA (47%). In addition, results utilizing bootstrapping analyses demonstrated that a perceived indifferent parenting style had an indirect effect on symptoms of ASA, with the effect occurring through an anxious attachment style. Support for the mediation model was obtained when statistically controlling for perceived parenting styles of overcontrol and abuse as well as confounding variables including age, sex, number of different families lived with and emotionality domains of temperament (distress, anger, and fearfulness). Highlighting the role of perceived parenting styles and attachment styles in the development of symptoms of ASA will serve to establish potential family-based interventions and help in the development of prevention programs. Examining symptoms of ASA in young adult college students may result in the development of university-based psycho-educational programs to help these students master a challenging transitional period. This study is one of the first to explore a model that can help to explain the developmental trajectory of symptoms of ASA. Future studies are encouraged to consider symptoms of ASA when investigating anxious symptomatology in adult populations.