自2008年第一个世界孤独症关注日以来，有越来越多的人关注到孤独症儿童及其家庭。父母是在养育儿女过程中受到的心理压力称亲职压力。探索孤独症儿童父母的亲职压力情况，有利于探讨父母亲职压力对孤独症儿童发展的影响的。

本研究选取了大连市的6组孤独症儿童家庭作为研究对象。其中5组家庭儿童为男孩，1组家庭儿童为女孩。有3组家庭为二孩家庭。本研究结合国内外相关研究成果,选用访谈法、问卷法、个案分析法进行研究。了解父母亲职压力水平，并探讨了其对孤独症儿童产生的影响。

本研究得出以下结论: 

(1)孤独症儿童父母表现出的亲职压力主要三个方面：第一，儿童父母对未来生活的迷茫，难以接受孩子的现状，内心的否认与行为上的接受矛盾表现。第二，迫切的希望儿童问题行为的改善，在儿童的训练和要求上过于严格。亲职压力过高导致出不融洽的亲子互动和家庭关系。第三，孤独症儿童对干预方法和机构的盲目选择，或者过高的依赖于某一方法、机构或者是老师。

(2)父母的亲职压力对孤独症儿童的两大核心特征的影响是：孤独症儿童父母亲职压力水平会影响到自身情绪及行为决策，进而影响孤独症儿童的社会交往，对孤独症儿童的亲子关系和未来成长上有重大影响。具体表现在过分注重孤独症儿童的问题行为，不能积极的和孩子进行亲子互动。对孤独症儿童的问题行为的好转有很高的期待，忽视了孩子在其他方面的发展。

(3)对孤独症儿童的稳定进步、健康发展而言，比较适宜的教育模式是由家庭、机构和幼儿园三方面共同合作展开。三方面承担着不同的角色和任务，家庭主要负责孩子日常的生活和训练任务，在训练上保持了量的积累，在亲子互动方面加大了频率，使得父母有效的了解孩子的实际情况；机构要做好对家长的压力的疏导及训练技能的指导工作，对家长来说机构和培训教师是以有利的社会支持存在，在自身的需求上和对孩子的成长目标上可以进行客观的评判；幼儿园做好孤独症儿童的社会融合工作，让孤独症儿童拥有有效的融合环境，使得家长希望孩子正常入园、入学的期待得以实现。

本研究在上述研究的基础上，从亲职压力缓解、干预策略选择、社会支持三方面提出一些建议：

（1）家长应摆正心态，连系孩子的现实情况制订目标；在亲职压力的缓解上，家长间可以建立互助组，或寻求专业机构的帮助。

（2）在干预策略的选择上，不能盲目选择或跟风。要根据孩子各项能力的指标，由简单到困难，稳步进行。

（3）在社会支持方面，需要从家长自身、社会机构、幼儿园、社会保障机构四方面共同出发，将儿童干预、家长减压、社会融合结合起来给予支持。

Since the first world autism awareness day in 2008, more and more people have focused on children with autism and their families. Parental pressure is the psychological pressure that parents feel in the process of child-rearing. The study of parental pressure on autistic children is helpful to explore the degree of acceptance and interaction between parents and children with autism, so as to explore the influence of parental pressure on the development of autistic children.

In this study, 6 groups of families of autistic children in Dalian city were selected as research subjects. Five groups of autistic children were boys and one group of autistic children were girls. There are three groups of families with two children. On the basis of reviewing relevant literature at home and abroad, this study used questionnaire and interview to investigate the parents of autistic children. This paper discusses the level of parental stress and its effect on children with autism.

This study draws the following conclusions:

(1) parental pressure of children with autism is mainly manifested in the following aspects: first, parents of children are confused about the future life, find it difficult to accept the status quo of children, and express the contradiction between inner denial and behavioral acceptance. Second, there is an urgent need to improve children's problem behavior and to be too strict in their training and requirements. Excessive levels of stress are manifested in poor parent-child interactions and family relationships. Third, children with autism blindly choose intervention methods and institutions, or rely too much on one method, institution or teacher.

(2) the autistic children's parents' parenting stress on the influence of two core features of autistic children is that children with autism parental pressure stress levels can affect their emotions and behavior decision-making, affecting the social communication of the autistic children, parent-child attachment of children with autism and have a huge impact on the future development. Specifically, the problem behaviors of children with autism are overemphasized, and the parent-child interaction with children is not possible. There are high expectations for improvement in problem behavior in children with autism, ignoring other aspects of the child's development.

(3) for the steady progress and healthy development of autistic children, a more appropriate education mode is to be carried out by the cooperation of families, institutions and kindergartens. The three aspects assume different roles and tasks. The family is mainly responsible for the daily life and training tasks of the children. The family maintains a large amount of accumulation in training and increases the frequency of parent-child interaction, so that the parents can effectively understand the actual situation of the children. The institution should do a good job in the guidance of parents' pressure and training skills. For parents, the institution and the training teacher are beneficial to the existence of social support, and they can make an objective judgment on their own needs and children's growth goals. The kindergarten should do a good job in social integration of children with autism, so that children with autism have an effective integration environment, so that parents hope that their children can enter the kindergarten and enter the school in a normal way.

On the basis of the above research, this study puts forward some Suggestions from three aspects of parental pressure relief, intervention strategy selection and social support:

(1) parents should set a right attitude and set goals according to the actual situation of their children; To relieve parental pressure, parents can set up a support group or seek help from a professional organization.

(2) in the choice of intervention strategy, we should not blindly choose or follow the trend. According to the child's ability indicators, from simple to difficult, steadily proceed.

(3) in terms of social support, it is necessary to start from the four aspects of parents, social institutions, kindergartens and social security institutions to give support by combining children intervention, parents' decompression and social integration.