Asian Journal of Pediatric Research

Families raising children with autism spectrum disorder (ASD) often experience high levels of parental stress, role strain and disruptions in family functioning. While psychoeducation is widely recognised as a valuable support strategy, existing models tend to focus narrowly on information provision without adequately addressing parental empowerment, systemic family dynamics, or emotional support. The absence of a structured, integrative framework has resulted in fragmented interventions that may not adequately meet the needs of families navigating the complexities of ASD. This paper introduces Pediatric Psychoeducation (PPe), a multi-layered, integrative framework that combines the McMaster Model of Family Functioning (MMFF) with the Positive Parenting Program (Triple-P), structured around five guiding principles: knowledge empowerment, skill-building and practical training, collaborative partnership, emotional support and coping, and cultural and developmental sensitivity. designed to strengthen both family functioning and parental practices by integrating systemic and parenting models. By mapping these principles onto MMFF domains and Triple-P components, the framework demonstrates how strengthening parental knowledge, self-efficacy, and emotional regulation can enhance systemic family functioning, reduce stress, and promote positive child outcomes. Conceptual assumptions, a framework diagram, and illustrative session design are presented to demonstrate the practical application of this approach. The model reframes psychoeducation as a structured, culturally responsive, and evidence-based intervention that enhances child developmental outcomes while supporting parental self-efficacy and well-being. As a paradigm shift in pediatric psychoeducation, PPe offers both theoretical grounding and practical guidance for clinical and educational practice, underscoring its potential to inform scalable, family-centred practices and improve outcomes for children with ASD and their families.