Search results for ‘Subject term:"learning disabilities"’ Sort:
Results 1 - 3 of 3
Perceived benefits and negative impact of challenges encountered in caring for young adults with intellectual disabilities in the transition to adulthood
- Authors:
- RAPANARO Cher, BARTU Anne, LEE Andy H.
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 21(1), January 2008, pp.34-47.
- Publisher:
- Wiley
This study investigated the perceived benefits and negative impact associated with stressful events and chronic caregiving demands encountered by parents caring for young adults with an intellectual disability in the period of transition to adulthood. A sample of 119 parents of young adults in Western Australia described these outcomes in a questionnaire, which were then analysed using qualitative content analysis. Although parents identified a range of negative outcomes, they also reported positive outcomes (perceived benefits) in relation to stressful events and chronic demands encountered in this period, including personal growth and enhanced personal resources. The language of stress and burden often used to describe parents’ experiences during the period of their son or daughter's transition to adulthood, needs to coexist with a language of fulfilment, growth and gain, as used by parents themselves. The implications of these findings, in relation to professional interaction with and support of parents in this period, are discussed.
Out of school and into distress: families of young adults with intellectual and developmental disabilities in transition
- Authors:
- McKENZIE Katherine, et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(4), 2017, p.774–781.
- Publisher:
- Wiley
Background: The transition period out of the educational system can be a source of stress for parents of young adults with intellectual and developmental disabilities, as families lose the support and respite offered by schools. Materials and Methods: Using a before and after design nested within a 24-month follow-up study of parents seeking adult developmental services for their children, parents' perception of distress was measured using the Brief Family Distress Scale (Journal of Child and Family Studies, 20, 2011, 521) and their perception of helpfulness of formal supports was assessed using the Family Support Scale (Journal of Individual, Family, and Community Wellness, 1, 1984, 45). Results: Parents reported significantly higher levels of distress after their child transitioned out of school. Employed parents and parents of a child with an autism spectrum disorder are at increased risk for distress. Conclusions: Families fare worse once their adult children are no longer in school, although this is not associated with a reduction in the perception of the helpfulness of formal supports. (Publisher abstract)
Young adults with severe intellectual disability: culture, parent, and sibling impact
- Authors:
- LAUDERDALE-LITTIN Stacy, BLACHER Jan
- Journal article citation:
- Journal of Intellectual and Developmental Disability, 42(3), 2017, pp.230-239.
- Publisher:
- Taylor and Francis
Background: Having a child with intellectual disability impacts all family members, with both parents and siblings having to adjust. Negative impact on the typically developing sibling, specifically, has been shown to vary based on caregiving responsibilities and mothers’ stress level. Method: This study gathered information from 238 Latina and Anglo mothers of young adults with intellectual disability to explore sibling negative impact related to maternal stress, positive feelings about parenting, sibling diagnostic category, and cultural group. Results: Mothers experiencing more stress reported higher levels of sibling impact; mothers with more positive feelings about parenting reported lower levels of negative impact, with Latina mothers reporting higher levels of stress and positive feelings about parenting. Anglo mothers, however, were less likely to designate a sibling as a future caregiver. Conclusions: These findings suggest culture and diagnostic classification should be given more attention relative to their impact on typically developing siblings. (Publisher abstract)