Development of a Mind-Body Stress Reduction Intervention for College Students with Intellectual Disabilities: A Study of Feasibility, Acceptability, and Preliminary Effectiveness

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Autor/in	Powers, Brittany
Titel	Development of a Mind-Body Stress Reduction Intervention for College Students with Intellectual Disabilities: A Study of Feasibility, Acceptability, and Preliminary Effectiveness
Quelle	(2023), (212 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Delaware
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-6701-3
Schlagwörter	Hochschulschrift; Dissertation; College Students; Intellectual Disability; Stress Management; Intervention; Metacognition; Human Body; Anxiety; Young Adults; Coping; Program Effectiveness; Student Adjustment; Independent Living; Interpersonal Relationship; Socialization; Program Development; Students with Disabilities + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; Intellect; Disability; Disabilities; Verstand; Behinderung; Stressmanagement; Stressbewältigung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Menschlicher Körper; Angst; Young adult; Junger Erwachsener; Bewältigung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstverantwortung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Socialisation; Sozialisation; Programmplanung
Abstract	Adults with disabilities experience disproportionately high rates of stress and stress-related conditions, such as anxiety. Over 1 in 4 adults with intellectual disabilities (ID) has a co-occurring anxiety disorder. For the growing number of young adults with ID pursuing college, there is an increased risk of stress during this transitionary period. While individuals with ID were traditionally marginalized and excluded from higher education, the number of college programs for students with ID is now proliferating as demonstrated by the 90% increase in programs across the US since 2008 and the addition of over 30 new programs in higher education institutions in recent years. While many stress reduction interventions, such as self-help skills training, mindfulness, and yoga, have been studied among college students, these interventions have yet to be adapted and researched among the specific population of college students with ID. To begin to meet the mental health needs of young adults with ID in a college setting, there is a need to better understand the experience of stress and anxiety among this population. The purpose of this mixed methods dissertation was to (1) identify correlates of anxiety among adults with ID, (2) examine the experience of stress, anxiety, and coping among college students with ID, and (3) develop and assess the feasibility, acceptability, and preliminary effectiveness of a novel MIND/MOVE Yourself intervention on stress and anxiety in college students with ID. A systematic review of the literature revealed correlates of anxiety among adults with ID from a total of 13 peer-reviewed articles. Correlates of anxiety were recognized across all levels of the biopsychosocial model and could further be categorized as non-modifiable or modifiable in nature. Non-modifiable correlates included gender, level of ID, and chronic health conditions. Modifiable correlates included social interactions and significant or stressful life events. The identified modifiable correlates for anxiety serve as potential targets for the development of interventions to reduce stress and anxiety among adults with ID. This review emphasized that in order to ameliorate the high levels of anxiety and stress among this population, it is critical to intervene during significant or stressful life events, such as the transition to college. Guided by the PRECEDE-PROCEED model and informed by the literature review findings, a two-phased mixed methods design was implemented to further understand and address stress and anxiety among college students with ID. Beginning with an interpretative phenomenological study, the first aim was to examine how college students with ID experience and cope with stress and anxiety. One-on-one interviews were used to gather experiences from eight individuals: three college students with ID and five college staff who support students with ID. This multiperspectival method of IPA revealed three themes: (1) independent living, (2) relationships and socialization, and (3) coping strategies. While several stressors identified were consistent with those among college students without ID, this study revealed the unique stressors faced by students with ID and the ways stressors are exacerbated due to their disability. These findings informed the development of a much-needed intervention for stress reduction among college students with ID. Utilizing the aforementioned qualitative findings and the guidance of a steering committee of field experts including a student self-advocate, the six-week MIND/MOVE Yourself program was developed. The intervention combined the evidence-based strategies of guided self-help and mindfulness-based yoga practice to address the stressors commonly faced by students with ID and promote the use of adaptive coping strategies. The MIND/MOVE Yourself program was implemented across three college campuses in the Fall 2023 semester. Student stress, anxiety, and coping strategies were assessed via self- and observer-report. Acceptability and feasibility were measured via questionnaires and focus groups. The MIND/MOVE participants (N=28, m[superscript age]=20.69 years) were mostly male (68.75%), and white (68.75%), with a mean IQ consistent with mild ID (M=64.67). Participants reported high overall acceptability of the program (M=6.46/7). Factors affecting program feasibility were identified, such as higher attendance rates when the program was embedded into the existing curriculum vs not (99% vs 79% attendance). While no significant changes were evident in stress and anxiety scores from pre-post intervention, qualitative data revealed students' use of newly learned coping strategies to manage stress and satisfaction with the opportunities provided by the program to identify and share emotions and connect with peers. In summary, the MIND/MOVE Yourself program is acceptable and feasible across different college settings. Qualitative findings show promise in the program's impact on students' understanding of stress, identification of the effects of stress, and promotion of positive coping skills. The culmination of this work calls attention to the unique mental health needs of young adults with ID and the need to appropriately support students with ID during the stressful life event of transitioning to college. The findings of this research provide a novel addition to the field of mental health and intellectual disabilities, as well as an innovative and participatory approach to adapting interventions for students with ID in the college setting. Future directions include further intervention refinement for experimental testing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01