Self-Reported Psychological Wellbeing in Adolescents: The Role of Intellectual/Developmental Disability and Gender

Autor/inn/en	Boström, P.; Åsberg Johnels, J.; Broberg, M.
Titel	Self-Reported Psychological Wellbeing in Adolescents: The Role of Intellectual/Developmental Disability and Gender
Quelle	In: Journal of Intellectual Disability Research, 62 (2018) 2, S.83-93 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-2633
DOI	10.1111/jir.12432
Schlagwörter	Well Being; Gender Differences; Intellectual Disability; Peer Relationship; Mental Health; Family Relationship; Special Education; Questionnaires; Mental Disorders; Developmental Disabilities; Role; Adolescents + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Geschlechterkonflikt; Intellect; Disability; Disabilities; Verstand; Behinderung; Peer-Beziehungen; Psychohygiene; Special needs education; Sonderpädagogik; Sonderschulwesen; Fragebogen; Mental illness; Geisteskrankheit; Entwicklungsstörung; Rollen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Background: The Wellbeing in Special Education Questionnaire was developed to assess subjective wellbeing in young persons with intellectual and developmental disabilities (ID/DD) as this perspective is rarely included in research. The present study explored how ID/DD and gender are related to self-reported wellbeing among adolescents. Method: Students with (n = 110) or without (n = 110) ID/DD, aged 12-16 years, completed the Wellbeing in Special Education Questionnaire. Analyses of the effects of gender and disability status on peer relations and conflict, mental health, mental ill-health, school environment and family relations were carried out. Results: The experiences of the school environment and of positive mental health aspects did not differ between students with and without ID/DD, but those with ID/DD reported more mental health problems and less positive experiences of peer relations and family. Generally, boys reported more positive experiences of school and less mental health problems than girls. Conclusions: Including the subjective perspective of young persons with ID/DD through self-reports can provide essential information about wellbeing that cannot be gained from proxy ratings. The results suggest both differences and similarities in self-reported wellbeing between boys and girls with and without ID/DD and potentially also in how they perceived the concepts measured. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01