A Family Systems Perspective on Supporting Self-Determination in Young Adults with Intellectual and Developmental Disabilities

Autor/inn/en	Taylor, Whitney D.; Cobigo, Virginie; Ouellette-Kuntz, Hélène
Titel	A Family Systems Perspective on Supporting Self-Determination in Young Adults with Intellectual and Developmental Disabilities
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 32 (2019) 5, S.1116-1128 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Whitney D.) ORCID (Ouellette-Kuntz, Hélène)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.12601
Schlagwörter	Family Involvement; Self Determination; Young Adults; Intellectual Disability; Developmental Disabilities; Foreign Countries; Planning; Psychological Needs; Transitional Programs; Canada + Suchen Sie Ihr Suchwort? Selbstbestimmung; Young adult; Junger Erwachsener; Intellect; Disability; Disabilities; Verstand; Behinderung; Entwicklungsstörung; Ausland; Ablaufplanung; Planungsprozess; Kanada
Abstract	Background: This study explored the way families support self-determination in young adults with intellectual and developmental disabilities (IDD) during life transitions. Method: Qualitative case studies were conducted with two Canadian families who participated in semi-structured interviews and ethnographic observations every quarter for one year. Analyses were informed by family systems theory and self-determination theory. Findings: Families considered the needs and preferences of the young adults with IDD, suggesting individualized approaches for balancing independence and protection. Families set short-term and long-term goals for increased independence, scaffolded the learning of new skills and collaborated on important choices. Collaboration occurred to the extent that all family members perceived agency in planning and implementing transitions. Conclusions: Families supported the young adults with IDD in their psychological needs for competence, relatedness and autonomy, which allowed them to experience self-determination. Findings have implications for supporting self-determination and transition planning in the family system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01