A Preliminary Study of Perceived Stress in Adults with Intellectual Disabilities According to Self-Report and Informant Ratings

Autor/inn/en	Lunsky, Yona; Bramston, Paul
Titel	A Preliminary Study of Perceived Stress in Adults with Intellectual Disabilities According to Self-Report and Informant Ratings
Quelle	In: Journal of Intellectual and Developmental Disability, 31 (2006) 1, S.20-27 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-8250
Schlagwörter	Caregivers; Anxiety; Adults; Measures (Individuals); Mental Retardation; Mental Health; Stress Variables; Self Evaluation (Individuals); Correlation; Psychological Studies + Suchen Sie Ihr Suchwort? Caregiver; Carer; Betreuungsperson; Pfleger; Angst; Messdaten; Geistige Behinderung; Psychohygiene; Korrelation
Abstract	Background: Stress is a major risk factor for mental health problems in individuals with intellectual disabilities, however few studies on stress have been conducted that take into account the perspective of both the person with the disability and the caregiver. The present study evaluated an informant version of the "Lifestress Inventory," and compared it to the self-report version. Method: Seventy individuals with intellectual disability paired with their caregivers completed the "Lifestress Inventory," the "Inventory of Negative Social Interactions" and the "Birleson Depression Scale." Results: Informant and self-report ratings on the "Lifestress Inventory" were internally reliable, showed modest agreement with each other and correlated with the Negative Social Interactions and Depression measures. The most troublesome stressors reported by informants and self-reports differed, however, and families tended to agree more with self-reports than did staff informants. Conclusions: The informant version of the "Lifestress Inventory" is a suitable parallel instrument but not a replacement for self-reports. A questionnaire on Lifestress Inventory for Informants is appended. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10