Young R, Dagnan D, Jahoda A
Institute of Health and Wellbeing, Gartnavel Royal Hospital, University of Glasgow, Glasgow, UK.
Cumbria Partnership NHS Trust, Cumbria, UK.
J Intellect Disabil Res. 2016 Jan;60(1):9-21. doi: 10.1111/jir.12223. Epub 2015 Sep 30.
Leaving school is an important time for adolescents, with increasing autonomy and developing adult identities. The present study sought to shed light on the content and emotional impact of worries amongst adolescents with and without intellectual disabilities (IDs) at this time of change.
Twenty-five adolescents with mild to moderate IDs and 27 adolescents without IDs, aged 15 to 18 years, took part in the study. Participants' worries were elicited using a structured interview. The levels of rumination and distress related to their most salient worries were also examined, along with their self-reported levels of anxiety.
Content analysis of the interviews identified differences between the worries of the two groups of participants, with the adolescents with IDs expressing more general worries about failure and personal threat. Level of distress about worries was positively correlated with anxiety in both groups. The adolescents with IDs were significantly more anxious than their non-disabled peers.
The differences between the groups' worries may be linked to differences in life experience and expectations. Consideration should be given to the specific worries of adolescents at the stage of leaving school. Doing so may allow solutions for their concerns to be identified, thus easing distress and leading to a less stressful transition.
对于青少年而言，离开学校是一个重要时期，他们的自主性不断增强，成人身份逐渐形成。本研究旨在揭示在这一转变时期，有和没有智力障碍（ID）的青少年所担忧的内容及其情感影响。
25名年龄在15至18岁之间、患有轻度至中度智力障碍的青少年和27名无智力障碍的青少年参与了本研究。通过结构化访谈引出参与者的担忧。还考察了与他们最突出担忧相关的沉思和痛苦程度，以及他们自我报告的焦虑水平。
访谈的内容分析确定了两组参与者担忧之间的差异，患有智力障碍的青少年表达了更多关于失败和个人威胁的一般性担忧。两组中，担忧的痛苦程度与焦虑呈正相关。患有智力障碍的青少年比他们无残疾的同龄人明显更焦虑。
两组担忧之间的差异可能与生活经历和期望的差异有关。应该考虑青少年在离开学校阶段的具体担忧。这样做可能有助于找到解决他们担忧的办法，从而减轻痛苦，实现压力较小的过渡。
