Ericson Stine, Hesla Marianne Winge, Stadskleiv Kristine
155272Oslo University Hospital, Norway.
155272Oslo University Hospital, Norway; University of Oslo, Norway.
J Intellect Disabil. 2021 Mar 15;26(2):1744629521995373. doi: 10.1177/1744629521995373.
Adolescents with intellectual disability experience psychological and social challenges in their transition to adulthood. Knowledge about the diagnosis and insight into own strengths and difficulties can help them manage the limitations and barriers they face, but suitable interventions with this purpose are scarce. The present paper presents a psychoeducational group intervention, The Super Control Project, for adolescents (15-17 years old) with mild intellectual disability (n = 23) and their parents. In a pre-post design, adolescent outcome data was obtained through teacher and parent questionnaires, and interviews with the adolescents. Parents and adolescents also evaluated the interventions' usefulness. Results indicated positive impact on participants' understanding of the diagnosis, managing of everyday challenges, and social networking. The intervention seemed to fit the participants' needs and abilities. The study encourages further implementation and rigorous evaluation.
智障青少年在向成年过渡过程中会经历心理和社会挑战。了解诊断情况并洞察自身的优势与困难，有助于他们应对所面临的限制和障碍，但为此目的而进行的适当干预措施却很匮乏。本文介绍了一项针对轻度智障青少年（15 - 17岁，n = 23）及其父母的心理教育团体干预项目——超级控制项目。采用前后测设计，通过教师和家长问卷以及对青少年的访谈获取青少年的结果数据。家长和青少年也对干预措施的有用性进行了评估。结果表明，该干预措施对参与者对诊断的理解、日常挑战的应对以及社交网络产生了积极影响。该干预措施似乎符合参与者的需求和能力。该研究鼓励进一步实施并进行严格评估。
