Substantive-Methodological Synergy Research Laboratory, Department of Psychology, Concordia University, 7141 Sherbrooke W, Montreal, QC, H4B 1R6, Canada.
Département de psychopédagogie et d'andragogie, Université de Montréal, Montréal, Canada.
J Autism Dev Disord. 2024 Feb;54(2):673-690. doi: 10.1007/s10803-022-05805-7. Epub 2022 Nov 27.
This study investigates associations between initial levels and change in the quality of the relationships youth with intellectual disabilities (ID) share with their parents and teachers, and changes in their levels of depression over time. A sample of 395 youth with mild (48.3%) and moderate (51.7%) ID, aged between 11 and 22 (M = 15.69), were recruited in Canada (n = 142) and Australia (n = 253). Youth completed self-report measures of relationship quality and depression twice over a one-year period. Initial levels of warmth (β = - .109) and conflict (β = - .302) predicted decreases in depression. Increases in warmth predicted decreases in depression (β = - .179), while increases in conflict predicted increases in depression (β = .268). Discrepancies between youth relationships with their parents and teachers predicted decreases in depression (β = - .732; β = - .608).
本研究调查了智力障碍（ID）青年与父母和教师关系质量的初始水平和变化与他们的抑郁水平随时间变化之间的关系。在加拿大（n=142）和澳大利亚（n=253）招募了 395 名轻度（48.3%）和中度（51.7%）ID 的年龄在 11 至 22 岁之间（M=15.69）的青年。青年在一年的时间内两次完成了关系质量和抑郁的自我报告评估。温暖（β=-0.109）和冲突（β=-0.302）的初始水平预测抑郁程度下降。温暖的增加预测抑郁程度下降（β=-0.179），而冲突的增加预测抑郁程度增加（β=0.268）。青年与父母和教师关系中的差异预测抑郁程度下降（β=-0.732；β=-0.608）。
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