Date of Conferral
Transition out of high school for young adults with intellectual disabilities (IDs) has been described as a stressful time for individuals and their families, with increased demands for caregiving and parental support. A lack of research is associated specifically with those individuals with moderate IDs and their parents' experiences of well-being during the transition process. The purpose of this phenomenological study was to understand how parents of young adult-aged children with moderate IDs experience well-being as their child transitions from high school to adulthood. Ryff's model of psychological well-being was used as the conceptual framework to better understand and explore the psychological well-being of parents as they navigate through the transition process. Eight parents from an urban Georgia school district were recruited through criterion sampling and participated in individual semistructured face-to-face interviews. Constant comparison analysis was used to analyze the data. There were 8 major themes that emerged from describing the lived experience of parents: (a) expectations and preparation, (b) experience with school, (c) accessing and coordinating services, (d) social support systems, (e) daily activities and planning, (f) life as an adjustment, (g) personal growth, and (h) looking toward the future. School districts and adult service providers may gain insight from parent perspectives to help alleviate rather than exacerbate the challenges parents face during the transition process, which would contribute to the parents' psychological well-being.
Thompson, Teshawnia, "Well-Being Among Parents of Young Adults With Intellectual Disabilities When Transitioning From High School" (2018). Walden Dissertations and Doctoral Studies. 5423.