ORIGINAL ARTICLE
A family systems perspective on supporting self-determination in young adults with intellectual and developmental disabilities
Whitney D. Taylor,
Virginie Cobigo,
Hélène Ouellette-Kuntz,
Whitney D. Taylor
School of Psychology, University of Ottawa, Ottawa, Ontario, Canada
Search for more papers by this authorCorresponding Author
Virginie Cobigo
School of Psychology, Children's Hospital of Eastern Ontario Research Institute, University of Ottawa, Ottawa, Ontario, Canada
Correspondence
Virginie Cobigo, School of Psychology, University of Ottawa, ON, Canada.
Email: [email protected]
Search for more papers by this authorHélène Ouellette-Kuntz
Departments of Public Health Sciences and Psychiatry, Queen's University, Kingston, Ontario, Canada
Search for more papers by this authorWhitney D. Taylor,
Virginie Cobigo,
Hélène Ouellette-Kuntz,
Whitney D. Taylor
School of Psychology, University of Ottawa, Ottawa, Ontario, Canada
Search for more papers by this authorCorresponding Author
Virginie Cobigo
School of Psychology, Children's Hospital of Eastern Ontario Research Institute, University of Ottawa, Ottawa, Ontario, Canada
Correspondence
Virginie Cobigo, School of Psychology, University of Ottawa, ON, Canada.
Email: [email protected]
Search for more papers by this authorHélène Ouellette-Kuntz
Departments of Public Health Sciences and Psychiatry, Queen's University, Kingston, Ontario, Canada
Search for more papers by this authorAbstract
Background
This study explored the way families support self-determination in young adults with intellectual and developmental disabilities (IDD) during life transitions.
Method
Qualitative case studies were conducted with two Canadian families who participated in semi-structured interviews and ethnographic observations every quarter for one year. Analyses were informed by family systems theory and self-determination theory.
Findings
Families considered the needs and preferences of the young adults with IDD, suggesting individualized approaches for balancing independence and protection. Families set short-term and long-term goals for increased independence, scaffolded the learning of new skills and collaborated on important choices. Collaboration occurred to the extent that all family members perceived agency in planning and implementing transitions.
Conclusions
Families supported the young adults with IDD in their psychological needs for competence, relatedness and autonomy, which allowed them to experience self-determination. Findings have implications for supporting self-determination and transition planning in the family system.
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