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Longitudinal associations between relationship quality and depression among youth with intellectual disabilities : A latent change perspective
Dubé, Céleste Morin, Alexandre J. S. Olivier, Elizabeth Tóth-Király, István Tracey, Danielle Craven, Rhonda G. Maïano, Christophe
Dubé, Céleste
Morin, Alexandre J. S.
Olivier, Elizabeth
Tóth-Király, István
Tracey, Danielle
Craven, Rhonda G.
Maïano, Christophe
Abstract
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 (βwarmth = − .732; βconflict = − .608).
Keywords
student–teacher relationship (STR), parent–child relationship (PCR), depression, psychological wellbeing, intellectual disability, special education needs, inclusive education
Date
2022
Type
Journal article
Journal
Journal of Autism and Developmental Disorders
Book
Volume
Issue
Page Range
1-18
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled