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The transition to adulthood of young adults with IDD: Parents’ joint projects
Author(s) -
Young Richard A.,
Marshall Sheila K.,
Stainton Tim,
Wall Jessie M.,
Curle Deirdre,
Zhu Ma,
Munro David,
Murray John,
El Bouhali Asmae,
Parada Filomena,
ZaidmanZait Anat
Publication year - 2018
Publication title -
journal of applied research in intellectual disabilities
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.056
H-Index - 63
eISSN - 1468-3148
pISSN - 1360-2322
DOI - 10.1111/jar.12395
Subject(s) - transition (genetics) , perspective (graphical) , psychology , young adult , developmental psychology , face (sociological concept) , action (physics) , adult development , process (computing) , joint (building) , sociology , engineering , architectural engineering , biochemistry , chemistry , social science , physics , quantum mechanics , artificial intelligence , computer science , gene , operating system
Parents have found the transition to adulthood for their sons or daughters with intellectual and/or developmental disabilities ( IDD ) particularly challenging. The literature has not examined how parents work together and with others in face of this transition nor has it highlighted parental goals in this process. This study used a perspective based on joint, goal‐direct action to describe the projects that Canadian parents engaged in together and with others relative to this transition. Methods Using the qualitative action‐project method, joint projects between parents and with others were identified from their conversations and followed for 6 months. Findings Three groups of projects were described: equipping the young adult for adult life, connecting for personal support and managing day‐to‐day while planning for the future. Conclusions Parents act together and with others relative to the transition to adulthood of their young adult children with IDD . These projects are complex and differ in goals, steps, resources and emotional regulation and motivation.