A comparison of the nature and severity of worries held by adolescents with and without intellectual disabilities as they approach the transition away from school : Major research project and clinical research portfolio

Background: The transition away from secondary school is an important time for adolescents, when identity is shaped and autonomy is increased. It is likely that this period can be particularly worrisome for people with intellectual disabilities (IDs) and it is possible that these worries will have an impact on mental well-being. This study sought to shed light on the content and implications of worries during the approach to transition. Methods: Twenty-five participants with mild to moderate IDs and 27 participants without IDs, all aged 15 to 18, were recruited from schools in the West of Scotland. Participants were interviewed using a Worry Interview that had been adapted from previous research carried out with young adults with IDs. They also completed a measure of rumination and distress that related to their most salient worries. Anxiety was measured using the Glasgow Anxiety Scale for People with an Intellectual Disability (GAS-ID). Results: Content analysis of the interviews identified differences between the worries of the two groups of participants that may represent differences in life experiences. The distress that was linked to the worries was positively correlated with anxiety in both groups. The ID group were significantly more anxious than the non-ID group. Conclusions: Consideration should be given to the specific worries of adolescents in the approach to transition. Doing so may allow solutions for their concerns to be identified, thus easing distress and leading to an overall impact on mental well-being. Limitations of the study and ideas for future research are discussed