Longitudinal Associations Between Relationship Quality and Depression Among Youth with Intellectual Disabilities: A Latent Change Perspective.

PREVENTION of mental depression; MENTAL depression risk factors; TEACHER-student relationships; RESEARCH; HIGH schools; WELL-being; SPECIAL education; STRUCTURAL equation modeling; PSYCHOLOGY of children with disabilities; SELF-evaluation; STUDENTS with disabilities; RISK assessment; CONFLICT (Psychology); PSYCHOSOCIAL factors; RESEARCH funding; TEACHERS; DISABILITIES; PSYCHOLOGY of high school students; PARENT-child relationships; STATISTICAL correlation; INTELLECTUAL disabilities; LONGITUDINAL method; PARENTS; CHILDREN; ADOLESCENCE

CANADA; AUSTRALIA

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). [ABSTRACT FROM AUTHOR]