'Playing a Guessing Game': Recognising and Responding to Anxiety in Children with Intellectual Disability

Autor/inn/en	Fynn, Gabrielle; Porter, Melanie; Pellicano, Elizabeth
Titel	'Playing a Guessing Game': Recognising and Responding to Anxiety in Children with Intellectual Disability
Quelle	In: Journal of Applied Research in Intellectual Disabilities, 36 (2023) 5, S.1150-1161 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2322
DOI	10.1111/jar.13136
Schlagwörter	Intellectual Disability; Preadolescents; Anxiety; Mothers; Symptoms (Individual Disorders); Comorbidity; Family Environment; Coping + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Pre-adolescence; Präadoleszenz; Angst; Mother; Mutter; Psychiatrische Symptomatik; Familienmilieu; Bewältigung
Abstract	Background: Children with intellectual disability are at greater risk of developing anxiety than the general population. Limited research has examined the challenges associated with recognising and responding to anxiety in children with intellectual disability, and its perceived impact. Aim: This study aimed to explore anxiety in children with intellectual disability, from the child and parent perspective to better understand how parents and children recognise and respond to anxiety. Method and Procedures: Six children with an intellectual disability (age range: 12-17, four boys) and their mothers participated in a semi-structured interview online. Interviews were transcribed verbatim and interpreted using thematic analysis. Outcome and Results: Mothers elaborated on the difficulties with recognising signs of anxiety due to the impact of the child's primary diagnosis and the overlap of symptoms with co-occurring conditions. Mothers and children discussed the 'contagious' effect of anxiety within the household and how this influenced mothers' approaches to managing their child's anxiety. They reported that anxiety limited the meaningful activities in which children and families could engage. Conclusions and Implications: These findings highlight the importance of supporting mothers to recognise their children's anxiety and to assist them with strategies on how best to respond and cope. These findings have implications for future research, and practitioners working in this field. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01