Creativity and Self‐Concept of Mentally Retarded Adolescents

Uno, Tad; Leonardson, Gary R.

doi:10.1002/j.2162-6057.1980.tb00250.x

Cited by 2 publications

(1 citation statement)

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“…Additionally, the stigma that is related to mental health difficulties can further compound such negative views of self (Thornicroft, 2006). Adolescents with intellectual disabilities have more negative self-concepts compared to their typically developing peers (Popovici & Buic-Belciu, 2013;Uno & Leonardson, 1980). One common theme between individuals that have disabilities is that they often define themselves using their disabilities (Popovici & Buic-Belciu, 2013).…”

Section: Social Interactionsmentioning

confidence: 99%

Exploring perceptions of positive mental health in young adults with intellectual disabilities

Bailey

Ford

Knight

2021

Research Intellect Disabil

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Individuals with intellectual disabilities are at a greater risk of developing mental health difficulties than typically developing individuals (Munir, 2016). One way that mental health difficulties have been targeted and treated in recent years is by providing people with education about mental health, what it is and strategies to promote it. Mental health literacy is the process by which people learn how to obtain and maintain positive mental health; understanding mental disorders and their treatments; decreasing stigma related to mental disorders; and enhancing help-seeking efficacy (Kutcher, Wei, & Coniglio, 2016). When individuals understand what positive mental health is, they are more likely to take steps that contribute to it (Barry & Jenkins, 2007). While individuals with intellectual disabilities experience higher than average levels of mental health difficulties, especially young adults, there is limited research about how they view mental health, specifically, positive mental health. The researcher in this study sought to gain a better understanding of how young adults with intellectual disabilities conceptualize and define the concept of positive mental health, by employing a phenomenographic methodology. Eight participants were interviewed by the researcher and the qualitative interviews were analyzed in accordance to the phenomenographic method. Categories of description were identified through data analysis, which provided insight into how study participants defined positive mental health.The main categories of description that emerged from the data included defining positive mental health as related to physical health, and participants expressing that they were not sure what positive mental health was. Additionally, positive qualities were part of some individual's definition (including happiness and positive actions), and mental health issues. This study provides important information to clinicians as it highlights the need for further research about iv how to best support individuals with intellectual disabilities in their psycho-education around mental health issues. v Lay SummaryYoung people with intellectual disabilities are at a greater risk of developing mental health difficulties compared to others who do not have intellectual disabilities. One way that mental health difficulties have been treated in recent years is by providing people with education about mental health. This study worked to understand how young adults with intellectual disabilities understand and define the concept of positive mental health. Interactive interviews were conducted with eight participants to better understand their views of positive mental health.The researcher looked at the data and sorted it into similar categories. The main categories that were identified included defining positive mental health as related to physical health, and participants expressing that they were not sure what it was. Participants also expressed that positive qualities (happiness and positive actions) were part of the definition. La...

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Section: Social Interactionsmentioning

confidence: 99%