Autonomy, self-realization, and psychological empowerment: a prospective mixed methods study of the effects of residential immersive life skills programs for youth with physical disabilities

Abstract

Purpose

To examine changes in self-determination associated with youth participation in residential immersive life skills (RILS) programs.

Method

In this prospective mixed methods study, the Arc’s Self-Determination Scale was administered pre- and post-program, and at 3- and 12-month follow-ups, to 27 RILS youth and a comparison group of 11 youth enrolled in a non-residential life skills program. Ten RILS youth were interviewed 3 and 12 months post-program, with content analysis used to explore changes in autonomy, self-realization, and psychological empowerment.

Results

RILS youth showed statistically significant increases in autonomy immediately after the program, which were maintained one year later, whereas the comparison group displayed increased autonomy only at 3 months post-program. Qualitatively, RILS youth emphasized changes in behavioral autonomy and psychological empowerment 3 months post-program, whereas at one year there was greater emphasis on changes in self-realization. Using a triangulation protocol, the mixed methods data were interpreted as showing agreement regarding changes in autonomy due to intervention, partial agreement regarding self-realization, and dissonance regarding psychological empowerment.

Conclusions

RILS programs can enhance the autonomy of youth with physical disabilities and contribute to their sense of confidence and understanding of themselves as they move forward in life.

IMPLICATIONS FOR REHABILITATION

• The findings suggest the importance of the immersive, away-from-home component of residential immersive life skills programs in enhancing the autonomy of youth with disabilities

• Youth reported changes in their level of autonomy after attending residential immersive life skills programs, as well as feeling more confident in living on their own

• Residential immersive life skills programs can contribute to youth’s understanding of themselves as they transition to adulthood

Keywords:

• Autonomy
• concurrent nested design
• program
• psychological empowerment
• self-determination
• self-realization
• transition

Acknowledgements

We acknowledge the contributions of team members involved with data collection, including Jesiqua Rapley, Alanna Rudzik, and Madhu Pinto. We also acknowledge the contributions of other members of the Ontario Independence Program Research (OIPR) team and extend our appreciation to Madhu Pinto for assistance with the analyses and to Revi Bondar for assistance with the qualitative coding.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was supported by an Insight Grant from the Social Sciences and Humanities Research Council of Canada. Gillian King holds the Canada Research Chair (Tier 1) in Optimal Care for Children with Disabilities, funded by the Canadian Institutes of Health Research. This chair is supported by matching funds from the Kimel Family Opportunities Fund through the Holland Bloorview Kids Rehabilitation Hospital Foundation.