1,758
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Basic Psychological Needs and Mental Health in Adolescents with a Mild to Borderline Intellectual Disability

, &

References

  • Achenbach, T. M. (1991). Manual for the child behavior checklist/4-18 and 1991 profile. Department of Psychiatry, University of Vermont.
  • Achenbach, T. M., & Edelbrock, C. (1987). Manual for the youth self-report and profile. University of Vermont, Department of Psychiatry.
  • Achenbach, T. M., & Rescorla, L. A. (2001). Manual for the ASEBA school age forms & profiles. ASEBA.
  • Achenbach, T. M., & Rescorla, L. A. (2007). Multicultural supplement to the manual for the ASEBA school-age forms & profiles. ASEBA.
  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (Fifth Edition. ed.). https://doi.org/10.1176/appi.books.9780890425596
  • Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Self-determination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality & Social Psychology Bulletin, 37(11), 1459–1473. https://doi.org/10.1177/0146167211413125
  • Behzadnia, B., Rezaei, F., & Salehi, M. (2022). A need-supportive teaching approach among students with intellectual disability in physical education. Psychology of Sport and Exercise, 60, 102155. https://doi.org/10.1016/j.psychsport.2022.102156
  • Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society Series B (Methodological), 57(1), 289–300. https://doi.org/10.1111/j.2517-6161.1995.tb02031.x
  • Birmaher, B., Brent, D. A., Chiappetta, L., Bridge, J., Monga, S., & Baugher, M. (1999). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED): A replication study. Journal of the American Academy of Child and Adolescent Psychiatry, 38(10), 1230–1236. https://doi.org/10.1097/00004583-199910000-00011
  • Birmaher, B., Khetarpal, S., Brent, D., Cully, M., Balach, L., Kaufman, J., & Neer, S. M. (1997). The Screen for Child Anxiety Related Emotional Disorders (SCARED): Scale construction and psychometric characteristics. Journal of the American Academy of Child & Adolescent Psychiatry, 36(4), 545–553. https://doi.org/10.1097/00004583-199704000-00018
  • Bodden, D., Braet, C., & Stikkelbroek, Y. (2016). Handleiding CDI-2 Screeningsvragenlijst voor depressie bij kinderen en jongeren. [Manual CDI-2 Screening Questionnaire for depression in children and youths.]. Hogrefe.
  • Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R. M., Sheldon, K. M., Soenens, B., Van Petegem, S., & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216–236. https://doi.org/10.1007/s11031-014-9450-1
  • Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25(7), 457–471. https://doi.org/10.1177/002221949202500706
  • Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
  • Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology/Psychologie Canadienne, 49(1), 14–23. https://doi.org/10.1037/0708-5591.49.1.14
  • Deci, E. L., & Ryan, R. M. (2012). Self-determination theory in health care and its relations to motivational interviewing: A few comments. International Journal of Behavioral Nutrition and Physical Activity, 9(1), 24. https://doi.org/10.1186/1479-5868-9-24
  • Dekker, M. C., Koot, H. M., Van der Ende, J., & Verhulst, F. C. (2002). Emotional and behavioral problems in children and adolescents with and without intellectual disability. Journal of Child Psychology and Psychiatry, 43(8), 1087–1098. https://doi.org/10.1111/1469-7610.00235
  • De Valk, S., Kuiper, C., Van der Helm, G. H. P., Maas, A. J. J. A., & Stams, G. J. J. M. (2019a). Measuring repression in residential youth care: Conceptualization, development and validation of the institutional repression questionnaire. Adolescent Research Review, 4(4), 357–368. https://doi.org/10.1007/s40894-018-0091-6
  • De Valk, S., Kuiper, C., Van der Helm, G. H. P., Maas, A. J. J. A., & Stams, G. J. J. M. (2019b). Repression in residential youth care: A qualitative study examining the experiences of adolescents in open, secure and forensic institutions. Journal of Adolescent Research, 34(6), 757–782. https://doi.org/10.1177/0743558417719188
  • Douma, J. C. H., Dekker, M. C., Verhulst, F. C., & Koot, J. M. (2006). Self-reports on mental health problems of youth with moderate to borderline intellectual disabilities. Journal of American Academy of Child and Adolescent Psychiatry, 45(10), 1224–1231. https://doi.org/10.1097/01.chi.0000233158.21925.95
  • Emerson, E., & Hatton, C. (2007). Mental health of children and adolescents with intellectual disabilities in Britain. British Journal of Psychiatry, 191(6), 493–499. https://doi.org/10.1192/bjp.bp.107.038729
  • Emond Pelletier, J., & Joussemet, M. (2016). The benefits of supporting the autonomy of individuals with mild intellectual disabilities: An experimental study. Journal of Applied Research in Intellectual Disabilities, 30(5), 830–846. https://doi.org/10.1111/jar.12274
  • Frielink, N., Schuengel, C., & Embregts, P. J. C. M. (2018). Autonomy support, need satisfaction, and motivation for support among adults with intellectual disability: Testing a self-determination theory model. American Journal on Intellectual and Developmental Disabilities, 123(1), 33–49. https://doi.org/10.1352/1944-7558-123.1.33
  • Frielink, N., Schuengel, C., & Embregts, P. J. C. M. (2019). Psychometric properties of the Basic Psychological Need Satisfaction and Frustration Scale – Intellectual Disability (BPNSFS-ID). European Journal of Psychological Assessment, 35(1), 37–45. https://doi.org/10.1027/1015-5759/a000366
  • Giesbers, S. A. H., Hendriks, A. H. C., Hastings, R. P., Jahoda, A., Tournier, T., & Embregts, P. J. C. M. (2020). Family-based social capital of emerging adults with and without mild intellectual disability. Journal of Intellectual Disability Research, 64(10), 757–769. https://doi.org/10.1111/jir.12764
  • Hale, W. W., III, Raaijmakers, Q., Muris, P., & Meeus, W. (2005). Psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED) in the general adolescent population. Journal of the American Academy of Child & Adolescent Psychiatry, 44(3), 283–290. https://doi.org/10.1097/00004583-200503000-00013
  • Harder, A. T., Knorth, E. J., & Kuiper, C. H. Z. (2020). Uithuisplaatsing van jeugdigen: Wat, voor wie, en wanneer? [Removed from home by child protective services: What, for whom and when?]. In A. Harder, E. Knorth, & C. Kuiper (Eds.), Uithuisgeplaatste jeugdigen: Sleutels tot succes in behandeling en onderwijs (pp. blz. 13–27). SWP Uitgeverij.
  • Heiman, T. (2001). Depressive mood in students with mild intellectual disability: Student’s reports and teachers’ evaluations. Journal of Intellectual Disability Research, 45(6), 526–534. https://doi.org/10.1046/j.1365-2788.2001.00363.x
  • Houtkamp, E. O., van der Molen, M. J., de Voogd, E. L., Salemink, E., & Klein, A. M. (2017). The relation between social anxiety and biased interpretations in adolescents with mild intellectual disabilities. Research in Developmental Disabilities, 67, 94–98. https://doi.org/10.1016/j.ridd.2017.06.003
  • Inguglia, C., Liga, F., Lo Coco, A., Musso, P., & Ingoglia, S. (2018). Satisfaction and frustration of autonomy and relatedness needs: Associations with parenting dimensions and psychological functioning. Motivation and Emotion, 42(5), 691–705. https://doi.org/10.1007/s11031-018-9702-6
  • Klein, A. M., Houtkamp, E. O., Salemink, E., Baartmans, J. M. D., Rinck, M., & van der Molen, M. J. (2018a). Differences between self- and peer-rated likability in relation to social anxiety and depression in adolescents with mild intellectual disabilities. Research in Developmental Disabilities, 80, 44–51. https://doi.org/10.1016/j.ridd.2018.05.016
  • Klein, A. M., Salemink, E., de Hullu, E., Houtkamp, E., Papa, M., & van der Molen, M. (2018b). Cognitive Bias Modification reduces social anxiety symptoms in socially anxious adolescents with Mild Intellectual disabilities: A randomized controlled trial. Journal of Autism & Developmental Disorders, 48(9), 3116–3126. https://doi.org/10.1007/s10803-018-3579-9
  • Kok, L., Van der Waa, A., Klip, H., & Staal, W. (2016). The effectiveness of psychosocial interventions for children with a psychiatric disorder and mild intellectual disability to borderline intellectual functioning: A systematic literature review and meta-analysis. Clinical Child Psychology and Psychiatry, 21(1), 156–171. https://doi.org/10.1177/1359104514567579
  • Kovacs, M. (1985). The Children’s Depression Inventory (CDI). Psychopharmacological Bulletin, 21(4), 995–998.
  • Lakeman, M., Bodden, D., & Tromp, N. (2017). Wees alert op depressie bij jongeren met licht verstandelijke beperking: Diagnose wordt bij LVB-jongere vermoedelijk vaak gemist. [Be alert to depression in youth with a mild to borderline intellectual disability: Diagnoses in youth with MBID are probably often missed.]. Kind & Adolescent Praktijk, 16, 36–48. https://doi.org/10.1007/s12454-017-0035-5
  • Muris, P., & Steerneman, P. (2001). The revised version of the Screen for Child Anxiety Related Emotional Disorders (SCARED-R): First evidence for its reliability and validity in a clinical sample. British Journal of Clinical Psychology, 40(1), 35–44. https://doi.org/10.1348/014466501163463
  • Reed-Fitzke, K., & Lucier-Greer, M. (2021). Basic psychological need satisfaction and frustration: Profiles among emerging adult college students and links to well-being. Contemporary Family Therapy, 43(1), 20–34. https://doi.org/10.1007/s10591-020-09550-w
  • Rijksoverheid. (n.d.). Hoe Krijgt Mijn Kind Praktijkonderwijs (Pro)?[How Does My Child Get Practical Vocational Education?] https://www.rijksoverheid.nl/onderwerpen/passend-onderwijs/vraag-en-antwoord/hoe-krijgt-mijn-kind-praktijkonderwijs ( accessed 23-9-2020).
  • Ryan, R. M., & Deci, E. L. (2000a). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11(4), 319–338. https://doi.org/10.1207/S15327965PLI1104_03
  • Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Ryan, R. M., & Deci, E. L. (2008). A self-determination theory approach to psychotherapy: The motivational basis for effective change. Canadian Psychology - Psychologie Canadienne, 49(3), 186–193. https://doi.org/10.1037/a0012753
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
  • Salt, E., & Jahoda, A. (2020). Comparing everyday autonomy and adult identity in young people with and without intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 33(6), 1318–1327. https://doi.org/10.1111/jar.12751
  • Schalock, R. L., Borthwick-Duffy, S. A., Bradley, V. J., Buntinx, W. H. E., Coulter, D. L., Craig, E. M., Gomez, S. C., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K. A., Snell, M. E., Spreat, S., Tasse, M. J., Thompson, J. R., Verdugo-Alonso, M. A., Wehmeyer, M. L., & Yeager, M. H. (2010). Intellectual disability: Definition, classification, and system of supports (11th ed.). American Association on Intellectual and Developmental Disabilities.
  • Soper, D. S. (2021). Significance of the difference between two correlations calculator [Software]. Available from https://www.danielsoper.com/statcalc.
  • Stanley, P. J., Schutte, N. S., & Phillips, W. J. (2021). A meta-analytic investigation of the relationship between basic psychological need satisfaction and affect. Journal of Positive School Psychology, 5(1), 1–16. https://doi.org/10.47602/jpsp.v5i1.210
  • Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J. L., Haerens, L., La Guardia, J., Lindwall, M., Lonsdale, C., Markland, D., Michie, S., Moller, A. C., Ntoumanis, N., Patrick, H., Reeve, J., Ryan, R. M., Sebire, S. J., Standage, M., & Vansteenkiste, M., (…) Hagger, M. S., Williams, G. C. (2020). A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts. Motivation Science, 6(4), 438–455. https://doi.org/10.1037/mot0000172
  • Timbremont, B., Braet, C., & Roelofs, J. (2008). Handleiding children’s depression inventory (herziene versie). [Manual Children’s Depression Inventory (revised version).]. Pearson Assessment and Information B.V.
  • Van den Bogaard, M., Boven, S., Berg, M., Van den Blokenhoeve, J., & Drost, J. (2020). Cognitieve gedragstherapie bij jeugdigen met een licht verstandelijke beperking en een psychische stoornis. Een handreiking voor behandelaren CGT. [Cognitive Behaviour Therapy in youths with a mild intellectual disability and a mental disorder. A guide for CBT therapists.]. Academische Werkplaats Kajak. Retrieved April 20, 2021, from https://www.academischewerkplaatskajak.nl/wp-content/uploads/2020/02/Handreiking-CGT-A4-v4-DEF-1.pdfonApril%2020,%202021%E2%80%8B
  • Vanhove-Meriaux, C., Martinent, G., & Ferrand, C. (2018). Profiles of needs satisfaction and thwarting in older people living at home: Relationships with well-being and ill-being indicators. Geriatrics & Gerontology International, 18(3), 470–478. https://doi.org/10.1111/ggi.13205
  • Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263–280. https://doi.org/10.1037/a0032359
  • Verhulst, F. C., Van der Ende, J., & Koot, H. M. (1997). Handleiding voor de Youth Self-Report (YSR). [Manual for the Youth Self-Report (YSR).]. Erasmus Universiteit.
  • Wallander, J. L., Dekker, M. C., & Koot, H. M. (2003). Psychopathology in children and adolescents with intellectual disability: Measurement, prevalence, course, and risk. International Review of Research in Mental Retardation, 26, 93–134. https://doi.org/10.1016/S0074-7750(03)01003-6
  • Weeland, M. M., Nijhof, K. S., Otten, R., Vermaes, I. P. R., & Buitelaar, J. K. (2017). Beck’s cognitive theory and the response style theory of depression in adolescents with and without mild to borderline intellectual disability. Research in Developmental Disabilities, 69, 39–48. https://doi.org/10.1016/j.ridd.2017.07.015
  • Yu, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49(1), 115–123. https://doi.org/10.1016/j.adolescence.2016.03.001