Helping Young Adults with Learning Disabilities Make a Transition into Adulthood: A Family Groupwork Approach
Référence bibliographique 
Shmorgun, Ziva. 1998. «Helping Young Adults with Learning Disabilities Make a Transition into Adulthood: A Family Groupwork Approach». Mémoire de maîtrise, Montreal, Université McGill, École de travail social.
Intentions : « To begin with the following research will attempt to identify the similarities and differences between young adults with learning disabilities and young adults without learning disabilities as they make the transition from school to work. The second objective of this paper will be to examine whether the intervention of groupwork is an effective modality in changing attitudes and behaviours of both young adults with disabilities and their parents. The final objective is to analyze the critical themes from the parents and young adults group that were found to be persistent obstacles in forming more supportive and ’healthy’ relationships between young adults with learning disabilities and their parents. » (pp. 6-7)
Échantillon/Matériau : - « The young adults and parents group met for six sessions twice a month. » (p. 3) - « A small group sample of five young adults, six parents, and one sister, not randomly chosen. » (p. 7)
Type de traitement des données : Analyse de contenu
« This study examines the relationship between parents and their adult children with learning disabilities as they go through the important transition of becoming more fully integrated into society. The following research is based on the young adults and parents group which is a part of pilot comprehensive work retraining project ’connexion’. Five developmental themes were identified: unrealistic expectations, self-confidence, dealing with authority, independence and personal relationships. The main elements of groupwork that were found to be central in working with young adults with disabilities were development of trust and disclosure, group cohesion, social skill training, attitude change and the role of the facilitator. In addition, including parents in the group was found to be critical in helping young adults with learning disabilities begin to address and resolve their developmental needs. Recommendations for future groups are made and discussed. » (abstract)