Parent-Youth Relations and Adjustment of Youth with and without Learning Disabilities
Référence bibliographique 
Zinck, Lana Catherine. 2007. «Parent-Youth Relations and Adjustment of Youth with and without Learning Disabilities». Thèse de doctorat, Montréal, Université McGill, Département de psychopédagogie et psychologie du counseling.
Intentions : « [...] the overarching goal of the dissertation was to explore the contribution of specific parent-youth relationship variables to emotional, social, behavioural, and academic adjustment in a sample of youth with and without LD [learning disabilities]. » (p. 95)
Échantillon/Matériau : « The final sample consisted of 104 youth (48 males, 56 females) [...]. The sample was subdivided into two groups: 52 youth with learning disabilities (LD; 24 males, 28 females) and a matched sample of 52 youth without LD (NLD). [...] The sample also included the youth’s mothers (N = 102) and fathers (N = 83). » (p. 99)
Instruments: « The measures administered to the youth in the present study included a short form IQ test and brief academic achievement test, as well as a test of phonological processing. Self-report questionnaires assessing youths’ social, emotional, academic, and behavioural adjustment were administered, in addition to measures examining the youths’ perceptions of their relationship with their mother and father. The youth themselves were considered to be the most valid reporters of their emotional and behavioural problems as parents are not often privy to information regarding youths’ psychological state or involvement in antisocial acts outside of the family. Therefore, self-report measures were used as indicators of youth adjustment (Simons, Johnson, & Conger, 1994). Maternal interviews included questionnaires relating to demographics, their child’s behaviour at home, and their perceptions of their relationship with their child. Whenever possible, fathers also completed questionnaires regarding their perceptions of their relationship with their child. » (p. 111)
Type de traitement des données : Analyse statistique
« Results revealed that the parent-child relationship variables differentially predicted various domains of adjustment for youth with and without LD. For youth with LD, perceptions of problematic maternal control and involvement significantly predicted emotional distress and behaviour problems, and were inversely related to psychosocial adjustment. The communication variables did not significantly contribute to the prediction of any adjustment area. In contrast, for youth without LD, perceptions of problematic maternal control and involvement only predicted behaviour problems. However, perceptions of poor maternal problem solving and clarity of communication predicted a significant and unique amount of variance in emotional distress and psychosocial maladjustment, respectively. Surprisingly, poorer maternal problem solving was also predictive of academic adjustment for NLD youth. Overall, the results suggest that youth with and without LD appear to benefit from a different kind of support from their parents during the period of early adolescence. While healthy levels of parental control and involvement are important for youth with LD, it appears that engaging in constructive communication with parents is more important for NLD youth. Implications for school psychologists are discussed in light of potential domains of intervention for parents and youth with and without LD. » (p. ii-iii)