Well-Being in First Person: A Relational Construction of Psychological Well-Being Among Young People With Intellectual Disabilities.

Background

Psychological well-being (PWB) has become a central construct in contemporary psychology; however, young people with intellectual disabilities (ID) remain largely underrepresented in well-being research. Much of the available evidence relies on proxy reports from caregivers or professionals, limiting understanding of how young people with ID themselves conceptualize and experience well-being. This qualitative study explores the meaning of psychological well-being from a first-person perspective among young people with mild intellectual disabilities.

Method

Thirteen participants (six women and seven men, aged 15-29) took part in semi-structured interviews complemented by mind maps to support expression, organization of ideas and accessible communication. Data were analyzed inductively through line-by-line coding and constant comparison, allowing an emergent thematic structure to develop.

Results

Findings portray psychological well-being as a relational, dynamic and everyday experience, closely linked to feeling accompanied, recognized and capable. Four interrelated dimensions emerged: (1) relationships as a foundation of emotional security and belonging; (2) positive interdependence, in which autonomy is enacted through supported decision-making rather than absolute independence; (3) action, including physical and sporting activities, as a pathway for emotional regulation, competence and identity affirmation; and (4) purpose and recognition, whereby goals acquire meaning through social contribution and validation.

Conclusions

When contrasted with Ryff's eudaimonic model, which positions individual autonomy as its core dimension, an important tension emerges: in this study, autonomy is experienced in relational and interdependent ways. The findings support the need to broaden traditional models of psychological well-being by incorporating relational and contextual perspectives that more accurately reflect how young people with intellectual disabilities experience, construct and sustain well-being in their everyday lives.