Transition to adulthood: mental retardation, families, and culture

Abstract

A conceptual model was proposed guiding a study of mental retardation and family well-being during the transition from late adolescence into young adulthood. The developmental period from about age 18 to 26 is critical, in that formal schooling ends and changes in residential, vocational, and social status are likely. Furthermore, the proposal was made that the success of transitional experiences in these three realms will influence family well-being, an outcome of primary interest at this stage of the lifecycle of the family. Individual characteristics, environment and culture, and family involvement with programs are hypothesized to influence family well-being, but primarily through their impact on transition success.