Javier Piñeiro-Cossio, Paz Cancino, Ignacia Celis, Saray Santana
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.
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.