Journal of applied research in intellectual disabilities : JARID · 2026
Developing Peer-Mentored Cognitive Behavioural Therapy for Adolescents With Mild-To-Borderline Intellectual Disability and Anxiety: A Qualitative Study.
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Langereis Iris, Rahemenia Jasmin, Pols Renske D, Bos Marieke G N, Bexkens Anika
Аннотация
BACKGROUND: Youth with intellectual disabilities are at increased risk of developing anxiety disorders. Adapted CBT shows potential for youth with intellectual disabilities, but evidence for effectiveness is limited and mixed, urging the need for further optimisation. This study aims to develop a peer-mentored CBT intervention, together with and for youth with mild-to-borderline intellectual disability and anxiety, based on scientific evidence, clinical expertise and patient preferences.
METHODS: In the intervention development phase, 40 stakeholders (youth with intellectual disability, parents, therapists, experts by experience) took part in focus groups and interviews, providing insight into clinical expertise and patient preferences.
RESULTS: Stakeholders expected peer-mentored CBT to result in anxiety reduction and increased self-esteem, due to maximised exposure and inclusion of a peer-mentor. Stakeholders identified barriers and provided their views on solutions.
CONCLUSIONS: Stakeholders see potential in peer-mentored CBT. Including youth with intellectual disability was feasible and led to important insights for intervention development.
METHODS: In the intervention development phase, 40 stakeholders (youth with intellectual disability, parents, therapists, experts by experience) took part in focus groups and interviews, providing insight into clinical expertise and patient preferences.
RESULTS: Stakeholders expected peer-mentored CBT to result in anxiety reduction and increased self-esteem, due to maximised exposure and inclusion of a peer-mentor. Stakeholders identified barriers and provided their views on solutions.
CONCLUSIONS: Stakeholders see potential in peer-mentored CBT. Including youth with intellectual disability was feasible and led to important insights for intervention development.