Perspectives on self, relationships, and social engagement: siblings of adults with intellectual and developmental disabilities
Bibliographic record
Abstract
Objectives This study explored perspectives on self, relationships, and social engagement among siblings of adults with intellectual and developmental disabilities in South Korea.Methods Discussions among seven Korean participants aged 22 to 31 were analyzed with a focus on their perceived changes. Guided by Bronfenbrenner’s ecological systems theory, thematic analysis identified 10 subthemes within three overarching themes: personal growth and inner journey, relational awareness, and social engagement and navigation.Results Siblings of adults with intellectual and developmental disabilities described significant personal growth, characterized by embracing imperfection, cultivating resilience, and fostering self-acceptance. Many said they found unexpected comfort and meaning in the simplicity of daily life, which contributed to a deeper sense of emotional balance. These transformative experiences gradually reshaped their interpersonal relationships, shifting from longstanding feelings of emotional burden and obligation toward greater autonomy, emotional independence, and more reciprocal, empathetic connections. Participants also reported a heightened awareness of societal biases and ableist assumptions, which prompted them to critically reflect on their beliefs and attitudes. Through this process, they developed more inclusive and socially conscious perspectives.Conclusions Findings highlight the need for targeted interventions that support both personal development and relational resilience among siblings of individuals with intellectual and developmental disabilities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".