Abstract
ABSTRACT Our study examined college students with intellectual or developmental disabilities participating in a 10-week, hybrid psychoeducational-counseling group derived from a wellness counseling intervention. We aimed to understand its impact on their perceived wellness and group dynamics. Using a mixed methods design with convergent approach, we found a decrease in wellness scores but no significant changes in group dynamics. Qualitative analysis revealed three themes: understanding of wellness, outside of group wellness context, and experience in the group. This study sheds light on the experiences of college students with IDD in wellness groups, informing future research and counseling services for this population.
Published Version
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