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Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK

Sideropoulos, Vasileios; Kye, Hyelin; Dukes, Daniel; Samson, Andrea C; Palikara, Olympia; Van Herwegen, Jo; (2021) Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK. PsyArXiv Preprints: Ithaca, NY, USA. Green open access

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Abstract

The present study explored the effects of the pandemic on individuals with Down Syndrome (n= 67) compared to other SEND diagnoses (n= 48) and their Typically Developing Siblings (n= 56). In total, 115 caregivers reported on their own anxiety and worries as well as of their children. Anxiety levels for individuals with Down syndrome appeared to be lower compared to other SEND populations and to Typically Developing Siblings. In terms of worries, individuals with Down Syndrome worried more about social-related worries but worried less about family- related aspects compared to the other groups. In sum, individuals with Down Syndrome might show less anxiety but still worried more about specific aspects related to the impact of COVID-19 pandemic on their lives.

Type: Working / discussion paper
Title: Anxiety and Worries of Individuals with Down Syndrome During the COVID-19 Pandemic: A Comparative Study in the UK
Open access status: An open access version is available from UCL Discovery
DOI: 10.31234/osf.io/vumct
Publisher version: https://doi.org/10.31234/osf.io/vumct
Language: English
Additional information: This is an Open Access article published under a Creative Commons Attribution 4.0 International (CC BY 4.0) Licence (https://creativecommons.org/licenses/by/4.0/).
Keywords: COVID-19, Down syndrome, anxiety, worries,SEND,predictors
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10143088
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