Life Story Work reveals identity construction in young people with intellectual disability

This qualitative narrative research study explored how 8 young people with intellectual disability construct and negotiate their identities using Life Story Work methodology. The study design involved narrative analysis of life stories, though specific setting, follow-up duration, and comparator were not reported. The population consisted of young individuals with intellectual disability, with no quantitative outcomes or effect measures collected.

Main findings from the narrative analysis revealed that participants primarily defined themselves through roles, relationships, interests, values, and personal characteristics rather than through diagnostic labels. Disability emerged as a contextual dimension of identity rather than its defining core. Narratives revealed ongoing negotiations between self-perception and externally imposed meanings of disability, particularly in relation to social stigma and others' attitudes. Family relationships and a strong sense of belonging played a central role in fostering positive identity construction, and life stories documented identity as a dynamic and evolving process shaped by key life transitions.

Safety and tolerability data were not reported in this qualitative study. Key limitations include the small sample size of 8 participants, the descriptive and exploratory nature of the findings, and the absence of quantitative measures or causal inferences. The study highlights the value of life stories as spaces for identity construction and resistance to deficit-oriented disability discourses, underscoring the potential of inclusive, narrative methodologies for advancing more person-centered and socially just understandings of identity. However, clinicians should interpret these findings as preliminary insights rather than definitive evidence due to the study's qualitative design and limited generalizability.