Abstract
Being a relative of children with mild intellectual disability brings both joy and woe. Unfortunately, many face challenges and lack of support to a degree that their health is affected. The transition phase, when children are expected to move out and live more independent lives, can be particularly demanding. Psychoeducation may contribute to making relatives such as parents or foster parents better equipped to handle this phase. In this study we asked: How do relatives of young adults with mild intellectual disability experience participating in a psychoeducational course? We interviewed seven participants who attended such a course and analyzed data thematically, resulting in three themes: (a) The importance of knowledge, (b) Security and community provide space for sharing, and (c) Challenges related to "letting go." The results indicate that relatives recognize both a need for and benefit from psychoeducative courses. We discuss the findings in light of relevant research and theory.