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This study explored parents\u2019 experiences of the RILS program journey, shifts in parenting approaches, and the implications of those shifts.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>This study draws on twenty\u2010three qualitative interviews that were conducted with nine parents of youth who attended RILS programs in Ontario, Canada. Three rounds of interviews were conducted at three different time points: Pre\u2010program, 3 months post\u2010program, and 12 months post\u2010program. Data were analyzed using a constructivist grounded theory approach.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The interviews captured parents\u2019 experiences of the RILS program journey and how their parenting changed as a result. Three overarching themes emerged: (1) Anticipation of RILS programs served as a catalyst for experiencing positive and negative tensions in parenting; (2) Parenting shifted following RILS programs; and (3) Where parenting shifts were limited, challenges for youth arose and reduced youth future growth.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Parenting approaches can shift as a result of youth attending RILS programs. These shifts can create complex and challenging implications for parents as they seek to further encourage youths' development. This study offers an understanding of the implications of parenting during youths\u2019 developmental transition of adolescence to adulthood, and offers recommendations to further support parents in sustaining youth development of life skills during this developmental transition.<\/jats:p><\/jats:sec>","DOI":"10.1016\/j.adolescence.2019.10.015","type":"journal-article","created":{"date-parts":[[2019,11,9]],"date-time":"2019-11-09T10:23:19Z","timestamp":1573294999000},"page":"139-146","update-policy":"https:\/\/doi.org\/10.1016\/elsevier_cm_policy","source":"Crossref","is-referenced-by-count":8,"title":["Residential immersive life skills programs for youth with disabilities: Experiences of parents and shifts in parenting approaches"],"prefix":"10.1002","volume":"77","author":[{"given":"Celeste","family":"Duff","sequence":"first","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gillian","family":"King","sequence":"additional","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital Toronto Canada"},{"name":"Department of Occupational Science and Occupational Therapy University of Toronto Toronto Canada"},{"name":"Rehabilitation Sciences Institute University of Toronto Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Amy C.","family":"McPherson","sequence":"additional","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital Toronto Canada"},{"name":"Rehabilitation Sciences Institute University of Toronto Toronto Canada"},{"name":"Dalla Lana School of Public Health University of Toronto Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shauna","family":"Kingsnorth","sequence":"additional","affiliation":[{"name":"Bloorview Research Institute Holland Bloorview Kids Rehabilitation Hospital Toronto Canada"},{"name":"Department of Occupational Science and Occupational Therapy University of Toronto Toronto Canada"},{"name":"Rehabilitation Sciences Institute University of Toronto Toronto Canada"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Alanna E.F.","family":"Rudzik","sequence":"additional","affiliation":[{"name":"SUNY Oneonta Oneonta NY United States"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2019,11,9]]},"reference":[{"key":"e_1_2_9_2_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15327795jra0303_3"},{"key":"e_1_2_9_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1744\u20136155.2009.00223.x"},{"key":"e_1_2_9_4_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0027442"},{"key":"e_1_2_9_5_1","volume-title":"The process of parenting","author":"Brooks J.","year":"2012"},{"key":"e_1_2_9_6_1","volume-title":"Constructing grounded theory: A practical guide through qualitative analysis","author":"Charmaz K.","year":"2006"},{"key":"e_1_2_9_7_1","volume-title":"Research design: Qualitative, quantitative, and mixed methods approaches","author":"Creswell J.","year":"2003"},{"key":"e_1_2_9_8_1","volume-title":"Rethinking disability: World perspectives in culture and society","author":"Devlieger P.","year":"2018"},{"key":"e_1_2_9_9_1","unstructured":"C.Duff A.C.McPherson G.King.Residential immersive life skills programs: A catalyst for facilitating emotional literacy development for youth with disabilities.Developmental Neurorehabilitation201910.1080\/17518423.2019.1657198"},{"key":"e_1_2_9_10_1","unstructured":"C.Duff A.C.McPherson G.King S.Kingsnorth.Deconstructing residential immersive life skills programming through a pedagogical lens: Mechanisms that can facilitate learning for youth with disabilities.Journal of Research in Special Educational Needs201910.1111\/1471\u20133802.12470"},{"key":"e_1_2_9_11_1","volume-title":"Life skills training: Preventive interventions for young adolescents. 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