The impact of disability on adolescent development

Susan Lindsay, M.S.W. R.S.W.Nipissing University,

March 2008

Adolescence is …

… the most difficult time for all young people.

TRUE OR FALSE??

Contrary to popular opinion …

“ when the environment meets the psychosocial needs of adolescents who are asserting their independence in all ways,(physical, social, cognitive , sexual) adolescence can be a relatively smooth transition.” (Eccles et al, 1993)

What are the stages of adolescent development?

Early (12 – 14 years of age)

Middle (14 – 17 years of age)

Late ( 17 – 19 years of age)

Developmental tasks

Movement toward independenceCareer interestsSexualityEthics and self-direction

Early StageMovement toward independence Career Interests Struggle with sense of identity Moodiness Improved abilities to use speech to

express oneself More likely to express feelings by

action than by words Close friendships gain importance Less affection shown to parents,

with occasional rudeness Realization that parents are not

perfect; identification of their faults Search for new people to love in

addition to parents Tendency to return to childish

behaviour;fought off by excessive activity

Peer group influences interests and clothing styles

Mostly interested in present and near future

Greater ability to work

Early stageSexuality Ethics and self-direction

Girls ahead of boysSame-sex friends and

group activitiesShyness, blushing and

modestyShow-off qualitiesGreater interest in privacyExperimentation with bodyWorries about being

normal

Rule and limit testingOccasional

experimentation with cigarettes, drugs and alcohol

Capacity for abstract thought

Middle StageMovement toward independence Career Interests Self-involvement, alternating between

unrealistically high expectations and poor self-concept

Complaints that parents interfere with independence

Extremely concerned with appearance and with one’s body

Feelings of strangeness about one’s self

Lowered opinion of parents, withdrawal of emotions from them

Effort to make new friends Strong emphasis on the peer group

identity of selectivity, superiority and competitiveness

Periods of sadness as the psychological loss of parents takes place

Examination of inner experiences which may include writing a diary

Intellectual interests gain importance

Some sexual and aggressive energies directed into creative and career interests

Middle StageSexuality Ethics and Self-direction

.concerns about sexual attractiveness

. Frequently changing relationships

. Movement toward heterosexuality /homosexuality

. Tenderness and fears shown toward opposite sex

. Feelings of love and passion

Development of ideals and selection of role models

More consistent evidence of conscience

Greater capacity for setting goals

Interest in moral reasoning

Late StageMovement toward independence Career Interests Firmer identity Ability to delay gratification Ability to think ideas through Ability to express feelings in

words More developed sense of

humour Stable interests Greater emotional stability Ability to make independent

decisions Ability to compromise Pride in one’s work Self-reliance Greater concern for others

Higher level of concern for the future

Thoughts about one’s role in life

Late StageSexuality Ethics and self-direction

Concerned with serious relationships

Clear sexual identityCapacities for tender

and sensual love

Capable of useful insightStress on personal

dignity and self-esteemAbility to set goals and

follow-throughAcceptance of social

institutions and cultural traditions

Self-regulation of self-esteem

Is adolescence that different for adolescents with disabilities?

To assess this, we have to look at research assessing teens’ perceptions of their quality of life, success in life and happiness in external, interpersonal and personal spheres

We need anecdotes , opinions of adolescents with disabilities.

Research says that…Experience less success than able-bodied individuals

in the external and interpersonal spheresLess involved in personal relationshipsMore likely to be divorced, separated or widowedLess likely to have social networks and friends(Hammond and Grindstaff, 1991)less likely to participate in recreational activities or

date, attend college, hold a full-time job , live independently or marry(Fuhrer, 1994, Kokkonen, 1991)

30 – 50 % are engaged in paid employment40 – 45% live apart from parents (Hallum, 1995)

Personal SphereRisk for social isolation (Hallum, 1995)Leisure pursuits tend to be passive and

solitary (Pollock and Stewart, 1990)Females with disabilities have rated

themselves as particularly low in social acceptance (Resnick & Hutton, 1987)

But.. self-esteem still average (Arnold & Chapman, 1992)

What do adolescents themselves say?

Literature provides little information about adolescents personal reflections, opinions,etc

Can’t assume that service providers, educators, parents know what they want!

What do they want?To be happy = getting and doing what one

wants in life (Millar Polgar et al, 1996)To be successful = getting a job, getting an

education, living on one’s ownTo be believed in Support, guidance and encouragement from

significant others (Spekman, Goldberg, 1993)To be accepted by others (Doyle et al,1994)

So, how can you help?Recognize the influence of the educational

environmentGet informed – ongoing learningBe aware of your attitudeIdentify barriers in environment Advocate for appropriate support services

So, how can you help?

Find ways to increase interaction among students

Recognize students’ needs to challenge, right to fail, to take risks

Set realistic expectations for academics and behaviour

Think about

Looking at the “whole person” and look at education from an integrated perspective

Listen to the adolescentsEliminate barriersRemember that adolescents are adolescents

first