The Lived Experience: Perspective of an Adolescent with Physical Disabilities using a Service Dog Brenda Pratt PT MS PCS, Dawn Hall PT PhD, Kristen Greif SPT, Michelle Kosner SPT The Department of Physical Therapy and Health Sciences Introduction Results The adolescent with a significant physical disability has many obstacles to meaningful interaction with their families, peers, and environment. These obstacles can interfere with the psychosocial development of adolescence. Psycho-social development in adolescence include establishing an identity and autonomy, achievement (life goals), intimacy and sexuality.1 Identity is a sense of values/beliefs, occupational goals, and relationship expectations. The teenage years are a time where an individual tries to find where they ‘fit (or don’t fit).’ Establishing autonomy refers to being independent from others. By establishing autonomy during adolescence , a teen becomes independent from parents and self-governing. The teen is able to live by their own principles of right and wrong. They are less emotionally dependent on parents and rely more on friends. The achievement of autonomy allows the teen to become self-sufficient in society. Achievement (Life Goals) refers to the relationship between the current abilities and plans for the future using these abilities. Teenage years are a time to develop life goals and aspirations while exploring abilities. Intimacy is the ability to create open, honest, and caring relationships. These relationships can be between friends or romantic in nature. Becoming comfortable with one’s sexuality is important in the teenage years. In Walter’s narrative four areas of psycho-social development were identified. Walter discussed his life before and after receiving his service dog. Identity/Intimacy: Walter describes himself as just a regular kid, a dog lover, tough, an analyzer, and observant. Before his service dog, Walter felt that his physical disability was a barrier to others getting to know him. …they wouldn’t really know how to approach me because they didn’t know what I was like or anything like that, but once I get to talking to people then they start to know that I’m just a regular kid. Walter feels the service dog facilitates interactions with others. …they’d come up to pet Jack and then they’d start talking to me, and you know, that starts the conversation. …I stand out a lot more with Jack (service dog) next to me … He definitely helps me with getting noticed and getting people to talk to me more. They notice the wheelchair and the vent (ventilator) less ….I like it, I like being noticed. Autonomy: Walter requires assistance to do most physical tasks. …if I drop my game controller…my brothers usually don’t like to get it for me…I would have to wait, beg my brothers or bribe them with something to get it. Even though Walter will continue to need assistance from people, his independence and privacy is enhanced by the dog providing physical assistance with tasks previously performed by people. …not having to rely on other people, he (the dog) picks everything up for me, turns off a light…or if I want to go to my room…he can open (door) it for me. I am my own person. I don’t have to wait on other people to help me out ‘cause Jack is always going to be there and everything is faster and easier with him around. Purpose Achievement (Life Goals): Walter has the goal of getting a degree in communications and be an announcer for professional wrestling. He states that he is more confident in his social interactions and enjoys being around people when he has his service dog by his side. Walter now participates in class discussions and group projects, compared to before having his dog. These traits can help him excel in his future education and life goals. To discover the influence of a service dog usage on the activities of life and social well being of the adolescent with significant physical disability. Methods Subject: A 15-year-old male (Walter) with spinal muscular atrophy (SMA), between types 1 and 2. He was a 10th grade student attending general education classes at his neighborhood school. He had limited active range of motion and strength in all musculature, a stabilized scoliosis, and a tracheotomy. He was dependent in all activities of daily living and used a ventilator. Mobility was possible with a power wheelchair. He had worked with his service dog for 13 months. Methods: Semi-structured interviews of subject recruited through service dog organizations in Illinois. Data Analysis: Phenomenological explication – identification of essential features and relationships Conclusion References The subject’s narrative showed the service dog acts as a conduit for greater physical independence, social interactions, and privacy. Increased social engagement with family and peers may enhance the development of personal identity and intimacy. The increased in independence may support the development of autonomy and life goals. For the rehabilitation professional, service dog usage may be considered a supplemental service to traditional assistive devices and services. Ruffin N., Adolescent Growth and Development. Virginia Cooperative Extension web site. http://pubs.ext.vt.edu/350/350-850/350-850.html. Accessed on April 4, 2011.