1. The impact of disability on adolescent development Susan Lindsay, M.S.W. R.S.W. Nipissing University, March 2008

2. Adolescence is … … the most difficult time for all young people. TRUE OR FALSE??

3. 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)

4. 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)

5. Developmental tasks Movement toward independence Career interests Sexuality Ethics and self-direction

6. Early Stage Movement 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

7. Early stage Sexuality Ethics and self-direction Girls ahead of boys Same-sex friends and group activities Shyness, blushing and modesty Show-off qualities Greater interest in privacy Experimentation with body Worries about being normal Rule and limit testing Occasional experimentation with cigarettes, drugs and alcohol Capacity for abstract thought

8. Middle Stage Movement 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

9. Middle Stage Sexuality 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

10. Late Stage Movement 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

11. Late Stage Sexuality Ethics and self-direction Concerned with serious relationships Clear sexual identity Capacities for tender and sensual love Capable of useful insight Stress on personal dignity and self-esteem Ability to set goals and follow-through Acceptance of social institutions and cultural traditions Self-regulation of self-esteem

12. 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.

13. Research says that… Experience less success than able-bodied individuals in the external and interpersonal spheres Less involved in personal relationships More likely to be divorced, separated or widowed Less 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 employment 40 – 45% live apart from parents (Hallum, 1995)

14. Personal Sphere Risk 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)

15. 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!

16. 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 own To be believed in Support, guidance and encouragement from significant others (Spekman, Goldberg, 1993) To be accepted by others (Doyle et al,1994)

17. So, how can you help? Recognize the influence of the educational environment Get informed – ongoing learning Be aware of your attitude Identify barriers in environment Advocate for appropriate support services

18. 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

19. Think about Looking at the “whole person” and look at education from an integrated perspective Listen to the adolescents Eliminate barriers Remember that adolescents are adolescents first