Identity Development in German Adolescents with and without Visual Impairments

Autor/inn/en	Pinquart, Martin; Pfeiffer, Jens P.
Titel	Identity Development in German Adolescents with and without Visual Impairments
Quelle	In: Journal of Visual Impairment & Blindness, 107 (2013) 5, S.338-349 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0145-482X
Schlagwörter	Foreign Countries; Identification (Psychology); Visual Impairments; Comparative Analysis; Blindness; Adolescents; Questionnaires; Secondary School Students; Behavior Problems; Student Characteristics; Gender Differences; Age Differences; Parent Background; Parents; Educational Attainment; Peer Relationship; Parent Child Relationship; Teacher Student Relationship; Germany; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Visual handicap; Sehbehinderung; Blindheit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fragebogen; Sekundarschüler; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Elternhaus; Eltern; Bildungsabschluss; Bildungsgut; Peer-Beziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Deutschland
Abstract	Introduction: The study reported here assessed the exploration of identity and commitment to an identity in German adolescents with and without visual impairments. Methods: In total, 178 adolescents with visual impairments (blindness or low vision) and 526 sighted adolescents completed the Ego Identity Process Questionnaire. Results: The levels of identity exploration and making commitments, as well as the distribution of identity statuses, did not differ between the two groups. However, adolescents with congenital visual impairments showed lower levels of identity exploration than their peers with acquired visual impairments. In addition, more severe disability was associated with less exploration of identity. Furthermore, levels of identity exploration and commitment varied by age, parental education, levels of social support, and levels of problem behavior. Discussion: The findings indicate that adolescents with visual impairments do not fall behind sighted adolescents in developing a sense of identity. Implications for practitioners: Adolescents who are congenitally blind or have a high level of disability may need support in exploring and accessing information on future opportunities. (As Provided).
Anmerkungen	American Foundation for the Blind. 11 Penn Plaza Suite 300, New York, NY 10001. Tel: 800-232-5463; Tel: 212-502-7600; e-mail: afbinfo@afb.net; Web site: http://www.afb.org/store
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10