PERSONAL IDENTITY IN DEAF ADOLESCENTS

• Main Author: Joanna KOSSEWSKA
• Format: Article
• Language: English
• Published: Faculty of Philosophy, Institute of Special Education and Rehabilitation 2008-06-01
• Series: Journal of Special Education and Rehabilitation
• Online Access: http://jser.fzf.ukim.edu.mk/pdf/20081-2/67-75_PSIHOLOSHKI-PEDAGOSHKO%20TRETMAN-2%20Joana%20Kosevska.pdf
• ISSN: 1409-6099; 1857-663X

The purpose of this study was to investigate the factors influencing the identity deaf adolescents. The study involved 67 deaf adolescents (38 boys and 29 girls aged 16 to 19 students of secondary school). Ninety-three hearing children constituted a comparison group. The structure of identity was explored on the basis of identification references given by the subjects who were to reply in writing, 20 times running, to the question: „Who Am I?” the test, adapted from M. H. Kuhn and T. S. McPartland by Martines and Silvestre (1995) given in written and signed mode.Results showed that the hearing status as well as mode of communication influence the description of personal identity. It was found that deaf adoles­cents used more descriptions especially in the fol­lowing categories: Civil Status, Body and Physical Appearance, Tastes and Activities, Friendship and Relationships, Personal and Social Situation, Negative Personal Traits, and Neutral Personality Traits. Although this study could demonstrate im­pact independent variables on identity, the data raise the need for further, preferably longitudinal, research. This complex phenomenon has to be examined more closely.Combined self-descriptive processes lead to the development of an organized, learned and dynamic identity, and subjective description of an individ­ual has strong emotional consequences for the in­dividual in question.