IJARP

International Journal of Advanced Research and Publications (2456-9992)

High Quality Publications & World Wide Indexing!

Physical Motor Deficiency In Adolescence - A Psychological Profile From The Development Perspective

Volume 3 - Issue 4, April 2019 Edition
[Download Full Paper]

Author(s)
Marinela Rusu
Keywords
adolescence, depression, personality, physical motor deficiency.
Abstract
This paper addresses, both theoretically and experimentally, the complex problem of teenagers with physical motor deficiency (PMD). Is presented first the etiology and define the specialty terms regarding physical, motor impairment. In order to outline the psychological profile of teenagers from the perspective of personality development, a methodological investigation was carried out, involving the application of a set of psychological tests with deep resonance within the personality (Woodworth-Mathews / WM Personality Inventory, Introversion-Extraversion-Neurosis / Eysenck Test, Depression-Anxiety Questionnaire / DE-AN). The statistical results obtained in the two groups of teenage girls who participated in the experiment (basic group - teens with PMD and the control group - teens without physical deficiencies) are presented and compared. The interpretation of the obtained results gives us interesting data on the special psychological profile of people with physical deficiency. The elements of novelty and interest were followed. The findings of the investigation highlight the need to seriously address the PMD issue in terms of social integration, psychological counseling for these young people but also to change as far as possible the perception and attitude of society towards physical disability. The experimental analysis presented here is enrolled in a more comprehensive project on teenagehood deficiency, conducted by the author in previous years.
References
[1] Adler, A., (1970), L’enfant difficile, Paris, Payot.

[2] Allen, F., Pearson, C., (1988), The emotional problems of the physically handicapped child, British J. Med. Psychol. Nr.8, 1988.

[3] Antonak, R. & Livneh, H., (1988), The measurement of attitudes toward people with disabilities: Methods, psychometrics and scales. Springfield, IL: Charles C. Thomas, p. 157, 241.

[4] Baciu, C., (1981), Aparatul locomotor, Bucureşti, Ed. Medicală, p. 41.

[5] Barton, L. (ed.)(1996), Disability and society:Emergingissues and insights. New York: Addison Wesley Longman.
[6] Bernie Spain, Elizabeth M. Anderson, Lynda Clarke, (1982), Disability in Adolescence, Methuen, London, p. 56.

[7] Cantril, H., (1987), The concept of transaction in psychology and neurology, New York: Mcmillan, p. 53.

[8] Covic, M., (1970), Cauzele şi mecanismele de producere a malformaţiilor congenitale, în Rev. Oftalmologia, nr. 4, nov./dec. Bucureşti, vol. XIV, p. 87.

[9] Denischi, A., (1968), Malformaţiile congenitale ale aparatului locomotor, Bucureşti, Ed. Medicală, p. 16.

[10] Dolto, François, (1988), La difficulté de vivre, PUF, Paris, p. 85.

[11] Erikson, Erik, (1968), La crise d’identité en adolescence, PUF.

[12] Ifrim, M., (1986), Antropologie motrică, Ed. Ştiinţifică şi Enciclopedică, Bucuresti.

[13] Meisel, Julius, C., (1986), Mainstreaming Handicapped Children:Outcomes, Controversies, and New Directions, Lawrence Erlbaum Associates, Hillsdale, NJ, p. 152-157.

[14] Nuttin, J., (1965), La structure de la personalité, Paris, PUF, p. 38.

[15] Popa, M., (1993), Endocrinopediatrie şi auxologie– actualităţi, Ed. Cerna, București, p. 17.

[16] Robănescu, N., (1992), Reeducarea neuromotorie, Ed. Med., Bucuresti.

[17] Rusk, H., Taylor, E., (1988), Living with a disability, Garden City, N.-Y., Blakiston.

[18] Rudică, T., (1987), Nivelul optimal al frustrării în vol. Aspecte ale Psihopedagogiei recuperării şi reintegrării, Univ. ”Al. I. Cuza”, Iaşi.

[19] Rudică, T., (1992), Maturizarea personalităţii, Ed. Junimea, Iaşi.

[20] Rusu, Marinela, (1995a), Conduite compensatorii la adolescenţii deficienţi fizic în rev. Educaţia specială, nr.1, București, p. 12-18.

[21] Rusu, Marinela, (1995b), Compensarea – element revelatoriu în adaptarea individuală în vol. Psihologia între tradiţie şi inovaţie, coord. A. Munteanu, Ed. Mirton, Timişoara, p. 232-239.

[22] Rusu, Marinela, (1996), Anxietate – conştiinţă de sine şi expectanţă în rev. Psihologia, nr.8, Bucuresti, p.17-23.

[23] Rusu, Marinela, (2002), Trăiri afective şi compensări, Editura Sapientia, Bucureşti.

[24] Sage, G., Laker, A. (2003), The Future of Physical Education: Building a New Pedagogy, Routledge. New York.

[25] Shapiro, Arthur, (2000), Everybody Belongs:Changing Negative Attitudes toward Classmates with Disabilities, Routledge Falmer, New York.

[26] Spain, B., Elizabeth M. Anderson, Lynda Clarke, (1982), Disability in Adolescence, Methuen, London.

[27] Verza, E., (1996), Psihopedagogie specială, E.D.P., Bucureşti, p.105.

[28] Verbrugge, Martha H., (2012), Active Bodies: A History of Women's Physical Education in Twentieth-Century America, Oxford University Press, New York.

[29] Vlad, T., Vlad, C., (1978), Psihologia şi psihopatologia comportamentului, Ed. Militară, Bucuresti, p. 42.

[30] Wright, B., (1960), Psychical disability. A psychological approach, New York, Evanston: Harper and Row.