PERSONAL IDENTITY IN DEAF ADOLESCENTS

Abstract

Abstract 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. (ProQuest: ... denotes non-US-ASCII text omitted.) Personality development in the deaf is of great interest, and it is evident that adolescents who can cultivate a clear and positive identity after their developmental struggles in adolescence often advance more smoothly into adulthood (1, 2). Identity is a new way of thinking about oneself that emerges during adolescence. It involves a sense of self-unity, accompanied by a feeling that the self has continuity over time. A firmly established identity also provides a sense of uniqueness as a person. The formation of identity in adolescence sets the stage for continual changes in the content of identity through the adulthood. Although the question related to identity development in deaf adolescents seems to be important, not much research has been done in this field (3). A review of the literature helps us to distinguish the central questions that have been posed and the answers that have been put forward. Allowing for the fact that self-concept and identity in the deaf develop in interaction between socio-emotional, cognitive, communicative and linguistic factors, significant differences can be found between deaf and hearing adolescents. Some researchers have explored the differences between the deaf and the hearing in personality development by taking into account social interactions related to the upbringing process that are the basis of feelings of belonging. The importance of the early relationships of the deaf baby and significant adults was pointed out (4) and it was shown that deaf population is weaker than comparison groups in the component aspects of the self. There are generally three factors for deaf children that are directly linked to identity. On the one hand, the attitudes of the parents are critical; parents who approach deaf children's issues related to their hearing loss in a positive way will then impact their children's identity positively. On the other hand, social interaction in a family with deaf children is related to the mode of communication. Effective communication at home can develop adequate social skills (5). If a family has a common mode of communication, deaf children can satisfy their need for safety and understanding. Unsatisfied basic needs lead to identity disturbance (6). Thirdly, the dominant mode of communication is related to linguistic competence. The linguistic competence of deaf students understood as a part of their process of socialisation and the formation of their self-concept is also an important predictor of self-identity. …