IMPACT OF PSYCHO-SOCIAL

IMPLICATIONS/IMPACT ON PWD/ THEIR

FAMILIES & PEER GROUPS

Santosh D Yadav

Head of Department (TTC)

Shri Shah K.L. Institute for the

Deaf

SCOPE OF THE PRESENTATION

Models of

Disability

Meaning of

Psychosocia

lWellbeing

Meaning and Definition of Psycholosocial

The psychosocial approach looks at individuals in the context of the

combined influence that psychological factors and the surrounding social

environment have on their physical and mental wellness and their ability to

function.

Psychosocial term refer mind's ability to, consciously or unconsciously, adj

ust and relate the body to its social environment.

The definition of psychosocial is relating to the combination of

psychological and social behavior.

Psycholosocial Development

Psychosocial development the development of the personality, including the acquisit

ion of social attitudes and skills, from infancy through maturity.

The primary theory of psychosocial development was created by Erik Erikson, a

German developmental psychologist.

Erikson divided the process of psychological and social development into eight stages

that correspond to the stages of physical development.

At each stage, according to Erikson, the individual faces a psychological conflict

(सघंर्ष) that must be resolved (सलुझा) in order to progress developmentally.

Approximate Age Basic Virtues Psychosocial Stages Relationship Skills

Infancy0-2 years

Hope and Drive

Trust vs. mistrust Mother Feeding, being comforted

Early Childhood2–4 years

Will Power Autonomy vs. shame and doubt

Parents Toilet training, clothing Self

Preschool age4–5 years

Purpose Initiative vs. guiltFamily

Using tools or making art

School age6–12 years

Competence Industry vs. inferiority Neighbors, school

School, sports

Adolescence13–18 years

faithfulness & Devotion

Identity vs. role confusion

Peers, role model

Social relationships

Early adulthood19–40 years

Love & Affection

Intimacy vs. isolation Friends, partners Romantic relationships

Adulthood40–64 years

Care & Production

Generativity vs. stagnation

Household, workmates

Work, parenthood

Maturity65-death

Wisdom Integrity vs. despair Mankind, my kind

Reflection on life

Eight Stages of psychosocial Development

well-being

The concept of well-being is closely

related to the concept of the quality of

life.

Both concern the satisfaction of material,

biological, psychological, social, and

cultural needs and demands of an

individual, which are necessary for his

satisfaction with life.

well-being

Different disciplines have examined different aspects of well-being that include the

following

Physical well-being.

Economic well-being.

Social well-being.

Emotional well-being.

Psychological well-being.

Life satisfaction.

Domain (cognitive, affective & psychomotor)specific satisfaction.

Engaging activities and work.

Issues in psychosocial development of children with disabilities

Specifically an inclusive policy would address issues like …

Issues

Discrimination

Positive Relations

Healthy Acceptance

Lack of concentratio

nUnavailabilit

y of resources

Harassment

Physical environment of the school

Negative attitudes of parents and

society

Models of Disability

Traditional Model

Charity Model

Medical Model

Social Model

Human Right Model

Traditional Models

Disabilities as:-

Will of God/test from God-

Divine punishment

-More humane to end “life of

pain/suffering”

Charity Models

People with disabilities considered:

inferior, useless, dependent

A burden to society, live on charity, lower social

status

Families hide them out of shame

ISSUE

An individual with one or more conditions or impairments who

has the ‘problem’

Can’t communicate

Is troublesome

Needs help to do things

Requires medication

Can’t understand

Depends on a hearing aid

Can’t walk

restricted to wheelchair

Medical Model

ISSUE

Disabling environment

Negative attitudes

Barriers

Discrimination

Inaccessible transport

lack of support

Poverty

Lack of accessible

informationNegative perceptions

Too few Sign Language

Interpreters

Lack of understanding

from others

Poorly designed buildings

The social Model of disability

Human rights models

Recognizes that disability is a part of society

More comprehensive and global

Civil and political rights (voting, freedom of

expression )

Equal opportunities and full participation in

political and social life.

Domains of Psychosocial Support Services

Skills and Knowledge (Cognitive)

Emotional and Spiritual

wellbeing

Social

Wellbeing

PSYCHOSOCIAL SUPPORT FOR CHILDREN IN THE CONTEXT OF DISABILITY

Age group /

area of focus

Issues for children with

disabilities in emotional wellbeing

Relevant Psychosocial interventions

0–6 years Children with disabilities like all

children require stimulation, love

and care from a consistent

caregiver.

Provide caregivers with adequate

information regarding how to nurture a

child with a specific disability.

7–12 years Inability to reach their goals

because of disability may lead to

frustration and a feeling of

helplessness and inferiority.

School activities should include

awareness programs so that negative

attitudes to disability can be dealt with

at school.

13–17 years Children with disability who mostly

rely on others to get tasks done will

find it difficult to have a positive

self image and identity.

Have programmes that empower

children with disability to make their

own choices with regards to their

future

Contd.

Age group /

area of focus

Issues for children with disabilities

in Social wellbeing

Relevant Psychosocial interventions

0–6 years Children with disabilities may have

limited opportunities to explore their

environment which can lead to failure to

develop meaningful social relationships

with other

children

Development of a strong support system

which should include the whole family and

community.

Connect the family to Early Childhood

Development services that provide support

to children with disability

7–12 years Children with disabilities have less

access to schools, learning and

recreational facilities

Create an friendly environment which will

allow children with disability to receive

support from peers within the school

13–17 years Children with disabilities have limited

access to recreational activities. Taking

part in recreational activities helps

children with disability to form new

relationships

Age, gender and disability appropriate

recreational activities e.g. sport, drama

clubs

Contd.

Age group /

area of focus

Issues for children with

disabilities in Skills and

Knowledge

Relevant Psychosocial interventions

0–6 years Failure by caregivers to recognize what

children with disability can do for

themselves

Focus on building skills of caregivers to

support children with disability.

7–12 years Children with disabilities have less

access to schools and learning

Connect children with disability to

inclusive education and special needs

support.

Develop programmes that focus on

building the life skills of children with

disability

13–17 years Children with disability may have poor

education and poor preparation for

vocational life after school

Provide vocational training for children

with disabilities and for potential

employers

Conclusion

Students with disabilities, those living with a disabled

household member and their caregiver are particularly vulnerable

to a number of stressors that have the potential to influence the

child’s psycho-social wellbeing and development. Also Identify

the gap and bridge with psychosocial development.

References:

Bruck, I., et al., Developmental milestones of vertically infected HIV infected and

seroreverters children. Arquivos de Neuro-Psiquiatria, 2001 59: p. 691–695.

Campbell, C. and C.A. Foulis, Creating contexts for effective home-based care of

people dying of AIDS in South Africa. Curationis, 2004. 27(3): p. 5-14.

Gaughan, D.M., et al., Psychiatric hospitalizations among children and youths with

human immunodeficiency virus infection. Pediatrics, 2004. 113: p. 544–551.

Palmer S., Heyne L, Montie J, Abery B, and Gaylord V. (Eds.). (2011). Supporting

the Social Wellbeing of Children and Youth with Disabilities, Impact: 24:1.

Retrieved May 20, 2012 from http://ici.umn.edu/products/impact/241/default.html