IDENTITY PATTERNS AND SELF-PERCEPTIONS AND TEACHER-PERCEPTIONS OF PROBLEMS FOR DEAF ADOLESCENTS - A RESEARCH NOTE

被引：11

作者：

COLE, SH ^{[1
]}

EDELMANN, RJ ^{[1
]}

机构：

[1] UNIV SURREY,DEPT PSYCHOL,GUILDFORD GU2 5XH,SURREY,ENGLAND

来源：

JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES | 1991年 / 32卷 / 07期

关键词：

DEAFNESS; IDENTITY; ADOLESCENCE;

D O I：

10.1111/j.1469-7610.1991.tb00355.x

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The present study investigated self- and teacher-perceptions of deaf adolescents in relation to cultural identity. Fifty-one deaf adolescents completed the Porteous Checklist and Deaf Identity Scale presented in British Sign Language. Subjects were assigned to deaf, hearing or dual identity groups. Results suggest that deaf adolescents' self-perceived concerns are not dissimilar in content or severity to those of their hearing peers, although certain issues may assume a particular significance in the presence of deafness. The hypothesis that the hearing identity group would report most problems was not supported. Teachers rated the dual identity group as having the fewest difficulties.

引用

页码：1159 / 1165

页数：7