Intellectual disability, traditionally evaluated only in terms of mental retardation, has now been recognized as a complex condition whose (contextual and personal) environmental factors crucially contribute to determine quality of life and psychological well-being. Such change of perspective, well-represented by the introduction of the I.C.F. system (International Classification of Functioning, Disability and Health), identifies health not as a static condition, but as a process determined by several factors that affect each other mutually. The condition of well-being and adaptation to environmental demands is related to biological functioning, but also to the individual’s personal history, motivational and emotional dimensions that affect self-esteem, self-efficacy, resilience and coping style. These factors, however, may not be found in the I.C.F. classification system as independent factors. Still less are an individual’s positive subjective experiences and psychological resources taken into consideration, which, however, are in general scarcely studied in the context of intellectual disabilities. In light of these assumptions, this paper aims to assess personality traits, perceived experiences and resources used in the management of specific tasks by adolescents with intellectual disabilities. The research participants were 52 adolescents with intellectual disabilities and their parents (one parent for each adolescent). The parents completed the “Need for Closure” questionnaire and a questionnaire on five personality factors (Big Five Inventory). The adolescents performed concrete tests belonging to a specific assessment tool called “Skills Passport”, aimed at the observation of how stressful situations and difficulties, error situations and advice and help offered by adults are dealt with. At the end of each test, the students completed a questionnaire (adapted from the Flow Questionnaire; Delle Fave, Massimini & Bass, 2011) aimed at self-assessment of cognitive, emotional and motivational characteristics of the experience they had during the test. At the same time, the examiner who had administered the test completed a questionnaire (items taken from EZPQ - Edward Ziegler Yale Personality Questionnaire, Ziegler, Bennet-Gates, 1999) concerning the commitment and involvement shown by the pupil during the task, and provided an assessment of the student’s performance during the test. The data thus collected allowed us to (a) verify the presence in the sample of the three stable configurations of personality as described in the literature; (b) analyze the results obtained by participants in three structured tasks of a practical kind, assessing the associated experience at the cognitive, emotional and motivational level, as well as the perception of success and commitment; (c) identify correlations between personality types and decision-making style and the experience of competence that students with disabilities have, thanks to the effective use of the aid provided by the experimenter when performing the tasks. The results of the BFQ appear in line with the benchmark values of researches conducted on adolescents. However, the standardized scores of the five dimensions of personality give rise to a different cluster configuration compared to other available studies. This finding is consistent with the operating traits of individuals with mental retardation and has been reflected in studies that identify the relationships between personality factors, cognitive styles and identity styles. Moreover, there emerged a less significant importance of the IQ compared to personality factors and decision-making style in the solution of the practical tasks proposed, where the greater or lesser ability to use outside help to deal successfully with the tasks emerged as a crucial element. The study shows that it is possible to recognize individual traits and psychological personality that, through the principle of “subject-task compatibility”, enable experiences of competence and self-efficacy, as indicated by the constructs of Positive Psychology and that, through the instruments used, it is possible to examine such aspects even in the case of people with intellectual disabilities, “giving voice to their experience”.
La disabilità intellettiva, tradizionalmente valutata solo in termini di ritardo mentale, è attualmente riconosciuta come condizione complessa in cui i fattori ambientali (contestuali e personali) concorrono in misura fondamentale a determinare la qualità di vita e il benessere psicologico. Tale cambiamento di prospettiva, ben rappresentato dall’introduzione del sistema I.C.F. (International Classification of Functioning, Disability and Health), identifica la salute non come condizione statica, ma come processo determinato da diversi fattori che si influenzano reciprocamente. La condizione di benessere e adattamento alle richieste ambientali è legata al funzionamento biologico, ma anche alla storia individuale, a dimensioni emotive e motivazionali che influenzano l’autostima, l’auto-efficacia, la resilienza e lo stile di coping. Tali fattori però non trovano una collocazione autonoma nel sistema di classificazione I.C.F. Ancora meno sono prese in considerazione le esperienze soggettive positive e le risorse psicologiche della persona, in generale peraltro poco studiate nell’ambito della disabilità intellettiva. Alla luce di questi presupposti, questo lavoro si propone di valutare le caratteristiche di personalità, il vissuto esperienziale e le risorse utilizzate nella gestione di compiti specifici da adolescenti con disabilità intellettive. I partecipanti alla ricerca sono 52 adolescenti con disabilità intellettiva ed i rispettivi genitori (un solo genitore per ciascun adolescente). I genitori hanno compilato il questionario sul “Bisogno di Chiusura Cognitiva” (Need For Closure Scale) e il questionario sui Cinque Fattori di personalità (Big Five Inventory). Gli adolescenti hanno svolto prove concrete appartenenti ad uno specifico strumento di valutazione denominato “Passporto delle Competenze”, finalizzate all’osservazione delle modalità di affrontare situazioni di stress e difficoltà, situazioni di errore e suggerimenti ed aiuti offerti dall’adulto; al termine di ciascuna prova gli studenti hanno compilato un questionario (adattato dal Flow Questionnaire; Delle Fave, Massimini & Bassi, 2011) finalizzato all’autovalutazione delle caratteristiche cognitive, emotive e motivazionali dell’esperienza vissuta durante lo svolgimento della prova. Parallelamente, il valutatore che aveva somministrato la prova, ha compilato un questionario (item tratti dal EZPQ – Edward Ziegler Yale Personality Questionnaire; Ziegler, Bennet-Gates, 1999) inerente l’impegno ed il coinvolgimento mostrati dall’allievo nel corso del compito ed ha fornito un giudizio sulla performance dello studente nel corso della prova. I dati così raccolti hanno permesso di (a) verificare nel campione in esame la presenza delle tre stabili configurazioni di personalità descritte in letteratura; (b) analizzare i risultati ottenuti dai partecipanti in tre compiti strutturati di tipo pratico, valutandone l’esperienza associata a livello cognitivo, emotivo e motivazionale, nonché la percezione di riuscita e di impegno; (c) identificare correlazioni tra le tipologie di personalità e di stile decisionale e l’esperienza di competenza che gli studenti disabili sperimentano, grazie all’uso efficace dell’aiuto fornito dallo sperimentatore nell’esecuzione dei compiti. I risultati relativi al BFQ appaiono in linea con i valori di riferimento delle ricerche condotte sugli adolescenti; tuttavia i punteggi standardizzati delle cinque dimensioni di personalità danno origine ad una diversa configurazione di cluster, rispetto agli altri studi disponibili, . Tale dato risulta in coerenza con le caratteristiche di funzionamento della persona con ritardo mentale e ha trovato un riscontro in studi che identificano i rapporti tra fattori di personalità, stili cognitivi e stili di identità. E’ inoltre emersa la minor rilevanza del quoziente intellettivo rispetto ai fattori di personalità e allo stile decisionale nella soluzione dei compiti pratici proposti, in cui è emerso come elemento cruciale la maggiore o minore capacità di utilizzare l’aiuto esterno per affrontare con successo i compiti. Lo studio evidenzia come sia possibile riconoscere caratteristiche e disposizioni psicologiche individuali che, attraverso il principio della “compatibilità soggetto-compito”, permettano esperienze di competenza ed autoefficacia, così come indicato dai costrutti della Psicologia Positiva e come, mediante gli strumenti utilizzati, sia possibile esaminare tali aspetti anche nel caso di persone con una disabilità intellettiva, “dando voce alla loro esperienza”.
PERSONALITÀ E STILE DECISIONALE NELLA DISABILITÀ INTELLETTIVA.UNO STUDIO COMPARATIVO SU ADOLESCENTI E GENITORI / M.g. Cocchi ; tutor: A. Delle Fave ; coordinatore: R.L. Weinstein. DIPARTIMENTO DI FISIOPATOLOGIA MEDICO-CHIRURGICA E DEI TRAPIANTI, 2014 Mar 10. 26. ciclo, Anno Accademico 2013. [10.13130/cocchi-mario-giuseppe_phd2014-03-10].
PERSONALITÀ E STILE DECISIONALE NELLA DISABILITÀ INTELLETTIVA.UNO STUDIO COMPARATIVO SU ADOLESCENTI E GENITORI
M.G. Cocchi
2014
Abstract
Intellectual disability, traditionally evaluated only in terms of mental retardation, has now been recognized as a complex condition whose (contextual and personal) environmental factors crucially contribute to determine quality of life and psychological well-being. Such change of perspective, well-represented by the introduction of the I.C.F. system (International Classification of Functioning, Disability and Health), identifies health not as a static condition, but as a process determined by several factors that affect each other mutually. The condition of well-being and adaptation to environmental demands is related to biological functioning, but also to the individual’s personal history, motivational and emotional dimensions that affect self-esteem, self-efficacy, resilience and coping style. These factors, however, may not be found in the I.C.F. classification system as independent factors. Still less are an individual’s positive subjective experiences and psychological resources taken into consideration, which, however, are in general scarcely studied in the context of intellectual disabilities. In light of these assumptions, this paper aims to assess personality traits, perceived experiences and resources used in the management of specific tasks by adolescents with intellectual disabilities. The research participants were 52 adolescents with intellectual disabilities and their parents (one parent for each adolescent). The parents completed the “Need for Closure” questionnaire and a questionnaire on five personality factors (Big Five Inventory). The adolescents performed concrete tests belonging to a specific assessment tool called “Skills Passport”, aimed at the observation of how stressful situations and difficulties, error situations and advice and help offered by adults are dealt with. At the end of each test, the students completed a questionnaire (adapted from the Flow Questionnaire; Delle Fave, Massimini & Bass, 2011) aimed at self-assessment of cognitive, emotional and motivational characteristics of the experience they had during the test. At the same time, the examiner who had administered the test completed a questionnaire (items taken from EZPQ - Edward Ziegler Yale Personality Questionnaire, Ziegler, Bennet-Gates, 1999) concerning the commitment and involvement shown by the pupil during the task, and provided an assessment of the student’s performance during the test. The data thus collected allowed us to (a) verify the presence in the sample of the three stable configurations of personality as described in the literature; (b) analyze the results obtained by participants in three structured tasks of a practical kind, assessing the associated experience at the cognitive, emotional and motivational level, as well as the perception of success and commitment; (c) identify correlations between personality types and decision-making style and the experience of competence that students with disabilities have, thanks to the effective use of the aid provided by the experimenter when performing the tasks. The results of the BFQ appear in line with the benchmark values of researches conducted on adolescents. However, the standardized scores of the five dimensions of personality give rise to a different cluster configuration compared to other available studies. This finding is consistent with the operating traits of individuals with mental retardation and has been reflected in studies that identify the relationships between personality factors, cognitive styles and identity styles. Moreover, there emerged a less significant importance of the IQ compared to personality factors and decision-making style in the solution of the practical tasks proposed, where the greater or lesser ability to use outside help to deal successfully with the tasks emerged as a crucial element. The study shows that it is possible to recognize individual traits and psychological personality that, through the principle of “subject-task compatibility”, enable experiences of competence and self-efficacy, as indicated by the constructs of Positive Psychology and that, through the instruments used, it is possible to examine such aspects even in the case of people with intellectual disabilities, “giving voice to their experience”.File | Dimensione | Formato | |
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