8.3.2 The Influence of Psychological and Social Factors

The Influence of Psychological and Social Factors on Intellectual and Emotional Development in People With Intellectual Disability, Including the Concept of Secondary Handicap

Psychological and social factors:

Intellectual disability (ID) is a condition characterized by significant limitations in intellectual functioning and adaptive behaviour, which affects an individual’s ability to effectively function in society. While intellectual and emotional development in people with ID is largely determined by biological factors, psychological and social factors also play a critical role in their intellectual and emotional growth.

Psychological factors that influence intellectual and emotional development in people with ID include cognitive ability, motivation, and self-esteem. Cognitive ability refers to an individual’s ability to process and interpret information, which is crucial for learning and problem-solving. People with ID often experience significant cognitive limitations, which can impact their intellectual and emotional development. However, individuals with ID may also possess unique cognitive strengths, such as visual-spatial abilities, which can be harnessed to facilitate their intellectual and emotional growth.

Motivation is another psychological factor that can significantly influence intellectual and emotional development in people with ID. People with ID may face challenges in finding intrinsic motivation, which is the desire to engage in an activity for its own sake. As a result, they may rely on extrinsic motivation, such as rewards or praise, to engage in learning activities. It is essential to provide individuals with ID with appropriate and meaningful incentives to promote their motivation and engagement in learning activities.

Self-esteem is also a crucial psychological factor that can impact intellectual and emotional development in people with ID. People with ID may struggle with low self-esteem due to the stigma associated with their disability. Low self-esteem can negatively impact their intellectual and emotional development, as it can hinder their willingness to try new things, take risks, and seek out new learning opportunities.

Social factors also play a critical role in the intellectual and emotional development of people with ID. Social factors include family and community support, education, and access to resources and services. Families and communities that provide support, encouragement, and opportunities for individuals with ID can significantly impact their intellectual and emotional growth. Providing access to education and resources such as specialized training, therapy, and support groups can also facilitate their intellectual and emotional development.

In conclusion, psychological and social factors have a significant influence on intellectual and emotional development in people with ID. It is crucial to provide support, encouragement, and access to resources and services that facilitate their cognitive and emotional growth. By recognizing and addressing these factors, we can help individuals with ID achieve their full potential and lead fulfilling lives.

Secondary Handicap:

Secondary handicap refers to the social and psychological consequences that can arise due to an individual’s intellectual disability. This concept suggests that individuals with intellectual disabilities may face not only the primary challenges associated with their disability, such as difficulty learning or communicating but also additional challenges that arise as a result of societal responses to their disability. These challenges may include social exclusion, discrimination, low self-esteem, mental health problems, and reduced opportunities for social and intellectual development (Schalock, Luckasson, & Shogren, 2016).

The concept of secondary handicap highlights the importance of addressing not only the primary challenges faced by individuals with intellectual disabilities but also the social and psychological consequences of those challenges. By addressing both primary and secondary challenges, it is possible to promote positive outcomes and improve the quality of life of individuals with intellectual disabilities.

Access to education is one of the most important factors influencing intellectual development in people with intellectual disabilities. A supportive educational environment can help individuals with intellectual disabilities develop skills that enable them to lead fulfilling and independent lives. However, access to education and the quality of education received can vary widely for individuals with intellectual disabilities, particularly in low-income communities (Emerson, 2012).

Social support is another important factor that can influence the emotional development of individuals with intellectual disabilities. Social support networks, such as family and friends, can provide individuals with intellectual disabilities with emotional support, practical assistance, and opportunities for social interaction (Emerson, 2012). A lack of social support can lead to social isolation, loneliness, and mental health problems.

Family functioning can also have a significant impact on the development of individuals with intellectual disabilities. Families that are able to provide emotional and practical support to their family members with intellectual disabilities can help promote positive outcomes. However, families facing significant stressors such as financial strain or parental mental health problems may be less able to provide such support (Emerson, 2012).

The concept of secondary handicap highlights how social and psychological factors can exacerbate the challenges faced by individuals with intellectual disabilities. For example, a lack of social support or access to education can lead to reduced opportunities for social and intellectual development, further exacerbating an individual’s intellectual disability (Schalock, Luckasson, & Shogren, 2016). Therefore, it is important to consider the influence of psychological and social factors when assessing the needs of individuals with intellectual disabilities and developing interventions to support their development.

References:

1. Emerson, E. (2012). Health and well-being of children with intellectual disabilities in the UK. Bristol, UK: Policy Press.
2. Schalock, R. L., Luckasson, R. A., & Shogren, K. A. (2016). The renaming of mental retardation: Understanding the change to the term intellectual disability. Intellectual and Developmental Disabilities, 54(2), 81-92.