Psychosocial development measures modification for adolescents with intellectual and developmental disabilities.

BACKGROUND: Although diagnosis and identification of IDD is improving, adolescents with IDD receive limited attention in research, particularly concerning their psychosocial development. Measures developed and normed with typically developing populations may not be appropriate for IDD populations and may result in biased assessment. AIM: This study aimed to develop and validate modified psychosocial development assessments for adolescents with intellectual and developmental disabilities (IDD), addressing the absence of such assessments. METHOD: It involved two phases: modifying existing instruments and validating the revised versions. Four stakeholder groups participated: adolescents with IDD, parents, and scholars in adolescent developmental and disabilities. Validation included two groups: neurotypical adolescents completing both measures and IDD adolescents completing modified measures. RESULTS: Confirmatory factor analyses identified the need to adjust or eliminate scales for better understanding by individuals with IDD. The modified instruments provided suitable measures for assessing psychosocial development in adolescents with IDD. DISCUSSION: All the scales allowed for accommodation toward comprehension for those with IDD except for identity formation. Further work is needed to understand the challenges associated with assessing identity formation in adolescents with IDD. The active involvement of and participation from adolescents with IDD and their parents in this research was paramount to understanding their comprehension and needs. CONCLUSION: This study highlights the importance of tailored assessments for accurate measurement of IDD individuals' development, benefiting the assessment of all adolescents.

A mixed methods examination of adolescents' reasons for pretending to text.

INTRODUCTION: The purpose of this study was to examine reasons adolescents give for pretending to text in various social situations. Pretending to text was conceptualized as when a person uses a cellphone to make it look like they are texting, but they are not actually sending messages. Little research is available from the adolescent perspective regarding self-presentation and avoidance when using digital devices in social contexts. METHODS: A convergent mixed methods approach was used to understand the experience of high school sophomores, juniors, and seniors (n = 216) in the United States. Chi-square analyses and t-tests were used to examine differences between those who pretended to text and those who did not. Qualitative data were analyzed using van Manen's line-by-line approach. RESULTS & CONCLUSIONS: Participants indicated they pretended to text for reasons of avoidance, to maintain a positive appearance, and sometimes to provide a sense of security if they felt unsafe in a situation. This study uses self-presentation to further understand adolescent perceptions of pretending to text.

Taiwanese adolescent cognitive autonomy and identity development: the relationship of situational and agential factors.

Taiwanese professionals have adopted information about adolescent psychosocial development from Western societies. However, scholars know little about whether they have properly applied the models to both rural and urban youth. The purpose of this study was to examine the development of cognitive autonomy and ego identity in Taiwanese adolescents from Taipei City and surrounding rural counties. We controlled for gender and examined both situational (residential location, family income, and school type) and agential factors (culture value affiliation, attachment, and resiliency) to determine the extent to which each predicted psychosocial developmental outcomes. Among all the factors in this study, resiliency had the most distinctive relationship with adolescent psychosocial development. Each factor successfully predicted specific aspects of psychosocial development for these youth. We conclude with a discussion of the utility of using Western models of development.

The relationship between individualistic, collectivistic, and transitional cultural value orientations and adolescents' autonomy and identity status.

In an effort to validate the use of a Western model of adolescent development with Asian youth, 781 urban and rural Taiwanese high school students (56% female) completed questionnaires about their development. Adolescents were first divided into cultural value orientations (i.e. collectivistic, individualistic, or transitional) and compared geographically. There were statistically significant differences in cultural value orientations only for rural youth. Identity statuses and levels of cognitive autonomy were then compared according to cultural value orientations and gender. Adolescents who self-identified as collectivistic were significantly more likely to self-identify as achieved rather than diffused compared to transitional adolescents. Gender, more than cultural value identifications, significantly differentiated these youth in regard to issues of cognitive autonomy measured in this study (i.e. evaluative thinking, voicing opinions, making decisions, self-assessing, and comparative validation). Taken in whole, these findings support the use of a Western model of adolescent development for Taiwanese youth.

Comparing Black, Hispanic, and White mothers with a national standard of parenting.

Black, Hispanic, and White mothers (N = 739) and adolescents (N = 806) completed a Parent Success Indicator to assess maternal behavior related to Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. Comparisons between each ethnic group and a previously established national parenting standard revealed that both generations from each group judged the overall performance of mothers to be favorable. Teaching received the highest rating followed by Satisfaction. Mothers indicated that a need to have more Information about a particular adolescent was their greatest learning challenge, while adolescents reported that their mothers were prone to Frustration. While each group demonstrated favorable and unfavorable variations from a national standard, Hispanic generational differences indicated the least congruence by ethnicity.

Single mothers of early adolescents: perceptions of competence.

The purpose of this study was to examine similarities and differences in single mothers' and adolescents' perceptions of parenting competencies from a developmental assets approach. A multi-source (mothers [n = 29] and 10-14-year-old adolescent children [n = 29]), single-method (both generations completed the Parent Success Indicator) investigation was employed. Generational assessments were compared and effects of independent variables were examined. Generational views significantly differed on 9 of 10 items implicating a mother's need for additional information. The presence of an adult at home when the child returned from school and the amount of time the dyad spent together each week significantly differentiated both groups of respondents on areas of parenting. Implications for group-specific parenting curriculum were also discussed.

Adolescent perception of mothers' parenting strengths and needs: a cross-cultural approach to curriculum development for parent education.

Black, Hispanic, and White American early adolescents (N = 573) were administered the Parent Success Indicator. The performance of their mothers was rated for 60 items, included within six subscales, that consider Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. Each racial group described favorable attributes of mothers and noted realms of learning where further growth seemed warranted. Statistically significant main effects for race, time spent together, and presence of an adult at home when the adolescent returned from school were reported. No significant main effects for child gender were reported. Based on perceptions of the participants, topics were identified for a common parent curriculum that can serve mothers of each racial group. Additional topics, based on the ratings within each race, were recommended to meet the distinctive learning needs of Black, Hispanic, and White mothers of early adolescents.

The success of Taiwanese fathers in guiding adolescents.

The purpose of this study was to examine similarities and differences in Taiwanese fathers' and adolescents' perceptions of paternal competencies. A multi-source (fathers (n = 176) and 10- 14-year-old adolescent children (n = 176), single-method (both generations completed the Parent Success Indicator) investigation was employed. Generational assessments were compared, and effects of independent variables were examined. Impressions from both generations were significantly different by child school grades and the amount of time fathers spent talking to and doing things with their adolescents.

Black, Hispanic, and White American mothers of adolescents: construction of a national standard.

Black, Hispanic, and White American mothers (n = 739) and adolescents (n = 806) completed the Parent Success Indicator to rate maternal performance on subscales of Communication, Use of Time, Teaching, Frustration, Satisfaction, and Information Needs. A weighted method corresponding to ethnic proportions in the American population was applied to construct a national standard for comparative reference. In general, both generations perceived mother performance as favorable. Teaching received the highest rating followed by Satisfaction levels. Mothers felt that Information Needs were their greatest limitation while adolescents reported that their mothers were prone to frustration. The amount of time mothers and adolescents spent together was the most significant independent variable influencing parent performance. Other variables such as income and marital status had limited impact.

The success of Caucasian mothers in guiding adolescents.

The purpose of this study was to determine how 391 Caucasian American mothers of 10- to 14-year-olds viewed their assets and limitations as parents and to find out how 352 adolescents perceived the parenting performance of their mothers. Both generations completed the Parent Success Indicator. It was found that the amount of time mothers spent talking to, and doing things with, their adolescent children had the greatest impact on how both generations rated mother success.

Evaluating the success of Caucasian fathers in guiding adolescents.

The purpose of this study was to identify guidance strengths and learning needs of fathers of adolescents. Perceptions of two generations were used to determine how well fathers perform as parents and realms of knowledge they have yet to acquire. The Parent Success Indicator, a 60-item Likert-type instrument, was administered to 126 Caucasian fathers and 185 adolescents. Significant differences obtained between generations for the total inventory, some scales, and many items. The amount of time spent together had the greatest influence on how both generations evaluated father success. Findings are discussed in terms of developing a curriculum to enhance the success of fathers.