The importance of identity and empowerment to teenagers with developmental co‐ordination disorder

Abstract

The current work highlights the need for services to adopt a model of DCD where the young person talks about what they can do and considers strategies of overcoming their difficulties. This has implications for education and future intervention strategies that focus on fostering psychological resilience and educational coping strategies rather than simply attempting to improve motor skills.

Adolescents with Disabilities

“…Lingam et al (2013) used qualitative interviews to gain an in-depth understanding of the experiences and aspirations of a group of young people with disabilities. They found that, for these youth, identity formation is a combination of their life experiences and how they perceived their disability, including the ensuing differences and difficulties.…”

“…Furthermore, the adolescents' self-perception was specifically influenced by their perception of how friendship groups saw them in school and their perception of their family's attitude toward them at home. Finally, a positive sense of identity and self-worth stemmed from being part of a social network that provided a sense of belonging, preferably one that valued differences as well as similarities (Lingam et al 2013). …”

Social participation of teenagers and young adults with developmental co‐ordination disorder and strategies that could help them: results from a scoping review

“…Handwriting and executive functioning difficulties (e.g. organization and planning, prioritizing, problem solving and multi‐tasking) affected the ability of youth with DCD to perform academic activities adequately and in a timely manner (Kirby et al , , , ; Kirby ; Tal‐Saban et al , ; Rosenblum ; Zwicker et al ; Lingam et al ). Adolescents and young adults with DCD were also reported to have difficulties with concentration and memory, abstract subjects such as mathematics, the use and manipulation of technical and technological equipment and physical demands (e.g.…”

“…Difficulties with communication were also reported, mostly with written and non‐verbal communication (Kirby et al . , , , ; Missiuna et al ; Kirby ; Tal‐Saban et al ; Rosenblum ; Zwicker et al ; Lingam et al ). Difficulties with written communication were related mostly to poorer handwriting skills of adolescents and young adults living with DCD compared with their peers (e.g.…”

“…Social difficulties (e.g. marginalization, bullying and difficulties with sexual relationships) and isolation were reported in youth with DCD, as well as shyness and a lack of confidence (Drew ; Missiuna et al ; Kirby ; Kirby et al ; Lingam et al ; Tal‐Saban et al ). Some individuals with DCD reported an improvement of their social status as they aged; they reported making friends who accepted them despite their motor deficits (Tal‐Saban et al ).…”