Lying as a compensatory mechanism in adolescents with intellectual disabilities

Mihaela Cezarina Niculae

doi:10.56663/rop.v13i1.75

Authors

Mihaela Cezarina Niculae "Constantin Păunescu" Special Secondary School, Bucharest, Romania

DOI:

https://doi.org/10.56663/rop.v13i1.75

Keywords:

compensatory mechanism, lying, intellectual disability

Abstract

The purpose of this study was to determine how adolescents with intellectual disabilities use lying as a compensatory mechanism. We were particularly interested in observing how these adolescents’ resort to lying as a social facilitation mechanism. The study involved 33 adolescents with intellectual disabilities aged between 14 and 18 years (M = 15.88, SD = 1.45), of whom 24 were boys (72.7%) and 9 were girls (27.3%). The results showed that adolescents with intellectual disabilities use lying as a compensatory mechanism to cope with the social challenges they face. These perspectives offer practical implications for supporting adolescents with intellectual disabilities in navigating social environments, meeting relational needs, and adapting to the demands of an ever-changing environment.

References

Abitov, I., Mikhailova, M., & Gorodetskaya, I. (2019). Interrelation between Character Traits and Coping Behavior in Adolescence. ARPHA Proceedings, 1(1), 1639-1646. doi:https://doi.org/10.3897/ap.1.e1201.

Jones, J. (2012). Factors associated with self-concept: adolescents with intellectual and development disabilities share their perspectives. Intellectual and developmental disabilities, 50(1), 31-40. doi:https://doi.org/10.1352/1934-9556-50.1.31

Marsh, N., & Ng, S. (2017). Behavioural and emotional functioning of adolescents with mild intellectual disability: Perspectives from home and school. Revista de Psicología y Educación, 12(1), 6-84. doi:https://doi.org/10.23923/RPYE2017.12.146.

Phasha, N. (2009). Responses to Situations of Sexual Abuse Involving Teenagers with Intellectual Disability. Sexuality and Disability, 27(1), 187-203. doi: https://doi.org/10.1007/S11195-009-9134-Z

Romero, E., & Alonso, C. (2019). Maladaptative personality traits in adolescence: behavioural, emotional and motivational correlates of the PID-5-BF scales. Psicothema, 31(3), 263-270. doi:https://doi.org/10.7334/psicothema2019.86.

Tri, Y., Cipta, N., Budhi, B., & Sahadi, S. (2017). Activity daily living (ADL) of young people with intellectual disabilities. Education and Humanities Research, 153(1), 40-43. doi: https://doi.org/10.2991/ICDDIMS-17.2018.9.

Young, R., Dagnan, D., & Jahoda, A. (2016). Leaving school: a comparison of the worries held by adolescents with and without intellectual disabilities. Journal of intellectual disability research: JIDR, 60(1), 9-21. doi:https://doi.org/10.1111/jir.12223.

Zaigraeva, N., Samoylyuk, L., Logunova, K., Firsova, M., & Yushkova, A. (2021). Aggression And Its Awareness By Intellectually Disabled Adolescents. European Proceedings of Social and Behavioural Science, 111(1), 1155-1160. doi:https://doi.org/10.15405/epsbs.2021.06.03.154.

Zeedyk, S., Rodriguez, G., Tipton, L., Baker, B., & Blacher, J. (2014). Bullying of youth with autism spectrum disorder, intellectual disability, or typical development: Victim and parent perspectives. Research in autism spectrum disorders, 8(9), 1173-1183. doi:https://doi.org/10.1016/J.RASD.2014.06.001.