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Assessment of Psychological and Psycho-physiological Problems Among Visually Impaired Adolescents

BACKGROUND: Visual impairment tends to evoke more discomfiture than any other disability. Primarily, the biggest issue may be that blindness is visible. Furthermore, visual impairment develops serious medical, psychological, social and economic problems. OBJECTIVES: The focus of the current study wa...

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Detalles Bibliográficos
Autores principales: Bhuvaneswari, Mohanraj, Immanuel Selvaraj, Chinnadurai, Selvaraj, Balakrishnan, Srinivasan, Thiruvengadam
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Mazandaran University of Medical Sciences 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4898746/
https://www.ncbi.nlm.nih.gov/pubmed/27284280
http://dx.doi.org/10.17795/ijpbs-3895
Descripción
Sumario:BACKGROUND: Visual impairment tends to evoke more discomfiture than any other disability. Primarily, the biggest issue may be that blindness is visible. Furthermore, visual impairment develops serious medical, psychological, social and economic problems. OBJECTIVES: The focus of the current study was to investigate the psychological and psycho physiological problems of visually impaired adolescent students. PATIENTS AND METHODS: Purposive sampling was adopted to select 150 visually impaired students (71 males and 72 females) from five schools in Coimbatore city of the Tamil Nadu state, India. Anxiety, frustration, aggression and social and personal adjustment levels of the visually impaired students were measured in this study using Taylor’s manifest anxiety scale, frustration test, aggression scale and the adolescent adjustment inventory, respectively. RESULTS: Anxiety (χ(2) = 185.66, P = 0 at P < 0.01), frustration (χ(2) = 167.23, P = 0 at P < 0.01) and aggression (χ(2) = 57.66, P = 0 at P < 0.01) were significantly related to adjustment among visually impaired students. The adjustment score had a significant positive correlation with anxiety (r = 0.919, P = 0 at P < 0.01), frustration (r = 0.887, P = 0 at P < 0.01) and aggression levels (r = 0.664, P = 0 at P < 0.01), anxiety was significantly correlated with frustration (r = 0. 961, P = 0 at P < 0.01) and aggression levels (r = 0.727, P < 0.01) and frustration was significantly correlated with aggression level (r = 0. 637, P = 0 at P < 0.01) of visually impaired adolescents. There was a positive relationship between psycho-physiological disorders and anxiety frustration, aggression and adjustment among visually impaired students. CONCLUSIONS: Visually impaired students exhibited significant levels of psychological and psycho-physiological problems.