Anuradha Sharma
Lecturer, Dev Education
College, Barhan, Agra
Educationists and
Psychologists today agree that every child is born with certain inherent
abilities & personalities which vary from Individual to Individual and
distinguish one child from to another. Personality has received special
attention from psycholigists & educationists in all ages. History of
Personality assessment is as old as man on the earth. a human being lives in
social & cultural Surroundings where he is required to make constant
adjustment to surroundings. In primitive age people informally attempted to
test the personality of their followings with the help of crude methods. Mostly
involving the use of physical strength. Cave men had to do it for working out
ways of survival. There was no formalized & standardized technique of
personality assessment in those days.
Personality is a
kinesthetic organization of internal and external traits. The definitions of
woodworth, Marwics, Stagner and Karwasky, Barren, Bowden, Deschil are
important, but the definition of Allport is very popular. According to it, “personality is the dynamic organization
with in the individual psycho-physical processes that determine his unique
adjustment to his environment.”
MENTALLY CHALLENGED CHILDREN:-
The term “Mentally
Challenged” is often misunderstood and seen as derogatory. Some think that
retardation is diagnosed only on the basis of below-normal intelligence
(IQ),and that retarded persons are unable of learn or to care for themselves.
Actually in order to be diagnosed as Mentally Challenged, the person has to
have both significantly low IQ and considerable problems in adapting to
everyday life. However, most children who are Challenged can learn a great
deal, and as adults can lead at least partials independent lives. Most
importantly, they can enjoy their lives just as every else.
Children who do not
function according to age- appropriate expectations in the areas of emotional,
cognitive, communicative, perceptual motor, physical or social development to
an extent that they require special adaptations, program adjustments and
related services on a regular basis in order to function in an adaptive manner.
Examples of a child with a disability include a child who has:
I.
A
developmental delay.
II.
A
neurologically – based condition, such as Mentally Challenged, cerebral palsy,
autism, epilepsy or other condition closely related to Mentally Challenged or
requiring special services similar to those required by Mentally challenged
Children.
III.
Mentally
Challenged associated with socio-cultural or psycho-social disadvantaged.
IV.
A
genetic disorder or physiological condition usually associated with Mentally
Challenged.
V.
Problems
of social or emotional adjustment.
HEARING IMPAIRED CHILDRE:-
When a child has a hearing
loss during the developmental years, all areas of development can be affected
significantly. A hearing loss limits ease of acquisition of comunication
system, which further influences development of inteions with others, the
ability to make sense out of the world, and ease of acquiring academic skills.
Early identification of a hearing loss is critical to a child’s academic and
emotional adjustment.1
There are three major types of hearing
losses. The first is called a conductive loss. This occurs when somethings goes
wrong with the outer or middle ear, impeding sound waves from being couducted
or carried to the inner ear. The second type is referred to as a central
auditory procession disorder because, although there is no specific damage to
the ear itself, the neural system involved in understanding what is heard is
impaired. Children with central auditory processing disorder ma have normal
hearing as measured by an audiometer (device used to test hearing levels), but
they often have difficulty understanding what they hear. A child may also have
a combination of these forms of hearing loss (Easterbooks & Baker- Hawkins, 1994)
RORSCHACH INK-BLOT TEST
(RIBT)
Rorschach Ink-Blot Test is a type of projective
techniques.
According to Ijenik,
(1972)
“Projective techniques are a group of
psychological techniques and procedures that claim to disclose the basic
(Underlying, Hidden) personality structure and motivations of a subject by
having him organize, respond to, or deal with materials or stimuli in a free,
unlimited way without reference to a preconceived system of correct or
incorrect answers.” Swiss psychiatrist Hermann Rorchach (1882-1922) was the developer of the inkblot
personality test commonly known as the Rorschach test. The ten inkblot cards
designed by Rorschach in the early twentieth Century have continued to be used
by mental health professionals as one of the standard means of compiling a
subject’s personality profile.
v
An assessment of personality
profile of Mentally challenged through Rorschach Ink-Blot Test
They have extroversive personality. Extrovert
is stereotype of well adjusted; socially skilled these persons are highly
responsive to their environment. They are easily stimulated; they are reactive
rather than striving. They are creative in their relationship to objects and
people external to them and strive towards goals that they have staked out in
the external world.
They have neither simple acknowledgement of
impulse nor is the imaginable ability either in the sense of long range
foresight or escapist fantasy.
They are not acted out, but rather that the
ego has developed so little that the person may act irresponsibly without ego
participation.
They have a low level of interest in
minutiae of experience.
They show degree of incapability of
differentiation might be expected with tow mental age.
They have severe defect in personality
organization as with seriously psychopathic personalities.
They control over impulsive expression of
emotionally.
v
An assessment of personality
profile of Hearing Impaired Children through Rorschach Ink-Blot Test
They have introversive personality. Introvert
withdrawn, shy, socially inept and apt to
overindulge in fantasy to the extent of being schizoid or at least neurotic.
They have a imaginable function, either in terms of fantasy, long range goals
or acknowledged impulses, while their responsiveness to and involvement with
the outer world are reduced. They tend to restructure the world in terms of
their own values and needs. They read much of their own interpretation into
reality. They are self sufficient.
The goals of these people have a more
personal, developmental significance.
Hearing Impaired Children have impulse life
is subordinated of the value system of the individual.
They have tension and inner conflict,
excessive control and lack of spontaneity.
They are able to utilize their inner
resource to give themselves stability and control. They feel relatively little
need for approval and affection. They feel rejection experiences which are
serious enough to wrap their personality development. They are not sufficiently
differentiated in their intellectual function.
i.
Similar Rorschachian Traits
Mentally Challenged and Hearing
Impaired Children both have rejection experiences are serious enough to wrap
their personality development.
Mentally Challenged and Hearing
Impaired Children both lack recognition of every day problems and facts.
Both of the Children suffer from
“Natural Constriction” or “Natural Limitation.”
Mentally Challenged and Hearing
Impaired both are not sufficiently differentiated in their intellectual
function.
Mentally Challenged have low
degree of interest in seeking relationships between the separate facts of
experience and achieving an organized view of the world same as Hearing
Impaired Children.
ii.
Dissimilar Rorschachian Traits
Hearing Impaired Children has
impulse life but Mentally Challenged Children have neither simple
acknowledgement of impulse nor is imaginable ability.
Hearing Impaired Children feel
relatively little need for approval and affection but Mentally Challenged
Children have responsiveness to outside stimulation.
Mentally Challenged Children have
control over impulsive expression of emotionally on the other hand the Hearing
Impaired Children have weak control over emotionally.
Hearing Impaired Children have
not only a differentiated interest in factual things, but also insecurity but
Mentally Challenged Children have a low level of interest in the minutiae of
experience.
Mentally Challenged Children are
extrovert person and Hearing Impaired Children are introvert person.
Hearing impaired and Mentally
Challenged Children have some indentical personality patterns and have some
different which can be easily observe through table.
CONCLUSION
In drawing the conclusion, it can be said
that their personality has serious maladjustment problems and their rejection
experience wrapped their personality which tends to act them in antisocial
behaviour poor acceptance, insight and understanding about social norms. They
show an uncontrolled reactivity environment impact and pathological zymology.
They all are low education. They are all low achiever.
Ø The personality
plays a vital role in the development.
Ø Every individual
has different personality
Ø The personality
of Hearing Impaired and mentally Challenged Children has a significant
difference.
Ø Mentally challenged
and Hearing impaired Children both have lack recognition of every day problems.
Ø There is a
significant need of improvement in condition of exceptional children.
Ø Almost all the
children have some anxiety due to frustration of the need for affection, every
individual is making an effort to understand and tolerate the anxiety.
References
1.
Allen R.M.
Introduction to : Subjective Definitions
in test situation and their effect on Test performance” Psychiatry 1945 8,
419-449 pg.
2.
Bruno klopfer
& Helen H. Davidson: “The Rorschach Technique An Introductory Manual pg.
73, 74, 75, 77
3.
Hibbard, S. :
“Acritique of Lilienfeld et,’s The Scientific status of Projective Techniques,
Journal of Personality Assessment V. 80, pp. 260-271, 2003”
4.
Lillenfeld, S.O.,
Wood, J.M., Garb,: “ The scientific status of projective techniques, v.1, pp.
27-66, 2000.”
5.
Projection and
Its Relation To Character Attitudes and Creativity in the Kinesthetic
Responses,” Psychiatry, 1950, 13, 69-100.
6.
Research in
Education P-30, James H.Mc. Millan& Sally Schumacher
