Psychosocial development looks at how psychological and social factors influence individuals' well-being and ability to function. Erik Erikson's model outlines 8 stages of psychosocial development from infancy to old age. Well-being encompasses physical, economic, social, emotional, and psychological satisfaction. Children with disabilities face issues like discrimination, lack of resources, and negative attitudes that can impact their psychosocial development. Supporting children's cognitive, emotional, social, and life skills in an inclusive environment promotes healthy psychosocial development.

1. IMPACT OF PSYCHO-SOCIAL
IMPLICATIONS/IMPACT ON PWD/ THEIR
FAMILIES & PEER GROUPS
Santosh D Yadav
Head of Department (TTC)
Shri Shah K.L. Institute for the
Deaf

2. SCOPE OF THE PRESENTATION
Models of
Disability
Meaning of
Psychosocia
l
Wellbeing

3. Meaning and Definition of Psycholosocial
The psychosocial approach looks at individuals in the context of the
combined influence that psychological factors and the surrounding social
environment have on their physical and mental wellness and their ability to
function.
Psychosocial term refer mind's ability to, consciously or unconsciously, adj
ust and relate the body to its social environment.
The definition of psychosocial is relating to the combination of

4. Psycholosocial Development
Psychosocial development the development of the personality, including the acquisit
ion of social attitudes and skills, from infancy through maturity.
The primary theory of psychosocial development was created by Erik Erikson, a
German developmental psychologist.
Erikson divided the process of psychological and social development into eight stages
that correspond to the stages of physical development.
At each stage, according to Erikson, the individual faces a psychological conflict
(संघर्ष) that must be resolved (सुलझा) in order to progress developmentally.

5. Approximate Age Basic Virtues Psychosocial Stages Relationship Skills
Infancy
0-2 years
Hope and
Drive
Trust vs. mistrust Mother Feeding, being
comforted
Early Childhood
2–4 years
Will Power Autonomy vs. shame
and doubt
Parents Toilet training,
clothing Self
Preschool age
4–5 years
Purpose Initiative vs. guilt
Family
Using tools or making
art
School age
6–12 years
Competence Industry vs. inferiority Neighbors,
school
School, sports
Adolescence
13–18 years
faithfulness &
Devotion
Identity vs. role
confusion
Peers, role
model
Social relationships
Early adulthood
19–40 years
Love &
Affection
Intimacy vs. isolation Friends, partners Romantic
relationships
Adulthood
40–64 years
Care &
Production
Generativity vs.
stagnation
Household,
workmates
Work, parenthood
Maturity
65-death
Wisdom Integrity vs. despair Mankind, my
kind
Reflection on life
Eight Stages of psychosocial Development

6. well-being
The concept of well-being is closely
related to the concept of the quality of
life.
Both concern the satisfaction of material,
biological, psychological, social, and
cultural needs and demands of an
individual, which are necessary for his
satisfaction with life.

7. well-being
Different disciplines have examined different aspects of well-being that include the
following
Physical well-being.
Economic well-being.
Social well-being.
Emotional well-being.
Psychological well-being.
Life satisfaction.
Domain (cognitive, affective & psychomotor)specific satisfaction.
Engaging activities and work.

8. Issues in psychosocial development of children
with disabilities
Specifically an inclusive policy would address issues like …
Issues
Discriminatio
n
Positive
Relations
Healthy
Acceptance
Lack of
concentratio
nUnavailabilit
y of
resources
Harassment
Physical
environment
of the school
Negative
attitudes of
parents and
society

9. Models of Disability
Traditional Model
Charity Model
Medical Model
Social Model
Human Right Model

10. Traditional Models
Disabilities as:-
 Will of God/test from God-
 Divine punishment
 -More humane to end “life of
pain/suffering”
Charity Models
People with disabilities considered:
 inferior, useless, dependent
 A burden to society, live on charity, lower social
status

11. ISSUE
An individual with one or
more conditions or
impairments who
has the ‘problem’
Can’t
communicate
Is
troublesome
Needs help to
do things
Requires
medication
Can’t
understand
Depends on
a hearing aid
Can’t walk
restricted to
wheelchair
Medical Model

12. ISSUE
Disabling
environment
Negative attitudes
Barriers
Discrimination
Inaccessible
transport
lack of
support
Poverty
Lack of
accessible
informationNegative
perceptions
Too few Sign
Language
Interpreters
Lack of
understanding
from others
Poorly
designed
buildings
The social Model of disability

16. Human rights models
Recognizes that disability is a part of society
More comprehensive and global
Civil and political rights (voting, freedom of
expression )
Equal opportunities and full participation in
political and social life.

17. Domains of Psychosocial
Support Services
Skills and
Knowledge
(Cognitive)
Emotional and
Spiritual
wellbeing
Social
Wellbeing

18. PSYCHOSOCIAL SUPPORT FOR CHILDREN IN THE
CONTEXT OF DISABILITY
Age group /
area of focus
Issues for children with
disabilities in emotional wellbeing
Relevant Psychosocial interventions
0–6 years Children with disabilities like all
children require stimulation, love
and care from a consistent
caregiver.
Provide caregivers with adequate
information regarding how to nurture a
child with a specific disability.
7–12 years Inability to reach their goals
because of disability may lead to
frustration and a feeling of
helplessness and inferiority.
School activities should include
awareness programs so that negative
attitudes to disability can be dealt with
at school.
13–17 years Children with disability who mostly
rely on others to get tasks done will
find it difficult to have a positive
Have programmes that empower
children with disability to make their
own choices with regards to their

19. Contd.
Age group /
area of focus
Issues for children with disabilities
in Social wellbeing
Relevant Psychosocial interventions
0–6 years Children with disabilities may have
limited opportunities to explore their
environment which can lead to failure to
develop meaningful social relationships
with other
children
Development of a strong support system
which should include the whole family and
community.
Connect the family to Early Childhood
Development services that provide support
to children with disability
7–12 years Children with disabilities have less
access to schools, learning and
recreational facilities
Create an friendly environment which will
allow children with disability to receive
support from peers within the school
13–17 years Children with disabilities have limited
access to recreational activities. Taking
part in recreational activities helps
children with disability to form new
Age, gender and disability appropriate
recreational activities e.g. sport, drama
clubs

20. Contd.
Age group /
area of focus
Issues for children with
disabilities in Skills and
Knowledge
Relevant Psychosocial interventions
0–6 years Failure by caregivers to recognize what
children with disability can do for
themselves
Focus on building skills of caregivers to
support children with disability.
7–12 years Children with disabilities have less
access to schools and learning
Connect children with disability to
inclusive education and special needs
support.
Develop programmes that focus on
building the life skills of children with
disability
13–17 years Children with disability may have poor
education and poor preparation for
Provide vocational training for children
with disabilities and for potential

21. Conclusion
Students with disabilities, those living with a disabled
household member and their caregiver are particularly vulnerable
to a number of stressors that have the potential to influence the
child’s psycho-social wellbeing and development. Also Identify
the gap and bridge with psychosocial development.

22. References:
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 Gaughan, D.M., et al., Psychiatric hospitalizations among children and youths with
human immunodeficiency virus infection. Pediatrics, 2004. 113: p. 544–551.
 Palmer S., Heyne L, Montie J, Abery B, and Gaylord V. (Eds.). (2011). Supporting
the Social Wellbeing of Children and Youth with Disabilities, Impact: 24:1.
Retrieved May 20, 2012 from http://ici.umn.edu/products/impact/241/default.html