“WHO AM I?” – A REFLECTIVE EXPERIENCE ON THE SENSE OF SELF OF INTELLECTUALLY CHALLENGED ADOLESCENTS WITHIN FAMILIAL RELATIONSHIPS

Abstract

This study explored intellectually challenged adolescents’ experiences of their sense of self within familial relationships.  An embedded, mixed methods approach was used – semi-structured interviews were conducted with 12 adolescents, who also completed an emotional intelligence measure, the BarOn Emotional Quotient Inventory: Youth Version. The participants’ scores indicated average emotional intelligence, supporting their capacity to recognize, understand, and manage emotions experienced by the self and others.  The adolescents provided corroborating qualitative evidence that they recognized the influence of family relationships, and positive and negative broader social experiences (e.g. peers in school) on their sense of self.  Exploration and self-reflection facilitated the formation of strong, stable selves, and creates awareness that some adolescents need supportive reinforcement to construct a positive sense of self.