peers. Teens are more loyal to their peer group
and are suspicious of adults and of the motives of
teens who choose to spend time with adults
(Hock, 2010). Too much adult intervention for
teens who are blind may be detrimental to the de-
velopment of friendships with peers.
Social interactions are a prime concern for
adolescents (Hock, 2010). For example, if a teen
who is blind demonstrates a facial expression that
does not match their tone or the content of a con-
versation, or if s/he speaks too loudly or interrupts
inappropriately, sighted teens may consider the
behavior not normal and may not want to associ-
ate with the teen who is blind. The inability to ex-
press feelings and emotions may result in frustra-
tion and acting out behaviors that may further im-
pede social/emotional maturity on behalf of teens
who are blind.
Flirting is a very important social skill for teens.
Flirting involves talking, but it is initially a visual
activity: a certain eye gaze, facial gestures, and
body postures can signal interest (Hock, 2010).
Teens learn from peers how to send and receive
signals, so (partially sighted and sighted) friends
are crucial for a teen who is blind to know what
the reaction is of the other party.
Youth need to feel competent and in control of
certain aspects of their lives. Overprotection by
adults teaches passiveness, helplessness, and
undermines decision making development. Youth
who are blind may devalue their achievements or
refuse to try at all. They need a realistic appraisal
of their abilities to achieve a realistic sense of
self. Unfortunately, adults may do more difficult
tasks, continue to assist with tasks that are al-
ready mastered, and make decisions for youth
who are blind who are ready to decide for them-
selves.
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