Loneliness of the Blind and the Visually Impaired

Loneliness has been termed a social epidemic, especially when experienced by people with disabilities. In order to better understand how loneliness is experienced in vulnerable populations, the present study compared the qualitative dimensions of loneliness of the blind and visually impaired with the general population not on the frequency or intensity of their loneliness, but on its qualitative aspects. One hundred and eighty-seven participants responded to a questionnaire which measured the qualitative aspects of loneliness on five subscales: Emotional distress, social inadequacy, Growth and discovery, social isolation, and emotional alienation. Results indicated that as expected, the two populations differed significantly in their scores on four of the five subscales (except emotional alienation), but in the opposite direction of what was expected. That may indicate that the visually impaired person's ability to transcend their blindness, and connect with those around them, and the larger society, in different-and not necessarily less meaningful-manner than the seeing general population. As expected, the visually impaired scored significantly higher than the general population on the Growth and development subscale.

The socioemotional adjustment of adolescents with LD in the kibbutz during high school transition periods

This study examined several aspects of the socioemotional experiences (i.e., loneliness, social skills, reciprocal friendship, reciprocal rejection, and social status) of adolescents with and without learning disabilities in an Israeli kibbutz environment during school transition periods. The sample consisted of 106 students with learning disabilities (LD; 74 boys and 32 girls) and 101 students without learning disabilities (NLD; 62 boys and 39 girls) drawn from seventh grade (i.e., early adolescence) and ninth grade (i.e., middle adolescence). The results revealed that seventh- and ninth-grade adolescents with LD received more social peer rejection than did NLD group adolescents, and students with LD were judged by their teachers to exhibit lower social skills and higher behavioral problems than their classmates. No significant group differences were found on loneliness, but an age-related increase in loneliness feelings was noted, which was independent from group membership and gender. Gender differences on self-report, peer ratings, and teachers' ratings on social measures in favor of girls were demonstrated. The discussion focuses on the potential impact of school transitions and of the developmental environment provided in the kibbutz on adolescents' socioemotional functioning and adjustment.