| Abstract: |
The impact of psychosocial development, as described in Erik Erikson's stage theory, has a profound basis in adolescent social competence, self-identity and overall adaptive functioning. Nonetheless, there is little empirical research directly comparing psychosocial developmental pathways of neurotypical and MIAD adolescents. This comparative cross-sectional study aims to explore the psychosocial development profiles of 300 adolescent children, aged 12–18 years (Neuro Typical-150; MIAD-150), from 24 schools in urban and semi-urban India. Implementing the Erikson Psychosocial Stage Inventory (EPSI), Vineland Adaptive Behavior Scale (VABS-3), Rosenberg Self-Esteem Scale and a custom Social Competence Questionnaire, statistically significant stages differences were found for all five Erikson stages relevant to adolescents (p < 0.001) with the MIAD group performing lower on all metrics. The results of a multiple regression analysis show that parental engagement (β=0.34), school inclusion (β=0.28), and peer interaction quality (β=0.22) are the three most significant predictors of psychosocial development among the MIAD cohort. These results highlight the importance of implementing specific psychosocial interventions at school to close this developmental gap. |
