Abstract
This paper looks into the issue of mental disabilities. First, the general notion of severe disability is addressed. Then, specific examples of such disabilities are considered; namely, intellectual disability, traumatic brain injury, autism, and deaf-blindness. The definitions of these disorders are provided; their characteristics and causes are also explained. The paper is based on the data obtained from scholarly books and articles. It only provides a brief general review of the topic and does not go into detail. For a more in-depth study, further inquiries are recommended.
Introduction
Mental disabilities are highly adverse conditions that severely hinder or prevent people from participating in private, social, and professional life. These conditions often are inborn or develop at an early age, which means that a person suffering from them does not get a chance to become a full-fledged member of society. In our paper, we will look into the issue of mental impairments. First, we will look into the general notion of severe disability; then, we will consider more concrete examples, namely, intellectual disability, traumatic brain injury, autism, and deaf-blindness, addressing the definitions, characteristics, and causes of these conditions.
Severe disabilities
Severe mental disabilities are conditions that cause the inability to think, experience, or feel emotions properly, to an extent that results in functional impairment. Such conditions are characterized by difficulties that the people suffering from the experience while trying to establish and maintain relationships with others, execute tasks related to work, etc.; they find all this extremely hard or impossible to do (Perring, 2010).
The causes of severe mental disabilities include genetic diseases or abnormalities, anomalous brain development, head traumas, exposure to noxious substances, viral or bacterial agents. These disorders can also develop or be further aggravated by drug abuse. Severe mental disabilities often develop at an early age (e.g., the intellectual disability), but might also emerge in adult persons, especially if exacerbated by external factors (for instance, Alzheimer’s disease).
Intellectual disability (ID)
Intellectual disability, or intellectual developmental disorder, is a neurodevelopmental problem that is characterized by “significantly subnormal intellectual functioning in the presence of impairment in adaptive functioning” which exposes itself before a person reaches the age of 18 (Wilmshurst, 2012). ID is “a condition of subnormal intellectual functioning or arrested/incomplete development of the mind”; the development is defined as significant if the IQ of a patient is two standard deviations lesser than the norm (i.e. if the average IQ score=100, then the IQ≈70 signifies ID) (Wilmshurst, 2012). It is characterized by the low general ability to learn but is distinguished from specific disabilities such as dyslexia combined with a normal IQ (Wilmshurst, 2012).
ID can result from the damaged FMR1 gene (codes a protein vital for healthy brain growth); phenylketonuria (caused by two recessive genes coding inborn errors of metabolism); the influence of teratogens on the embryo; usage of hard drugs and alcohol by the mother; mother suffering from rubella during 3-8 weeks of pregnancy, a birth trauma, meningitis or encephalitis, brain injuries, significant malnutrition, exposure of children to lead or other toxins (Wilmshurst, 2012).
Traumatic brain injury (TBI)
TBI is defined as “an alteration in brain function, or other evidence of brain pathology, caused by an external force” (Ponsford, Sloan, & Snow, 2012, p. 1). TBIs are caused by an impact of the head against a blunt object or from its penetration by a sharp object; it often results from vehicle accidents (Ponsford et al., 2012). TBI causes highly adverse outcomes for the injured; it can lead to negative long-term results, such as poor sensory integrity, bad coordination, trouble with handling data, accomplishing tasks, and focusing attention (Silver, McAllister, & Yudofsky, 2011, p. 9). Alzheimer’s dementia, Parkinson’s disease, endocrine dysfunction, and dire social consequences are all related to TBI (Silver et al., 2011, p. 11).
Autism
Autism is a developmental disorder that influences the social and communication skills of those suffering from it. It can manifest in numerous ways; to diagnose an autism spectrum disorder (ASD), at least mild impairment in each of the following aspects of a person’s behavior must be present: 1) socialization, 2) communication, 3) limited interests and repeated behaviors (Rodriguez, 2011, p. 10).
Damaged social interaction and abnormal behaviors are common for autistic patients. They often have trouble perceiving the world; some external stimuli might be interpreted as too intensive ones, while there exists hyposensitivity towards others (Rodriguez, 2011, p. 18). Autistic behavior is often repetitive and self-harming; no specific behaviors are common, but such behaviors occur frequently (Bodfish, Symons, Parker, & Lewis, 2000).
ASDs are caused by a different pattern of brain growth. There is no localized brain abnormality; numerous differences from healthy brains are present (Rodriguez, 2011, p. 42). It is stated that autism is mainly caused by genetic disorders (Rodriguez, 2011, p. 13); Zoghbi and Bear (2012) stress that synaptic dysfunction might play a crucial role in it.
Deaf-blindness
Deaf-blindness is a severe condition, a combined sensory impairment, defined as the absence of hearing (or the lack of useful hearing) and sight (or the lack of useful sight). Deaf-blind people, in many cases, can be taught to speak, which is why the word “muteness” is not a part of the term (Dalby et al., 2009).
Deaf-blindness can be either congenital (inborn) or acquired (Dalby et al., 2009). Congenital deaf-blindness might be the result of various factors such as birth complications, premature birth, some diseases (e.g. rubella). Acquired deaf-blindness might come from injury, severe disease (such as meningitis), or be a result of aging.
Dalby et al. (2009) note that individuals who suffer from inborn deaf-blindness have a higher probability of developing cognitive disabilities, and find it more difficult to establish social contacts, as well as to be able to care for themselves; they are less likely to learn to use speech as a means of communication as well (p. 96).
On the whole, people who suffer from deaf-blindness have different abilities to care for themselves, communicating with others, etc., due to the differences in the level of sight and hearing impairments; the fact of the condition being inborn lowers these abilities. It means that the needs of people with innate deaf-blindness differ from those of people with acquired deaf-blindness (Dalby et al., 2009, p. 102).
Conclusion
As we have seen, mental disabilities are severe conditions that prevent people from having a full-fledged life by making them unable to feel emotions, think, or experience properly. They are often caused by genetic factors or serious diseases, as well as substance abuse or head injury. These conditions can be inborn (ID, autism, deaf-blindness) or acquired (TBI, deaf-blindness). People suffering from these disorders require special care and attention.
References
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Dalby, D. M., Hirdes, J. P., Stolee, P., Strong, J. G., Poss, J., Tjam, E. Y.,…Ashworth, M. (2009). Characteristics of individuals with congenital and acquired deaf-blindness. Journal of Visual Impairment & Blindness, 103(2), 93-102. Web.
Perring, C. (2010). Mental illness. Web.
Ponsford, J., Sloan, S., & Snow, P. (2012). Traumatic brain injury: Rehabilitation for everyday adaptive living (2nd ed.). Hove, UK: Psychology Press.
Rodriguez, A. M. (2011). Autism spectrum disorders. Minneapolis, MN: Twenty-First Century Books.
Silver, J. M., McAllister, T. W., & Yudofsky, S. C. (2011). Textbook of traumatic brain injury. Arlington, VA: American Psychiatric Publishing.
Wilmshurst, L. (2012). Clinical and educational child psychology: An ecological-transactional approach to understanding child problems and interventions [Google Books version]. Web.
Zoghbi, H. Y., & Bear, M. F. (2012). Synaptic dysfunction in neurodevelopmental disorders associated with autism and intellectual disabilities. Cold Spring Harbor Perspectives in Biology, 4(3). Web.