Autism spectrum disorder (ASD) is a neurodevelopmental condition that negatively affects individuals’ relationships with their environment, leading to difficulties in social communication and interaction, as well as restricted and repetitive behavioral patterns. These characteristics cause individuals with ASD to experience developmental processes differently compared to their typically developing peers. Adolescence, on the other hand, is a critical stage marked by physical, cognitive, emotional, and social changes in which individuals strive for autonomy and identity formation. This paper examines the developmental features of Sam, an adolescent with autism, within the context of adolescence.
Self and Emotional Development in Adolescence
While fluctuations in self-esteem are commonly observed during adolescence, this situation tends to be more pronounced in individuals with ASD. Sam’s self-description as a “freak” reflects low self-esteem. In typical development, self-regulation and perspective-taking skills are expected to improve during adolescence; however, Sam expresses his thoughts and emotions directly, regardless of context or the emotional impact on others. Furthermore, he struggles to recognize how his words might affect those around him.
Social Relationships and Peer Interaction
Adolescents often define themselves in terms of psychological or social groups, whereas Sam defines himself through his personal interests, such as his fascination with penguins. While peer influence becomes particularly important in adolescence, Sam prefers solitude and maintains limited social connections. Although he has not developed close friendships, he is not entirely rejected by peers; nevertheless, his relationships remain superficial, and experiences of peer bullying are evident.
Cognitive Development and Academic Life
According to Piaget’s theory of cognitive development, adolescence is characterized by the emergence of abstract thinking and hypothetical-deductive reasoning. Sam, however, demonstrates difficulties in understanding abstract concepts and figurative language, relying instead on concrete information. He considers research sufficient for problem-solving and applies acquired knowledge directly to real-life situations—for example, in his attempt to find a girlfriend by following advice he had read. This illustrates his limited ability to grasp the social subtleties of interpersonal relationships.
Family Dynamics and Identity Formation
Identity formation is considered one of the most significant developmental tasks of adolescence. Sam does not actively seek an identity; instead, he follows his routines, attending work and school regularly, while avoiding unfamiliar environments. Employment has had a positive effect on his identity development, yet there is little evidence of long-term planning or future orientation. Regarding family dynamics, Sam’s mother demonstrates a more anxious and authoritative stance, while his father and sister adopt a supportive role. Open communication within the family appears to facilitate his psychosocial adjustment.
Conclusion
Sam’s case highlights how adolescents with autism experience developmental pathways that differ from their typically developing peers in cognitive, emotional, and social domains. His reliance on routines and maternal authority provides protection against some of the risky behaviors associated with adolescence. Nevertheless, low self-esteem, limited social interactions, and difficulties with abstract reasoning stand out as central aspects of his developmental profile. Understanding and addressing the unique developmental needs of autistic adolescents is essential to support healthy identity formation and social integration.