Examination of alexithymia levels and peer relationships of adolescents with learning disabilities

The aim of the research is to determine the relationship between the alexithymia levels and peer relationships among adolescents aged 14-17 with learning disabilities. In the research, the alexithymia levels and peer relationships of adolescents with learning disabilities were also examined in terms of various variables and compared with their age-appropriate peers. Relational and descriptive survey models from quantitative research designs were used in the research. The sample of the research consists of a total of 440 adolescents, which are 220 adolescents with learning disabilities and 220 adolescents with age-appropriate development, residing in Istanbul province. The data for the research were collected between June 2022 and January 2023 through face-to-face interviews conducted by the researcher. The Personal Information Form, Toronto Alexithymia Scale (TAS-20), and Friendship Qualities Scale (FQS) were used to collect the research data. The results of the research indicated no significant relationship between FQS and TAS-20 total scores. However, a negative relationship was found between the Conflict subscale of FQS and the total score of TAS-20 and Difficulty Identifying Feelings subscales. Additionally, it was determined that there could be a possible presence of alexithymia for adolescents with learning disabilities, but age-appropriate peers showed significantly more alexithymia symptoms compared to adolescents with learning difficulties. While the levels of alexithymia among age-appropriate developing adolescents vary according to gender, such a differentiation was not observed in adolescents with learning disabilities. It was determined that the quality of peer relationships of age-appropriate developing adolescents is higher than that of adolescents with learning disabilities. While it was determined that adolescents with learning disabilities had higher average scores in the Conflict subscale, while age-appropriate developing adolescents had higher average scores in the Companionship, Help, Security, and Closeness subscale. Furthermore, it was determined that the peer relationships of adolescents with learning disabilities differ according to gender and number of siblings.