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Profile For Children (profile + for_children)
Selected AbstractsDyslexia and psycho-social functioning: an exploratory study of the role of self-esteem and understandingDYSLEXIA, Issue 4 2009Melody M. Terras Abstract Individuals with dyslexia may have lower self-esteem and exhibit more emotional and behavioural difficulties than those without reading problems. However, the nature of any relationship between self-esteem and psychopathology remains unknown. This exploratory study assessed levels of self-esteem using the Self-Perception Profile for Children (Manual for the Self-Perception Profile for Children. University of Denver, CO: Denver; 1985) and psycho-social adjustment using the Strengths and Difficulties Questionnaire (J. Child Psychol. Psychiatry, 1997; 38: 581,586) and examined child and parent understanding, attitudes and the perceived impact of reading difficulties on daily life. Sixty-eight children assessed as dyslexic on the basis of discrepancy scores (mean age 11.2 years; 44 male), and their parents, participated. No global self-esteem deficit was found, but the mean score for both child and parent-rated scholastic competence was significantly lower than that of the general population. Rates of social, emotional and behavioural difficulties were significantly higher than in the general population and were correlated with self-esteem. For children who had high global self-worth, both children and their parents had more positive attitudes towards their reading difficulties and were less likely to perceive a negative impact on relationships. The association between academic self-esteem and emotional symptoms is consistent with the proposed link between dyslexia and internalizing difficulties. Good self-esteem and a good understanding of dyslexia may help children avoid some of these difficulties. Further research with larger more representative samples is necessary as understanding the factors that promote successful psycho-social adjustment is essential to the development of effective prevention and intervention strategies. Copyright © 2009 John Wiley & Sons, Ltd. [source] The effectiveness of a peer support camp for siblings of children with cancer,PEDIATRIC BLOOD & CANCER, Issue 5 2006Ranita Sidhu BSc OT Abstract Background Siblings of children with cancer have higher levels of psychological stress and adaptational difficulties compared to siblings of healthy children and children with other chronic illness. This is the first study to report on the mental health of Australian siblings of children with cancer and examines the effects of a therapeutic peer support camp,Camp Onwards, as an intervention. Procedure A protocol, designed to reduce levels of distress, improve social competence, and improve knowledge about the impact of cancer and its treatment was developed. Siblings (n,=,26) 8,13 years were assessed using standardised self-report measures pre and post intervention and at ,8 weeks follow-up with: the Behaviour Assessment for Children (BASC) (Reynolds & Kamphaus, 1992), Self Perception Profile for Children (SPP-C) (Harter, 1985), Sibling Perception Questionnaire (SPQ) (Carpenter & Sahler, 1991). Results Change was measured using paired t tests. At pre-test, 40% of the sample demonstrated increased levels of emotional distress when compared to the normal population. Post intervention, siblings reported lower levels of distress demonstrated by decreased anxiety (P,=,0.01) and positive changes in the Self Report of Personality [BASC] (P,=,0.00). Improved social competence was noted in the interpersonal domain of the SPQ (P,=,0.01) and also greater social acceptance scores on the SPP-C (P,=,0.01). Improved knowledge about the impact of cancer and its treatment was evidenced by significant reductions in the fear of disease domain on the SPQ (P,=,0.01). Conclusions Siblings who attended Camp Onwards demonstrated improved mental health outcomes that were sustained at follow-up, demonstrating its effectiveness as an intervention strategy in supporting sibling adjustment. Pediatr Blood Cancer 2006; 47:580,588. © 2005 Wiley-Liss, Inc. [source] Physical and emotional development, appetite and body image in adolescents who failed to thrive as infantsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2006R.F. Drewett Background:, Previous studies suggest that failure to thrive in infancy may be associated with adverse sequelae in childhood. Although cognitive abilities have been extensively investigated, little systematic research is available on other aspects of development. Methods:, Eighty-nine children who failed to thrive as infants and 91 controls were followed up when twelve years old and examined using anthropometric measurement, self-ratings of appetite and body image, the Dutch Eating Behaviour Questionnaire, the Self-perception Profile for Children, The Revised Children's Manifest Anxiety Scale, the parent and child form of the Mood and Feelings Questionnaire and the parent and teacher's form of the Child Behavior Checklist. Results:, The children who failed to thrive were significantly shorter and lighter at twelve and had significantly lower BMIs, but they did not go into puberty any later. They were more likely to rate their appetite as lower than their best friend's, were generally more satisfied with their body shape, and had significantly lower restraint score on the Dutch Eating Behaviour Questionnaire. They were not significantly different from controls on any of the measures reflecting anxiety, depression or low self-esteem. Conclusions:, Failure to thrive in infancy is not associated with adverse emotional development in childhood. [source] Self-evaluation and social comparison amongst adolescents with learning difficultiesJOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 5 2001Jason Crabtree Abstract Two studies are presented which examine self-evaluation in adolescents with learning difficulties and how these adolescents strategically protect their self-concept through the use of social comparison. Study one involved 145 adolescents with learning difficulties and the same number of non-disabled adolescents aged between 11 to 16 years. All adolescents completed Harter's ,Self Perception Profile for Children' (SPPC). No significant overall differences were found between the self-evaluations of the adolescents with learning difficulties and non-disabled adolescents. In addition, adolescents with learning difficulties strategically devalued less favourable comparison dimensions and valued more positive comparison attributes. Study two utilized a four condition between-groups design with a sample of 68 adolescents with learning difficulties. All participants completed the SPPC, but the availability of a social comparison group was systematically varied between conditions. The self-evaluations made by adolescents changed significantly when the social comparison group made available was altered. The findings are discussed with regard to their theoretical implications and in terms of inclusion policies for adolescents with learning difficulties. Copyright © 2001 John Wiley & Sons, Ltd. [source] | ||||||||||