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Self-concept of early primary school age children with visible or invisible defects

H Broder1, R P Strauss

  • 1Department of Dental Ecology, UNC School of Dentistry, University of North Carolina, Chapel Hill.

The Cleft Palate Journal
|April 1, 1989
PubMed

Insights

Children with cleft lip and palate experienced significantly lower self-concept scores compared to peers without physical defects. This highlights early psychosocial stress and stigma in young children with clefts.

Area of Science:

  • Pediatric Psychology
  • Developmental Psychology
  • Craniofacial Anomalies Research

Background:

  • Self-concept is crucial for child development.
  • Craniofacial anomalies like cleft lip and palate can impact psychosocial well-being.
  • Early identification of psychosocial challenges is vital for intervention.

Purpose of the Study:

  • To compare self-concept scores in children with different types of clefts and controls.
  • To investigate the impact of visible and invisible defects on self-concept.
  • To identify potential psychosocial stress factors in children with clefts.

Main Methods:

  • The Primary Self-Concept Inventory (PSCI) was administered to 58 seven-year-old children.
  • Participants included groups with cleft lip, cleft lip and palate, cleft palate, and a control group without defects.
  • Statistical analysis was used to compare self-concept scores across groups.

Main Results:

  • Significant differences in self-concept scores were found between children with clefts and controls.
  • Children with cleft lip and palate exhibited the lowest self-concept scores.
  • Findings suggest young children with clefts experience considerable stigma.

Conclusions:

  • Early primary school age children with clefts face significant self-concept challenges.
  • Early evaluation of psychosocial stress is recommended for children with clefts.
  • School personnel can play a role in supporting self-concept development in these children.

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