SELF-CONCEPT development of school-aged children with congenital upper limb differences: A mixed-methods study

Area of Science:

• Psychosocial Development
• Child Psychology
• Disability Studies

Background:

• Self-concept is crucial for psychosocial development in school-aged children, impacting personality, academic success, and life satisfaction.
• Negative self-concept can hinder development, yet research on self-concept in children with congenital upper limb differences (CULD) is limited.
• Understanding self-concept in CULD is vital for supporting healthy psychosocial adjustment and overall well-being.

Purpose of the Study:

• To describe the self-concept of school-aged children with congenital upper limb differences (CULD).
• To provide a comprehensive understanding of the psychosocial factors influencing self-concept in this population.
• To identify key themes and domains that constitute self-concept for children with CULD.

Main Methods:

• A convergent mixed-methods approach was employed, integrating quantitative and qualitative data.
• The Piers Harris Children's Self-Concept Scale (PHCSCS) assessed quantitative self-concept scores.
• Modified photovoice methodology, including 63 photographs and written descriptions from nine children, provided qualitative insights.

Main Results:

• Mean self-concept score was 51.22 (±10.43), with variations across domains: behavioral adjustment (52), freedom from anxiety (48.56), happiness and satisfaction (49.44), intellectual and school status (54.78), and social acceptance (49.89).
• Five emergent themes from qualitative data included emotions, sense of accomplishments, positive self-view and body image, hobbies, and sense of connection.
• Children articulated their self-concept through expressions of self-efficacy, self-image, and social identity.

Conclusions:

• The study offers a detailed description of self-concept in school-aged children with CULD, enhancing understanding of their social identity.
• Findings underscore the importance of self-efficacy, self-image, and social identity in shaping self-concept for children with CULD.
• Further research is recommended to explore the interplay of these factors and inform interventions for promoting positive self-concept development.