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Possible personality problems among 10-year-old spina bifida children
Child: Care, Health and Development
|November 1, 1985
Summary
Children with spina bifida (SB) show similar school adjustment to peers but experience more private emotional difficulties. This highlights the need for targeted support beyond observable school behaviors for SB patients.
Area of Science:
- Pediatric Psychology
- Developmental Psychology
- Clinical Psychology
Background:
- Spina bifida (SB) is a complex congenital condition impacting physical and potentially psychosocial development.
- Understanding the psychosocial adjustment of children with SB is crucial for effective intervention.
Purpose of the Study:
- To compare school adjustment and emotional problems in children with spina bifida and non-disabled controls.
- To identify potential discrepancies between self-reported emotional distress and observed school behavior in children with SB.
Main Methods:
- Utilized the Rogers Personal Adjustment Inventory for self-assessment of emotional problems.
- Employed the Bristol Social Adjustment Guide for teacher-based assessment of school behavior.
- Compared data from 44 children with spina bifida and 52 non-disabled controls, all aged 10.
Main Results:
- Children with spina bifida and controls exhibited comparable school adjustment scores.
- Spina bifida group reported significantly higher levels of emotional problems on the Rogers Inventory.
- This suggests internalizing difficulties not always evident in school behavior.
Conclusions:
- Children with spina bifida may experience significant emotional distress not outwardly manifested in the school environment.
- Assessment methods should capture both self-reported feelings and observable behaviors for comprehensive evaluation.
- Implications for tailored support strategies for children with spina bifida are discussed, emphasizing the need to address private emotional concerns.