Psychosocial Experiences of Children With Repaired Cleft Lip and Palate: An Investigation of Four Cases
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Date
2010-07
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Addis Ababa University
Abstract
Chi.ldren with repaired cleft lip and/or palate encounter a range of physiological, social, and
psychological stresses associated with the cleft. Even though they have gone through surgical
treatments they have appearance and functional differences that potentially compromise their
psychosocial functioning. In view of this, this study aimed to explore the psychosocial
experiences of children with repaired cleft lip andlor palate, with the goal of addressing their
ocial experiences, psychological fW1ctioning, learning and achievement and factors associated
with these variables. A qualitative case-study design method was employed to attain the
objective. In-depth open-ended interviews were conducted with 4 children aged 12 to 16 with
repaired cleft lip and/or palate, their parents and teachers. In addition, focus-group discussions
were undertaken with other groups of parents and teachers of children with repaired cleft lip
and/or palate. The focus was the subjective interpretation of the children's experiences. The
interviews were transcribed and analyzed using a qualitative case description and cross-case
approach with emphasis on thematic analysis. The major findings of the study were that
difference in facial appearance coupled with speech deficits made the children with repaired cleft
lip andlor palate experience teasing in their day-to-day lives, which impacted their social and
psychological wellbeing. The psychosocial problems the children experienced were mainly
characterized by frequent teasing and insult, social anxiety; feelings of dissatisfaction with facial
appearance and speech, insecurity, guilt, frustration, anger, sadness, worry, withdrawal, and other
symptoms of depression. A case of aggressive and disruptive behaviors at school were also
reported. FUlthermore, some of the children had poor academic performance and achievement.
The fmdings fulther showed that parents of these chi Idren had themselves gone through higher
degrees of personal stress, which had influenced the children's current psychosocial functioning
and achievement in academics. In addition, speech and language deficits paired with lower
expectations led them to lower educational aspirations. The results suggest the importance of
timely interventions on social, psychological, and family factors .
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Keywords
Children With Repaired Cleft Lip and Palate: