Psychosocial Experiences of Children With Repaired Cleft Lip and Palate: An Investigation of Four Cases

dc.contributor.advisorTeklemariam, Alemayehu (PhD)
dc.contributor.authorWoldetensae, Tehetena
dc.date.accessioned2019-01-25T07:54:44Z
dc.date.accessioned2023-11-10T14:44:08Z
dc.date.available2019-01-25T07:54:44Z
dc.date.available2023-11-10T14:44:08Z
dc.date.issued2010-07
dc.description.abstractChi.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 .en_US
dc.identifier.urihttp://etd.aau.edu.et/handle/12345678/16047
dc.language.isoenen_US
dc.publisherAddis Ababa Universityen_US
dc.subjectChildren With Repaired Cleft Lip and Palate:en_US
dc.titlePsychosocial Experiences of Children With Repaired Cleft Lip and Palate: An Investigation of Four Casesen_US
dc.typeThesisen_US

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