TY - JOUR
T1 - Investigating quality of life and self-stigma in Hong Kong children with specific learning disabilities
AU - Chan, Yi
AU - Chan, Yim Yuk
AU - Cheng, Sui Lam
AU - Chow, Yin Man
AU - Tsang, Yau Wai
AU - Lee, Clara
AU - Lin, Chung Ying
N1 - Publisher Copyright:
© 2017 Elsevier Ltd
PY - 2017/9
Y1 - 2017/9
N2 - Background Children with specific learning disabilities (SpLD) are likely to develop self-stigma and have a poor quality of life (QoL) because of their poor academic performance. Although both self-stigma and poor QoL issues are likely to be found in low academic achievers without SpLD, children with SpLD have worse situation because their diagnosis of SpLD suggests that their learning struggles are biological and permanent. Specifically, students’ perception of own capabilities may be affected more by the diagnosis of SpLD than their own actual performance. Aims We examined the self-stigma and QoL of children with SpLD in Hong Kong, a region with an academics-focused culture. Methods and procedures Children with SpLD (n = 49, Mage ± SD = 9.55 ± 1.21; SpLD group) and typically developing children (n = 32, Mage ± SD = 9.81 ± 1.40; TD group) completed a Kid-KINDL to measure QoL and a Modified Self-Stigma Scale to measure self-stigma. All parents completed a parallel Kid-KINDL to measure QoL of their children. Outcomes and results Compared with the TD group, the SpLD group had a higher level of self-stigma (p = 0.027) and lower QoL (child-reported Kid-KINDL: p = 0.001; parent-reported Kid-KINDL: p < 0.001). Conclusions and implications In the academics-focused environment in Hong Kong, SpLD was associated with impaired QoL and higher self-stigma. Treatments targeting the learning process of children with SpLD may be designed to overcome self-stigma and to improve QoL. In addition, the program may involve parents of the children with SpLD or other people (e.g., the peer of the children with SpLD) for improving their understanding and perceptions of SpLD.
AB - Background Children with specific learning disabilities (SpLD) are likely to develop self-stigma and have a poor quality of life (QoL) because of their poor academic performance. Although both self-stigma and poor QoL issues are likely to be found in low academic achievers without SpLD, children with SpLD have worse situation because their diagnosis of SpLD suggests that their learning struggles are biological and permanent. Specifically, students’ perception of own capabilities may be affected more by the diagnosis of SpLD than their own actual performance. Aims We examined the self-stigma and QoL of children with SpLD in Hong Kong, a region with an academics-focused culture. Methods and procedures Children with SpLD (n = 49, Mage ± SD = 9.55 ± 1.21; SpLD group) and typically developing children (n = 32, Mage ± SD = 9.81 ± 1.40; TD group) completed a Kid-KINDL to measure QoL and a Modified Self-Stigma Scale to measure self-stigma. All parents completed a parallel Kid-KINDL to measure QoL of their children. Outcomes and results Compared with the TD group, the SpLD group had a higher level of self-stigma (p = 0.027) and lower QoL (child-reported Kid-KINDL: p = 0.001; parent-reported Kid-KINDL: p < 0.001). Conclusions and implications In the academics-focused environment in Hong Kong, SpLD was associated with impaired QoL and higher self-stigma. Treatments targeting the learning process of children with SpLD may be designed to overcome self-stigma and to improve QoL. In addition, the program may involve parents of the children with SpLD or other people (e.g., the peer of the children with SpLD) for improving their understanding and perceptions of SpLD.
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U2 - 10.1016/j.ridd.2017.07.014
DO - 10.1016/j.ridd.2017.07.014
M3 - Article
C2 - 28763755
AN - SCOPUS:85026344780
SN - 0891-4222
VL - 68
SP - 131
EP - 139
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
ER -