Self-concept of children with cerebral palsy measured using the population-specific myTREEHOUSE Self-Concept Assessment

Journal article


Cheong, Sau Kuan, Lang, Cathryne P. and Johnston, Leanne M.. (2018). Self-concept of children with cerebral palsy measured using the population-specific myTREEHOUSE Self-Concept Assessment. Research in Developmental Disabilities. 73, pp. 96-105. https://doi.org/10.1016/j.ridd.2017.12.001
AuthorsCheong, Sau Kuan, Lang, Cathryne P. and Johnston, Leanne M.
Abstract

Self-concept is an individual’s perception of him/herself. Research into the self-concept of children with cerebral palsy (CP) has been sparse due to the lack of a population-specific self-concept instrument. Using the new myTREEHOUSE Self-Concept Assessment, this study investigated the self-concept of children with CP in relation to age, gender, motor, communication and cognitive function. Children with CP aged 8–12 years (n = 50; 29 males; mean 10 years 2 months; GMFCS-E&R I = 36, II = 8, III = 5, IV = 1) completed myTREEHOUSE and a standardised intelligence measure. Most children reported positive self-concept from all three myTREEHOUSE Performance Perspectives and over half (60%) fell within the Low range for the Personal Concern Score. Self-concept was not associated with age, gender, motor function, or communication function. However, for cognitive function, associations were observed for Social Skills (Below Average > Average cognitive function; Cohen’s d = 1.07) and Learning Skills (Above Average > Average cognitive function; Cohen’s d = 0.95) domains when rated from a Personal Performance Perspective. As the first study of the self-concept of children with CP using a CP-specific assessment, this study offers important insights into what children with CP think about themselves. Generally, the self-concept of children with CP was sound. Future research on environmental facilitators and barriers to robust self-concept development is recommended.

Keywordscerebral palsy; children; self-concept; assessment; cognitive function; social skills; learning
Year2018
JournalResearch in Developmental Disabilities
Journal citation73, pp. 96-105
PublisherElsevier Ltd
ISSN0891-4222
Digital Object Identifier (DOI)https://doi.org/10.1016/j.ridd.2017.12.001
Scopus EID2-s2.0-85038876293
Page range96-105
FunderAustralian Catholic University (ACU)
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online22 Dec 2017
Publication process dates
Accepted01 Dec 2017
Deposited28 Feb 2023
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