Psychological Profile of abused children & intervention scholastic achievement
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Date
2007
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UAS Dharwad
Abstract
The study was undertaken during 2003-05 with the objectives to study family
background, prevalence and factors related to types of child abuse, adjustment, perception
about parenting and its relationship with adjustment, level of learning abilities and impact of
intervention on learning abilities among institutionalized children.
The population comprised 150 children residing in four juvenile institutions of
Belgaum division in Karnataka state of which 148 children who were neglected, physically
and multiply abused were selected for detailed study. Background information was collected
using questionnaire. Information about social, emotional, educational adjustments of children
and their perception about different parenting models was collected using Sinha and Singh
(1997) and Bhardwaj (1998) scales respectively. Learning abilities and academic
performance of children was collected from teachers and school registers. School based
intervention programs for staff members and children were carried out. Intervention for
children focused on improving their learning abilities and this was done by using intervention
package. Pre and post assessment about learning difficulties was made using NIMHAN’S
Index–II (Kapur et al., 1991).
The results revealed that prevalence of neglect was highest among institutional
children. Incidence of neglect was higher among girls, while physical and multiple abuse
were more among boys. Significant association was found between caste, family size, family
structure, alcoholic habit of father and types of child abuse. Majority of children had
unsatisfactory adjustment in social, emotional, educational areas. Majority of children
perceived that their parents had rejecting attitude towards them, careless about them and
indulgent in their interpersonal relationships. Positive relationship was observed between
children perception about different parenting models and their adjustment. Further, 39.19 per
cent of children were poor in reading, 21.62 per cent poor in writing and 46.62 per cent poor
in arithmetic. School based intervention had significant effect in reducing reading and writing
difficulties and improving arithmetic operations among children.