Supporting the Wellbeing of Children with Special Needs through Strength Based Curriculum
DOI:
https://doi.org/10.31686/ijier.vol12.iss1.4206Keywords:
wellbeing special needs students, self-esteem, self-perception, self-conceptAbstract
Singapore’s Ministry of Social and Family Development’s definition of “persons with disability” are those with physical and mental impairments, therefore resulting in reduced opportunities towards a higher quality of life in terms of education, employment, and recreation (MSF, 2023). This identification of a disability is rooted on the affliction rather than the person. Mental health approaches have traditionally followed a linear deficit approach pathway as well, with the prescription that the termination of problems would in default result in a healthy state of mental health (Torres, 2021) and past policies and efforts were made to mitigate the affliction, in the view that the quality of life will improve in the absence of mental illness or the reduction of disability. Therefore, such endeavours on rehabilitation thrusts need to be revisited and revised, to accommodate the broader context children with special needs are part of. The present literature review seeks to explore the relationship of strength-based approaches on three variables, namely, self-esteem, self-concept and self-perception and its effect on overall well-being. These two variables were selected for two reasons. The first being their centrality to theories of positive psychology and have been long explored as indictors of wellbeing and scholastic levels (Baumeister, 2003). Second, these variables seem to have good predictable validity of self-views (Swann et al., 2007).
Downloads
References
Abed, M. (2014). Self-esteem: Enhancing good practices and overcoming barriers. Life Science Journal, 11(10), 126-136.
Allodi, M. W. (2000). Self-concept in children receiving special support at school. European Journal of Special Needs Education, 15(1), 69-78. DOI: https://doi.org/10.1080/088562500361718
Armstrong, T. (2012). Neurodiversity in the Classroom: Strengths-Based Strategies to Help Students with Special Needs Succeed in School and Life. ASCD.
Arnold, K. A., Turner, N., Barling, J., Kelloway, E. K., & McKee, M. C. (2007).
Transformational leadership and psychological well-being: The mediating role of meaningful work. Journal of Occupational Health Psychology, 12,193–203. doi:10.1037/1076-8998.12.3.193. DOI: https://doi.org/10.1037/1076-8998.12.3.193
Avramidis, E. (2013). Self-concept, social position and social participation of pupils with SEN in mainstream primary schools. Research Papers in Education, 28(4), 421-442. DOI: https://doi.org/10.1080/02671522.2012.673006
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles?. Psychological Science in the Public Interest 4, 1–44. DOI: https://doi.org/10.1111/1529-1006.01431
Beart, S., Hardy, G., & Buchan, L. (2005). How people with intellectual disabilities view their social identity: A review of the literature. Journal of Applied Research in Intellectual Disabilities, 18, 47 – 56. DOI: https://doi.org/10.1111/j.1468-3148.2004.00218.x
Bear, G. G., Clever, A., & Proctor, W. A. (1991). Self-perceptions of nonhandicapped children and children with learning disabilities in integrated classes. The Journal of Special Education, 24(4), 409-426. DOI: https://doi.org/10.1177/002246699102400403
Bellmore, A.D., & Cillessen, A.R.N. (2006). Reciprocal influences of victimization, perceived social preferences, and self-concept in adolescence. Self and Identity, 5, 209-229. DOI: https://doi.org/10.1080/15298860600636647
Brownlee, K., Rawana E. P., & MacArthur, J. (2012). Implementation of a Strengths-Based Approach to Teaching in an Elementary School. Journal of Teaching and Learning, 8(1). https://doi org.ezproxy.student.twu.ca/10.22329/jtl.v8i1.3069 DOI: https://doi.org/10.22329/jtl.v8i1.3069
Brough, P., O’Driscoll, M., Kallilath, T., Cooper, C. L., & Poelmans, S. A. Y. (2009). Workplace psychological health: Current research and practice. Cheltenham: Edward Elgar. Theories/Evidence to Show Strength Supports Self Esteem, Concept, Perceptio DOI: https://doi.org/10.4337/9781781952672
Cheng, H., & Furnham, A. (2003). Personality, self-esteem, and demographic predictions of happiness and depression. Personality and individual differences, 34(6), 921-942. DOI: https://doi.org/10.1016/S0191-8869(02)00078-8
Clifton, D. O., & Harter, J. K. (2003). Investing in strengths. Positive organizational scholarship: Foundations of a new discipline, 111-121
Copeland, W., Adair, C., Smetanin, P., Stiff, D., Briante, C., Colman, I., Fergusson, D.,Hor-wood, J., Poulton, R., Jane Costello, E., & Angold, A. (2013). Diagnostic transitions from childhood to adolescence to early adulthood. Journal of Child Psychology and Psychiatry, 54(7), 791–799. DOI: https://doi.org/10.1111/jcpp.12062
Coughlan, B.J. (2011) Critical Issues in the Emotional Wellbeing of Students withSpecial Educational Needs in the 21st Century. REACH Journal of Special Education in Ireland. 24, (2), 67--‐75.
Coughlan, B. (2007) ‘Mental health difficulties in people with intellectual disability’, in B. Carpenter and J. Egerton (eds) New Horizons in Special Education. Stourbridge: Sunfield Publications.
Danielsen, A. G., Samdal, O., Hetland, J., & Wold, B. (2009). School-related social support and students’perceived life satisfaction. The Journal of Educational Research, 102(4), 303–320. DOI: https://doi.org/10.3200/JOER.102.4.303-320
deBros, K. (2015). Strengths-Based Approach to Teaching Gives Special Education Students Hope. Retrieved from https://www.noodle.com/articles/strengths-based-approach-to-teaching-gives-special-education-students-hope191.
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, 542–575. DOI: https://doi.org/10.1037//0033-2909.95.3.542
Disabato, D. J., Goodman, F. R., Kashdan, T. B., Short, J. L., & Jarden, A. (2016). Different types of well-being? A cross-cultural examination of hedonic and eudaimonic well-being. Psychological assessment, 28(5), 471. DOI: https://doi.org/10.1037/pas0000209
Dogan, T., Totan, T., & Sapmaz, F. (2013). The role of self-esteem, psychological well-being, emotional self-efficacy, and affect balance on happiness: A path model. European Scientific Journal, 9(20).
Emerson, E. & Hatton, C. (2007) The Mental Health of Children and Adolescents with Learning Disabilities in Britain. Lancaster: Institute for Health Research. DOI: https://doi.org/10.1108/17530180200700033
Epstein, S. (1973). The self-concept revisited: Or a theory of a theory. American psychologist, 28(5), 404. DOI: https://doi.org/10.1037/h0034679
Ereaut, G., & Whiting, R. (2008). What do we mean by ‘wellbeing’? And why might it matter? In S.a.F. Department for Children (Ed.), Linguistic landscapes. London: DCSF.
Hiroto, D. S., & Seligman, M. E. (1975). Generality of learned helplessness in man. Journal of personality and social psychology, 31(2), 311. DOI: https://doi.org/10.1037/h0076270
Huebner, E. S., & Dew, T. (1996). The interrelationships of positive affect, negativeaffect, and life satisfaction in an adolescent’s sample. Social Indicators Research, 38, 129–137. doi:10.1007/BF00300455. DOI: https://doi.org/10.1007/BF00300455
Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., et al. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80, 1514–1530. doi:10.1111/j.1467-8624.2009.01348.x. DOI: https://doi.org/10.1111/j.1467-8624.2009.01348.x
Kernis, M. H. (2003). Toward a conceptualization of optimal self-esteem. Psychological inquiry, 14(1), 1-26. DOI: https://doi.org/10.1207/S15327965PLI1401_01
Keyes, C. L. (2002). The mental health continuum: From languishing to flourishing in life. Journal of health and social behaviour, 207-222. DOI: https://doi.org/10.2307/3090197
Keyes, C. L. (2001). "Complete Mental Health: An Agenda for the 21st Century." In Flourishing: Positive Psychology and the Life Well-Lived, edited by C. L. M. Keyes and J. Haidt. Washington, DC: American Psychological Association
Lopez, S.J. & Louis, M.C. (2009). The Principles of Strength-based Education. Journal of College & Character, 10(4), DOI: 10.220 2/1940-1639.1041. DOI: https://doi.org/10.2202/1940-1639.1041
Lloyd, P., & Fernyhough, C. (1999). Introduction. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky: Critical assessments. Vol. 3. The zone of proximal development (pp. x–xxvii). New York, NY: Routledge.
MacIntyre, P. D. (2002). Motivation, anxiety and emotion in second language acquisition. Individual differences and instructed language learning, 2, 45-68. DOI: https://doi.org/10.1075/lllt.2.05mac
Manning, M. A. (2007). Self-concept and self-esteem in adolescents. Student services, 2, 11-15.
Manwell, L. A., Barbic, S. P., Roberts, K., Durisko, Z., Lee, C., Ware, E., et al. (2015). What is mental health? Evidence towards a new definition from a mixed methods multidisciplinary international survey. BMJ Open 5, 1–11. doi:10.1136/bmjopen-2014-007079. DOI: https://doi.org/10.1136/bmjopen-2014-007079
Matthews, G., Deary, I., & Whiteman, M. C. (2003). Personality traits (2nd ed.). Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511812736
Ministry of Social and Family Development, Singapore. (2023). Enabling masterplan 2030. https://www.msf.gov.sg/what-we-do/enabling-masterplan
McCullough, G., Huebner, E. S., & Laughlin, J. E. (2000). Life events, self‐concept, and adolescents' positive subjective well‐being. Psychology in the Schools, 37(3), 281-290. DOI: https://doi.org/10.1002/(SICI)1520-6807(200005)37:3<281::AID-PITS8>3.0.CO;2-2
Myers, D. G., & Diener, E. (1995). Who is happy?. Psychological science, 6(1), 10-19. DOI: https://doi.org/10.1111/j.1467-9280.1995.tb00298.x
Narafshan, M. H., & Noori, S. (2018). Enhancing self-esteem in classroom language learning: The potential of implementing a strength-based positive psychology intervention at higher education. International Journal of Language Teaching and Education, 2(3), 334-345. DOI: https://doi.org/10.22437/ijolte.v2i3.5593
Palenzuela-Luis, N., Duarte-Clíments, G., Gómez-Salgado, J., Rodríguez-Gómez, J. Á., & Sánchez-Gómez, M. B. (2022). International Comparison of Self-Concept, Self-Perception and Lifestyle in Adolescents: A Systematic Review. International Journal of Public Health, 67, 1604954. DOI: https://doi.org/10.3389/ijph.2022.1604954
Peacock, S., et al. (2010). The positive aspects of the caregiving journey with dementia: Using a strengths-based perspective to reveal opportunities. Journal of Applied Gerontology, 29, 640–659. DOI: https://doi.org/10.1177/0733464809341471
Peterson, C. (2006). A primer in positive psychology. Oxford university press.
Rashid, T. & Ostermann, R.F. (2009). Strength-based assessment in clinical practice. Journal of Clinical Psychology, 65(5), 488–498. DOI: https://doi.org/10.1002/jclp.20595
Rogers, C. R. (1951). Client-centered Therapy. Boston Mass.: Houghton Mifflin.
Rosenberg, M., Schooler, C., Schoenbach, C., & Rosenberg, F. (1995). Global self-esteem and specific self-esteem: Different concepts, different outcomes. American sociological review, 141-156. DOI: https://doi.org/10.2307/2096350
Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton University Press. DOI: https://doi.org/10.1515/9781400876136
Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57, 1069– 1081.doi:10.1037/0022-3514.57.6.1069 DOI: https://doi.org/10.1037//0022-3514.57.6.1069
Saghatoleslami, M. (2005). Adjustment to college: College students with learning disabilities. Dissertation Abstracts International, 66, 2315
Salehi, M., Tavakol, H. K., Shabani, M., & Ziaei, T. (2015). The relationship between self-esteem and sexual self-concept in people with physical-motor disabilities. Iranian Red Crescent Medical Journal, 17(1). DOI: https://doi.org/10.5812/ircmj.25359
Schilling, K. (2015). Examining the role of self-esteem in the association between emotional vulnerability and psychological well-being.
Seligman, M. E., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: empirical validation of interventions. American psychologist, 60(5), 410. DOI: https://doi.org/10.1037/0003-066X.60.5.410
Soutter, A. K., O'Steen, B., & Gilmore, A. (2014). The student well-being model: A conceptual framework for the development of student well-being indicators. International Journal of Adolescence and Youth, 19(4), 496-520. DOI: https://doi.org/10.1080/02673843.2012.754362
Suldo, S. M., & Shaffer, E. J. (2008). Looking beyond psychopathology: The dual-factor model of mental health in youth. School Psychology Review, 37(1), 52–68. DOI: https://doi.org/10.1080/02796015.2008.12087908
Suldo, S. M., Shaffer, E. J., & Riley, K. N. (2008). A social-cognitive-behavioural model of academic predictors of adolescents’ life satisfaction. School Psychology Quarterly, 23, 56–69. DOI: https://doi.org/10.1037/1045-3830.23.1.56
Swann, W. B., Chang-Schneider, C., & Larsen McClarty, K. (2007). Do people’s self-views matter? self-concept and self-esteem in everyday life. American Psychologist, 62(2), 84–94. https://doi.org/10.1037/0003-066x.62.2.84 DOI: https://doi.org/10.1037/0003-066X.62.2.84
Swann Jr, W. B. (1996). Self-traps: The elusive quest for higher self-esteem. WH Freeman/Times Books/Henry Holt & Co.
Taylor, S. E., & Stanton, A. L. (2007). Coping resources, coping processes, and mental health. Annu. Rev. Clin. Psychol., 3, 377-401. DOI: https://doi.org/10.1146/annurev.clinpsy.3.022806.091520
Tian, L. (2008). Developing scale for school well-being in adolescents. Psychology Development and Education, 24, 100–107.
Toback, R. L., Graham-Bermann, S. A., & Patel, P. D. (2016). Outcomes of a character strengths–based intervention on self-esteem and self-efficacy of psychiatrically hospitalized youths. Psychiatric Services, 67(5), 574-577. DOI: https://doi.org/10.1176/appi.ps.201500021
Torres, E. (2021). Measuring Mental Health in Children with Disabilities: The use of the two continua model.
Trzesniewski, K.H., Donnellan, M.B., Robins, R.W., Moffitt, T.E., & Caspi, A. (2002, February). Do juvenile delinquents have high or low self-esteem? Paper presented at the annual meeting of the Society for Personality and Social Psychology, Savannah, GA.
Tudor, K. (2013). Mental health promotion: Paradigms and practice. Routledge. DOI: https://doi.org/10.4324/9781315812670
Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, bipolar, OCD, Asperger’s, depression, and other disorders. Scottsdale, AZ: Great Potential Press.
World Health Organisation (2007) Mental Health: Strengthening mental health promotion(fact sheet no. 220) Geneva: World Health Organisation
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Dr. Eunice Tan, Mark Kuo Cheng Choy
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
