Self-concept and self-esteem among children and young adults with visual impairment: A systematic review

Abstract

The purpose of the study was to summarize current scientific knowledge relating to self-concept and self-esteem among children and young adolescents with visual impairment (VI). A systematic review was conducted of articles published between 1998 and 2016. A total of 26 publications, representing 15 countries, met the inclusion criteria, and 24 of the studies had used a cross-sectional design. Some studies found that the age and degree of vision loss influenced perceived self-esteem. In general, independence in mobility, parenting style, social support, and friendship was reported as important for children with VI to enhance their self-concept and self-esteem. To be able to provide opportunities for a successful development and good self-evaluation, we need more knowledge and further longitudinal observation studies and randomized clinical trials with high quality to increase the possibilities to draw conclusions about cause and effect.

Keywords:

• vision loss
• visual impairment
• self-esteem
• self-concept
• review

Public Interest Statement

How do children with visual impairment perceive their self-esteem? Children with vision loss may have reduced mobility, fewer opportunities to learn social skills, greater independency on help, and experience loneliness. Moreover, less participation in leisure-time activities with their significant others may contribute to them having an increased risk of mood disorders. Additionally, children with severe vision loss may find it hard to predict other people’s behavior, reactions, and emotions from their facial expressions. A person’s self-esteem may depend on their psychological adjustment, quality of life, adaptive behavior, relationships with friends, motivation and success in life, among other factors. Low self-esteem may ensue if there is a discrepancy between a person’s expectations and their perception of their adequacy. Children with vision loss may have lower self-esteem due if their challenges in life differ from those of sighted children. However, the self-evaluation, social comparison, and identity of children with different visual statuses may vary.

Acknowledgment

The author thanks Catriona Turner for checking the language of the manuscript.

Additional information

Funding

Funding

The author received no direct funding for this research.

Notes on contributors

Liv Berit Augestad

Liv Berit Augestad (PhD) is a professor at the Department of Neuromedicine and Movement Science, at the Faculty of Medicine and Health Sciences, Norwegian University of Technology and Science (NTNU), Trondheim, Norway. In addition, she has a part-time position at the Department of Visual Impairment, Statped Midt, Heimdal, Norway.

Her main research area at NTNU is physical activity and health. Since 1994, she has also focused on mental and physical health among people with visual impairment. Statped’s regional offices are responsible for providing advice and support in special education for students with visual impairment. In Norway, all students with visual impairment are fully integrated in the mainstream schools. She has published handbooks, and peer-reviewed papers in international journals, as well as the results of population-based epidemiological studies and systematic reviews in the field of vision and health.