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5 MAY 2010

NO 1573

Cognitive skills

A cognitive skills training programme, designed to improve intellectual competence, academic achievement and self-esteem of institutionalised children, was implemented in a children’s home over a nine-month period. Results indicated a significant, but small, change in IQ, and a generally favourable response to the programme.

Introduction
Children found to be in need of care and placed in children’s homes generally present with multiple problems, notably in the areas of emotional, social, intellectual and educational development (Clark, 1979). They have low self-esteem (Blignaut, 1987; Mudaly, 1985; van der Riet, 1985), possibly due to a feeling of stigmatisation (Cronjé, 1984), and feeling rejected and unwanted (Roberts, 1985). Socially, they are often shy and reserved, and have difficulties in relating to peers and adults (Hanekom, 1973; Kinard, 1979, 1980). These children consistently score below average on tests of IQ and scholastic aptitude, and often move to special classes after failing in school a number of times (Berridge, 1985; Castle,1954).

Gannon (1977) and Nell (1980) have reported that various practical difficulties, such as shortage of staff and lack of training, have the result that child care workers are generally unable to pay sufficient attention to the specific psychological needs of the children in their care. The need for specialised therapeutic programmes to improve the self-esteem and cognitive skills of institutionalised children is clear (Cronjé, 1984; Stricklin, 1972), but very little work has been done in the field, especially as far as the South African population is concerned (van der Riet, 1985). No cognitive skills training programme in children’s homes has as yet been attempted in this country (Clark, 1979).

The authors initiated a cognitive skills training programme in a residential children’s home in 1986, with the general research hypothesis that children participating in the programme would show a positive change in intellectual functioning, academic achievement and self-esteem. Motivation for this hypothesis comes from previous research which has demonstrated that intervention pro- grammes can have an effect on cognitive skills and intellectual functioning (e.g. Bronfenbrenner, 1976; Garber and Heber, 1982), as well as self-esteem (e.g. Naudé, 1982, van der Riet, 1985)....

....Conclusion
A cognitive skills training programme was administered to a group of twelve experimental subjects at a children’s home over a period of nine months. An analysis of quantitative data reflected few significant changes, except for a small positive change in IQ score. However, a similar change was reflected in the control group, who underwent a much less structured programme. interviews conducted with participants and staff at the home showed that the programme had been positively experienced, and may have resulted in improvements in cognitive functioning and self-esteem which were not measured by the quantitative tests.

FIE has a number of advantages for use in a childrens home. It is well-structured and has a sound theoretical basis. It does not resemble the normal school curriculum, which is an advantage when working with children in care who often have an extremely negative impression of anything related to school. FIE is a group programme and is thus less time-consuming and costly than standard remedial programmes. The programme has a proven record of success, which is essential in an environment where therapeutic programmes cannot afford to be ‘shots-in-the-dark'.

DR. A.J.CLARK

Clark, A.J. (1985). Training cognitive skills in an institutional environment. In Gannon, B. (Ed.). Today's Child Tomorrow's Adult: Proceedings of the 6th biennial national conference of the National Association of Child Care Workers. Cape Town. NACCW. pp. 74 and 77.

REFERENCES

Berridge, D. (1985). Childrens Homes. Basil Blackwell Ltd., Oxford.

Blignaut, H.C.J. (1978). Behoejtehevrediging van hlan/ee hinders in ’n leinderhuis met hesondere aandag aan die leejtydsgroep eyf tot dertien jaar. Unpublished doctoral dissertation, University of South Africa.

Bronfenbrenner, U.(1976). Is early intervention effective? Facts and principles of early intervention; A summary. In A.M. Clarke and A.D.B. Clarke (eds.), Early experience.- Myth and evidence. Open Books, London.

Clark, B. (1979). Growing up gifted: Developing the potential of children at home and at school. Columbus, Ohio: Charles E. Merrill.

Castle, M. (1954). Institution and non-institution children at school: The effects of social stresses on their relationships. Human Relationships, 7. pp. 349-666.

Cronje, E.M. (1984). Seykortsep van die adolessente dogter in die kinderhuzs. Unpublished doctoral dissertation, University of South Africa.

Gannon, B.C. (1977). Aggression amongst children in residential institutions. Unpublished MA thesis, University of SA.

Garber, H. and Heber, R. (1982). Modification of predicted cognitive development in high-risk children through early intervention. In DK Detterman and RJ. Sternberg (eds.) How and how much can intelligence be increased. Ablex Publishing, New Jersey.

Hanekom, E.W. (1973). Die persoonlikheidsontwikkeling van die gekommitteerde kind in die kinderhuts. Unpublished MA thesis, University of Stellenbosch.

Kinard, E.M. (1979). The psychological consequences of abuse for the child. Journal of Social Issues, 35, (2), pp. 82-100.

Kinard, E.M. (1980). Mental health needs of abused children. Child Welfare, 59, (8), pp. 451-462.

Mudalay, B. (1985). The life-world of youth in children`s homes. The Child Care Worker 3, (4), pp. 3-5.

Mudalay, B. (1985). A study of youth in childrens homes: Some reflections on their personal lives. The Child Care Worker, 3, (9), pp. 14-16.

Naude, G.N. (1982). Programmes to improve the social skills and self-steem of pupils attending a special secondary school. Unpublished doctoral dissertation, University of Port Elizabeth.

Nell, V. (1980).Architecture, power structure and parenting styles: Issues for a counselling programme in a childrens home. In LJ. Jacobs (ed.) Voorligtingsielkunde en randspestalzsasiegebiede. Pretoria: University of SA.

Roberts, J.I. (1985). The feelings of emotionally abused children. The Child Care Worker 3, (6), pp. 4-9.

Stricklin, A.B. (1972). A psychological study of children legally removed from parental care. Unpublished doctoral thesis, University of Cape Town.

van der Riet, G.B. (1985). A self-concept enrichment programme for adolescents in a childrens home. Unpublished MA thesis, University of Port Elizabeth.

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