Psychosocial issues for children and adolescents with chronic illness:: self-esteem, school functioning and sports participation

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Self-esteem

Self-esteem can be defined as the basic capacity to feel good about oneself. For most children, it is the feeling of increasing competence and fitting in with others who are accepting and caring of the child. This process begins in infancy, as the baby learns to trust his or her caretakers and starts to form attachments to nurturing parent figures who serve to satisfy the child's basic needs.

The self-esteem of chronically ill children may be hampered by physical and psychological stresses.

School functioning

The school experience provides chronically ill children with the opportunity for successes and failures that can contribute to self-esteem, openness to developing new peer relationships, and the ability to learn and cope effectively [13], [14]. The topic of self-esteem already has been addressed, but it is necessary to reemphasize that the school environment contributes significantly to a child's self-image. If children feel isolated or incompetent, they are less likely to perform at an optimum

Sports participation

Sports participation is an integral part of child development that provides special challenges for chronically ill children. Unfortunately, too many children consider this rite of passage as more of a struggle to survive the predominant “jock culture” than as an opportunity to participate in a fun group activity with friends. Most parents encourage their children to join a sports program to acquire new skills, get exercise, learn about teamwork, and form friendships that can last for years.

Summary

Self-esteem, school functioning, and sports participation are among the most significant psychosocial issues that affect children and adolescents with chronic illness. Although these capacities are essential components of development for all children, they present special concerns for children with limitations of health. Parents, teachers, and coaches play important roles in providing normalizing and gratifying opportunities for children who struggle to be competent and accepted by their peers.

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