Introduction The aim of the study presented here was to determine whether significant differences exist between the fear profiles of South African children in middle childhood (aged 8–13) with different levels of visual impairments and those of their sighted counterparts. Methods A differential research design was used, and a total of 129 assenting children from three schools in the Western Cape province of South Africa participated. This convenience sample included 67 children with various degrees of visual impairments (20 with severe impairments and 47 with moderate impairments), and 62 gender- and age-matched sighted children in the control group. All the children were administered a short demographic questionnaire and the South African Fear Survey Schedule for Children (FSSC-SA). Results The results of the FSSC-SA indicated that the most feared item for the children with visual impairments was “Fire– getting burned” and that of the sighted children was “getting HIV.” The 10 most common fears of both groups were related mainly to situations in which the possibility of danger and harm was present, with the majority of fears loading onto Factor I (fear of danger and death) of the FSSC-SA. Consistent with previous research, gender differences were apparent across the number, level, and pattern of fears, with the girls consistently reporting more fears than the boys. In addition, the severely visually impaired group reported more fears, a greater intensity of fears, and a more complex pattern of fears than their moderately visually impaired and sighted counterparts. Discussion These results are discussed in terms of possible influencing factors. Implications for practitioners The results of the study provide teachers, parents, and others who are involved in the day-to-day lives of children with visual impairments with a glimpse into the children's emotional worlds. They also provide a foundation upon which future intervention and treatment strategies may be built.

BackgroundChildhood anxiety presents a serious mental health problem, and it is one of the most common forms of psychological distress reported by youth worldwide. The prevalence of anxiety symptoms amongst South African youth is reported to be significantly higher than in other parts of the world. These high prevalence rates become even more significant when viewed in terms of children with visual impairments, as it is suggested that children with physical disabilities may be more prone, than their non-disabled peers, for the development of psychological difficulties.ObjectivesThe main aim of this study is to develop, implement and evaluate a specifically tailored anxiety intervention programme for use with South African children with visual impairments.MethodA specifically tailored cognitive-behavioural therapy-based anxiety intervention, for 9–13 year old South African children with visual impairments, will be evaluated in two special schools. The study will employ a randomised wait-list control group design with pre- post- and follow-up intervention measures, with two groups each receiving a 10 session anxiety intervention programme. The main outcome measure relates to the participants’ symptoms of anxiety as indicated on the Revised Child Anxiety and Depression Scale.ConclusionIf the anxiety intervention programme is found to be effective in reducing symptoms of anxiety, this universal intervention will lay down the foundation upon which future contextually sensitive (South African) anxiety intervention programmes can be built.

Introduction Anxiety is the most common psychological problem reported among children with visual impairments. Although cognitive behavior therapy interventions have proven successful in treating childhood anxiety, it is unclear whether they are suitable and accessible for children who have visual impairments. This study aimed to determine if and how traditional cognitive behavior therapy–based interventions could be adapted for use with this specific population by interviewing children with visual impairments themselves. Methods A qualitative research design was used. Sixteen children with visual impairments (aged 9 to 13 years) participated in two focus group interviews. Participants attended two special schools in the Western Cape, South Africa. Interviews were audio-recorded and transcribed verbatim, and content analysis was undertaken. Results Three primary themes emerged from the focus group data: (1) difficulties encountered by children with visual impairments; (2) existing coping strategies; and (3) insight into the concepts of feelings, thoughts and behaviors (central to cognitive behavior therapy). Discussion The emergent themes and their implications for the adaptation of a cognitive behavior therapy–based anxiety intervention are discussed. Implications for practitioners Results provide practitioners with guidelines to consider when using or adapting therapeutic techniques such as cognitive behavior therapy for children with visual impairments.

Although the experience of childhood fear has been deemed a common phenomenon, in some cases, children's fears can become excessive and interfere with daily functioning and activities, and may thus warrant clinical attention. It is in cases such as these that reliable and valid methods to assess childhood fears are required. Although normative fear literature describes many effective modes of assessment, these methods are not accessible to all children, and certain accommodations are necessary when assessing the fears of children with visual impairments. This article provides a reflection on a case study where the fears of 67 South African children with varying degrees of visual impairment were assessed using the South African version of the Fear Survey Schedule for Children (FSSC-SA). Aspects relating to child-friendly procedure and accommodations are discussed.

Background Anxiety is the most common psychological difficulty reported by youth worldwide and may also be a significant problem for children with visual impairments. Cognitive behaviour therapy (CBT) interventions have proven to be successful in treating childhood anxiety; however, mostly these are not suitable for children with visual impairments, as the materials used are not sufficiently accessible to this population. Objectives The present study was motivated by the dearth of research on this topic and aimed to examine the effects of a specifically tailored, group-based, universally delivered, CBT intervention for anxiety in children with visual impairments and to examine the influence of three predictor variables (i.e. age, gender and level of visual impairment) on prevention effects. Method A randomised wait-list control group design with pre-, post- and follow-up intervention measures was employed. The final sample of 52 children (aged 9–14) with varying degrees of visual impairment received the anxiety intervention. Participants were followed over a course of 10 months during which their anxiety symptoms were assessed quantitatively at four time points (T1–T4). Results The results indicated that the anxiety intervention did not significantly decrease symptoms of anxiety within the intervention groups. However, the intervention appeared beneficial for girls, younger children and legally blind participants. Conclusion This study demonstrated how CBT interventions can be adapted for use in children with visual impairments. Results obtained provide a foundation upon which future updated anxiety intervention programmes can be built, meeting the need for further research in this area.