A New Perspective on the Role of Self-Confidence and Confidence in the Evaluation and Rehabilitation of Children With Adverse Life Experience and Borderline Intellectual Functioning: A Preliminary Study

Abstract

The borderline intellectual functioning (BIF) is a neurodevelopmental condition characterized by a borderline intelligence quotient (range 70–85) with difficulties in cognitive and social domains. Children with BIF often live in adverse conditions and show academic and behavioral difficulties. Rehabilitation programs for these children focus mainly on cognitive aspects, sometimes with the aid of new technologies that are able to engage and motivate. In this framework, the affective development of children with BIF and its possible role both in the difficulties they manifest and in the rehabilitation is still poorly investigated. In this work, we investigate the characteristics of the internal working models of these children by applying the separation anxiety test, using both the classical and a new coding system to identify the specific features of the attachment representation. Results delineate a profile characterized by low self-confidence and high separation anxiety, with a tendency to somatization. In the light of these results, we suggest that this attachment profile has an impact on the therapeutic relationships and on the efficacy in the use of technological devices. We propose a new perspective in which the interpersonal relationship with the psychologist and the support of the self-confidence of children are crucial to treating cognitive and behavioral difficulties in children with BIF. Only in this case, the use of new technologies and tools may be effective in promoting the greatest possible benefit from therapeutic interventions.

The Effects of a Drums Alive Kids<sup>®</sup> Beats Intervention vis a vis Behavior on Children with Developmental Delays

“…In this context, although a myriad of authors has conducted studies on PA-intervention effects on children with intellectual delays that focused on physical outcomes such as cardiovascular capacity, muscle strength, and balance, research on the effects of PA programs on psychosocial development of children with ID has been sparse [3]. On a positive note, in the last decade researchers have shown more interest in investigating PA in relation to ID because children from all around the world show developmental delays and/or disorders in many different areas that impact selfconfidence, social competence and self-esteem, which directly affects behavior and self-efficacy [4]. To that end, physical educators have long held the view that early interventions are essential to aid social and emotional development in children with ID.…”