Insights into the Feelings, Thoughts, and Behaviors of Children with Visual Impairments: A Focus Group Study Prior to Adapting a Cognitive Behavior Therapy–Based Anxiety Intervention

Abstract

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.

Focus Group Interviews in Child, Youth, and Parent Research: An Integrative Literature Review

“…-Avoid evenings, prefer Saturdays (Kennedy et al, 2001) -Afternoons, after school (Visagie, Loxton, Stallard, & Silverman, 2017) -Allow to attend the interview with their child (Teare & Smith, 2004) -Arrange for caretaker to stay with the child (Teare & Smith, 2004) -Allow children to remain near their parents during the focus group (Baker-Henningham, 2011)…”

“…Focus group interviews can be conducted with patients in hospitals, health-care professionals (Shaha, Wenzel, & Hill, 2011), healthy adults, youngsters, and even children as young as 4 or 5 years. This method can also be used with persons with disabilities such as visual or communication impairments (Decarlo, McGwin, Bixler, Wallander, & Owsley, 2012;Markham, van Laar, Gibbard, & Dean, 2009;Visagie, Loxton, Stallard, & Silverman, 2017) or people who have problems with writing or reading (Kennedy, Kools, & Krueger, 2001). Given the current Internet era, online synchronous and asynchronous focus groups are also feasible (Boateng et al, 2016;Krol, Sixma, Meerdink, Wiersma, & Rademakers, 2014;Tuttas, 2015;Zwaanswijk & van Dulmen, 2014).…”

Cognitive behaviour therapy-based early intervention and prevention programme for anxiety in South African children with visual impairments

“…To the researchers' knowledge, there is currently no anxiety intervention programme tailored to meet the specific needs of children with visual impairments. Considering the given factors and the notion that children with visual impairments are possibly more prone to the development of anxiety (Visagie et al 2013), the researchers and colleagues (Visagie 2016;Visagie, Loxton & Silverman 2015;Visagie et al 2017) developed and implemented a specifically tailored CBT-based anxiety intervention programme (Positive and Motivating programme -PAM) for South African visually impaired children. This article aims to overcome gaps in the childhood anxiety literature and presents preliminary results obtained from the implementation of the PAM programme.…”

Instructional Model for Social Skills Intervention Children with Visual Impairment

“…Therefore action needs to be taken to assist CVI to learn the social skills that need to be aligned with the learning of academic subjects. Early intervention implementation can help them master the necessary social skills (Corn & Erin, 2010;Visagie, Loxton, Stallard, & Silverman, 2017). The deficit of social skills can be taught and trained so that they can adapt themselves to the groups and communities.…”