Factors Influencing Social Participation and Self-esteem among Children with Cognitive Disability within African Families: The Case of Ilala District in Tanzania

Abstract

Social participation is one of the main strategies for teaching children and imparting to them problem solving skills, fostering self-confidence and making them feel valued in the family and community. This study aimed to examine the extent to which social impacts their self-esteem, with particular focus on children with cognitive disability among African families. The study was conducted in Dar es Salaam region, specifically in Ilala Municipality in Tanzania. The study adopted the qualitative approach. The target population was children with cognitive disability, their parents and included parents with no children with disabilities, neighborhood, community members and community leaders. The total number of respondents in the study was 66. The study was based on exploratory design which required the researcher to use different methods of data collection, including informal interviews, observations, and focus group discussions. Social participation was measured in terms of the frequency with which a child participated in family activities and how frequently the family members paid attention and listened to them. On the other hand, self-esteem was measured in terms of the observed level of confidence demonstrated by the children as they performed or participated in activities at family level. The main findings of the study were that there was minimal frequency at which children with cognitive disability participated and interacted in family chores. There was also minimal frequency at which children were listened to by the members of their families. The study noted that, the observations made were mainly due to the social environment in which the children lived. An unfriendly environment was one of the main causes of low self-confidence and low self-esteem among the children with cognitive disability. The study concludes that a child’s self-esteem is a product of his/her social living environment. The study recommends that policy makers involved in children’s social welfare do all they can to encourage parents and other family members to change their current mind sets and outlooks regarding children with cognitive and other mental disabilities as they while taking advantage of available social welfare support services, psychotherapy services and involving other stakeholders in children’s welfare in the alleviation of socially unacceptable disregard, low treatment and general lack of concern for the proper upbringing, care and support of all children with particular focus on those with cognitive or mental disabilities.