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Cognitive styles and psychological functioning in rural South African school students: Understanding influences for risk and resilience in the face of chronic adversity
Umeå University, Faculty of Medicine, Department of Public Health and Clinical Medicine, Epidemiology and Global Health.
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2016 (English)In: Journal of Adolescence, ISSN 0140-1971, E-ISSN 1095-9254, Vol. 49, 38-46 p.Article in journal (Refereed) PublishedText
Abstract [en]

Adverse childhood experiences can show lasting effects on physical and mental health. Major questions surround how children overcome adverse circumstances to prevent negative outcomes. A key factor determining resilience is likely to be cognitive interpretation (how children interpret the world around them). The cognitive interpretations of 1025 school children aged 10-12 years in a rural, socioeconomically disadvantaged area of South Africa were examined using the Cognitive Triad Inventory for Children (CTI-C). These were examined in relation to psychological functioning and perceptions of the school environment. Those with more positive cognitive interpretations had better psychological functioning on scales of depression, anxiety, somatization and sequelae of potentially traumatic events. Children with more negative cognitions viewed the school-environment more negatively. Children living in poverty in rural South Africa experience considerable adversity and those with negative cognitions are at risk for psychological problems. Targeting children's cognitive interpretations may be a possible area for intervention.

Place, publisher, year, edition, pages
2016. Vol. 49, 38-46 p.
Keyword [en]
Cognitive style, Psychological functioning, School, Low and middle-income country, Resilience
National Category
Public Health, Global Health, Social Medicine and Epidemiology
Identifiers
URN: urn:nbn:se:umu:diva-123062DOI: 10.1016/j.adolescence.2016.01.010ISI: 000376712400005PubMedID: 26994348OAI: oai:DiVA.org:umu-123062DiVA: diva2:952730
Available from: 2016-08-15 Created: 2016-06-27 Last updated: 2016-08-15Bibliographically approved

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Kahn, Kathleen
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