Childhood language skills and adolescent self-esteem in preterm survivors. (March 2018)

• Record Type: Journal Article
• Authors: Islam, Umna A; Poole, Kristie L; Schmidt, Louis A; Ford, Jennifer; Saigal, Saroj; Van Lieshout, Ryan J
• Is Part Of: Journal of child health care. Volume 22:Number 1(2018)
• Page Start: 34
• Page End: 45
• Publication Date: 2018-03
• Subjects: Adolescent -- child -- extremely low birth weight -- infant -- language development -- self-concept -- self-esteem; Pediatric nursing -- Great Britain -- Periodicals; Child health services -- Great Britain -- Periodicals; 618.9200231
• DOI: 10.1177/1367493517739158
• Languages: English
• ISSNs: 1367-4935

Abstract

Fifty-seven percent of children with poor language skills are affected by socio-emotional problems. Despite the importance of language skills to interpersonal functioning and school performance, relatively little is known about how they affect self-esteem in adolescence. Data on youth at high risk for language problems (e.g. those born extremely low birth weight (ELBW; <1000 grams)) are even more scarce. This prospective study examined associations between language skills at age 8 and self-esteem during adolescence (12–16 years) in individuals born at ELBW ( N = 138) or normal birth weight (NBW; >2500 grams) ( N = 111). Participants' language skills were assessed using the Verbal Scale of the Wechsler Intelligence Scale for Children-Revised and the Token Test at age 8. In adolescence, participants completed the Harter Self-Perception Profile for Adolescents. Birth weight status was found to moderate associations between childhood language and adolescent global self-esteem (Token Test ( p = .006), Verbal Intelligence Quotient ( p = .033)) such that better language skills were associated with higher self-esteem in adolescent ELBW survivors, but not in NBW participants. Language skills may play a protective role in the development and maintenance of self-esteem in ELBW youth and could be an important target for optimizing their functioning, particularly before transitioning to the critical adolescent period.