COGNITIVE BEHAVIOURAL AND SYSTEMIC THERAPIES ON SCHOOL ADJUSTMENT OF STUDENTS WITH VISUAL IMPAIRMENT IN CROSS RIVER STATE, NIGERIA

Abstract

A large percentage of pupils with visual impairment have been found to experience a wide range of school adjustment problems such as poor academic performance, school refusal, learning apathy among other problems. Consequently, this study investigated the effect of cognitive behavioural and systemic therapies on school adjustment of pupils with visual impairment. Asampleof39 participants including 22 pupils with visual impairment, 10 parents of these children, 2 school administrators and 5 teachers of the chosen children in Cross River State, Nigeria. Seven hypotheses were formulated to guide the study. A quasi experimental design of 3x2x2 factorial matrix was adopted. Three instruments were used in the study. The data collected were statistically analyzed using Analysis of Covariance. The findings revealed that treatment (COGNITIVE BEHAVIOURAL THERAPY and ST) are effective in fostering positive thought pattern of pupils with visual impairment and also in improving family relationships with these pupils necessary for school adjustment with no moderating effect of gender and age of onset. Conclusively, the study suggests that negative thought pattern of students with visual impairment about self and dysfunctional family relationships place these pupils at elevated risk of school maladjustment regardless of gender and age of onset. It is therefore recommended that Cognitive behavioural therapy and Systemic Therapy should be used to correct the negative thought pattern in these pupils as well as the dysfunctional relationships in the families of these pupils in order to foster school adjustment and overall development of these children.