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Language and Psychosocial Skills of Institutionalized Children in Greece

Author

Listed:
  • Ralli, M. Asimina

    (Department of Psychology, Faculty of Philosophy, Pedagogy and Psychology, National and Kapodistrian University of Athens, Athens, Greece)

  • Schiza Melpomeni

    (Early Childhood Department, Technological Educational Institution of Athens, Athens, Greece)

  • Tsiatsiou Alexandra

    (Department of Psychology, Faculty of Philosophy, Pedagogy and Psychology, National and Kapodistrian University of Athens, Athens, Greece)

Abstract

Background :Institutionalization is increasingly acknowledged as a poor policy for the children. Every country has important responsibilities concerning the protection and promotion of children’s rights who are already in alternative care. Even a relatively short institutional placement may have long term negative consequences on children’s well-being and adult life. Aim : The aim of the present study was to investigate the language and psychosocial skills of Greek institutionalized children in comparison to family raised children. Method : 60 preschool children (30 institutionalized children and 30 children brought up in families) participated in the study. The children ranged in age from 4 to 5 years of age. Children’s language and psychosocial skills were assessed. Results : The results demonstrated that the institutionalized children had significantly lower scores in the expressive, receptive vocabulary, narrative skills and psychosocial adjustment in comparison to the children raised in families. These results are discussed in relation to their implications for policy makers in order to move towards the development of new policies, where children are taken care of in more supportive surroundings than an institution.

Suggested Citation

  • Ralli, M. Asimina & Schiza Melpomeni & Tsiatsiou Alexandra, 2017. "Language and Psychosocial Skills of Institutionalized Children in Greece," The Open Family Studies Journal, Bentham Open, vol. 9(1), pages 76-87, August.
    • Handle: RePEc:ben:tofams:v:9:y:2017:i:1:p:76-87
    DOI: 10.2174/1874922401709010076
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    References listed on IDEAS

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    1. DosReis, S. & Zito, J.M. & Safer, D.J. & Soeken, K.L., 2001. "Mental health services for youths in foster care and disabled youths," American Journal of Public Health, American Public Health Association, vol. 91(7), pages 1094-1099.
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    Cited by:

    1. S.D. Vidanagamage & A.O. Bhaumik & A.I. Irugalbandara, 2024. "Study of the Effectiveness of Drama Therapy in Enhancing Communication Skills of Institutionalized Children," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 4719-4729, August.
    2. Palazón-Carrión, Esperanza & Sala-Roca, Josefina, 2020. "Communication and language in abused and institutionalized minors. A scoping review," Children and Youth Services Review, Elsevier, vol. 112(C).

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