Patricia Skinner and Emily Cock (eds), Approaching Facial Difference: Past and Present

2019 ◽  
Vol 32 (3) ◽  
pp. 655-657
Author(s):  
Wendy J Turner
Keyword(s):  
Facial Difference

Perceptions Regarding the Academic and Cognitive Performance of Individuals With Cleft Lip and/or Palate

2021 ◽  
pp. 105566562199530
Author(s):  
İlkem Kara ◽  
Aydan Baştuğ Dumbak ◽  
Maviş Emel Kulak Kayıkcı
Keyword(s):  
Academic Performance ◽  
Cognitive Performance ◽  
General Public ◽  
Cleft Lip ◽  
Group Differences ◽  
Web Based ◽  
The Public ◽  
Adverse Impacts ◽  
Facial Difference ◽  
Self Administered Questionnaire

Introduction: Factors such as teachers’ appropriate support and social interactions have an impact on the academic performance of children with cleft lip and/or palate (CL/P). This study was designed to investigate the perceptions of the teachers and the general public about the academic and cognitive performance of individuals with CL/P. Methods: This study was included 360 (male/female = 102/258) teachers and 640 (male/female = 259/381) participants that represent the general public. Anonymized web-based and paper-and-pencil self-administered questionnaire that included multiple-choice and yes/no questions were administered. Within-group differences and intergroup differences were analyzed in terms of academic and cognitive performance. Results: Most of the teachers and the general public indicated that the academic and cognitive performance of individuals with CL/P is the same as their unaffected peers. A significantly higher proportion of the teachers indicated that the academic performance of children with CL/P is the same as their unaffected peers than the general public. Conclusion: Considering that the general public’s attitudes and appropriate teacher support are crucial to prevent adverse impacts on the lives of individuals with CL/P, it is important to support teachers with the appropriate information and to encourage the public to recognize that everybody with a facial difference should be treated as an individual rather than a disability.

Evaluation of a Therapeutic Camp Program for Adolescents with a Facial Difference

2007 ◽  
Vol 30 (2) ◽  
pp. 57-71 ◽  
Author(s):  
Kim Tiemens ◽  
Heather Beveridge ◽  
David Nicholas
Keyword(s):  
Therapeutic Camp ◽  
Facial Difference

What to Do When People Stare: A Workshop to Teach Individuals With Disfiguring Conditions to Contend With Staring and Improve Control of Social Interactions

2019 ◽  
Vol 40 (6) ◽  
pp. 743-751
Author(s):  
Charlene Pell
Keyword(s):  
Nonprofit Organizations ◽  
Social Interactions ◽  
Social Implication ◽  
Facial Disfigurement ◽  
Psychosocial Consequences ◽  
The Social ◽  
The Media ◽  
Facial Difference ◽  
Workshop Evaluation ◽  
The Impact

Abstract Facial disfigurement due to any congenital or acquired condition is a social disability that can impede communication, contribute to awkward social interactions, and cause individuals with differences to be isolated and rejected. Yet, few interventions have been developed to address the psychosocial consequences of living with a visible difference, despite research indicating that the more visible the disfigurement is to others, the greater the social implication and challenge for the affected individual. This article reviews the impact of the “What to Do When People Stare” social and communication workshop, including its theoretical basis (drawn from anthropological research and theory pertaining to disfigurement), the phenomenon of staring, and the experience of being the target of a stare. The review highlights feedback from 46 individuals with disfiguring conditions caused by burns, dermatological conditions, and craniofacial conditions who completed a Workshop Evaluation Survey. The instructor, who has a facial difference, reviewed the science of staring, the role and influence of the media and beauty in society, myths associated with disfigurement, social and communication skills, and asked specific questions to elicit feelings and beliefs about why people stare, and how it feels to be the object of a stare. After completing the workshop, 80% of participants reported that they felt better prepared to cope with staring, and 83% reported a better understanding about the motives of staring. The workshop demonstrates the need to increase awareness of visible differences and to teach individuals with visible differences and the general public appropriate social skills for engaging with one another. The workshop’s success to date highlights the need for similar programs addressing the psychosocial communicative dimensions related to staring. Collaborations with burn centers and other nonprofit organizations that treat and assist individuals with psychosocial issues related to visible difference could strengthen content and assessment data.

scholarly journals PROPORTIONATE MAIMING: THE ORIGINS OF THOMAS JEFFERSON'S PROVISIONS FOR FACIAL DISFIGUREMENT IN BILL 64

2019 ◽  
Vol 29 ◽  
pp. 127-151
Author(s):  
Emily Cock
Keyword(s):  
Eighteenth Century ◽  
Death Penalty ◽  
Thomas Jefferson ◽  
Facial Appearance ◽  
Anglo Saxon ◽  
Facial Disfigurement ◽  
The Law ◽  
Formed Part ◽  
Facial Difference

ABSTRACTIn 1779, Thomas Jefferson proposed the use of nose-cutting to punish women convicted of specific offences, and the use of retaliation (lex talionis) for anyone who deliberately disfigured another person. These punishments were intended to replace the death penalty for these crimes, and as such formed part of Jefferson's attempt to rationalise the Virginian law code in line with eighteenth-century reform principles. Jefferson drew on British laws from the Anglo-Saxon period to the Coventry Act for his bill, but his proposals contrast strikingly with British movements away from corporal marking as punishment used against their own citizens. This article examines the origins and fates of equivalent crimes and punishments in the law codes Jefferson examined, and compares the legal and wider connotations of facial appearance and disfigurement that made these proposals coherent in Virginia when they had long ceased elsewhere. Tracing examples and discussion of these intersecting cases will greatly increase our understanding of Jefferson's proposals, and the relationships between facial difference, stigma and disability in eighteenth-century America.

Adolescents with and without a facial difference: The role of friendships and social acceptance in perceptions of appearance and emotional resilience

Body Image ◽  
2010 ◽  
Vol 7 (4) ◽  
pp. 271-279 ◽  
Author(s):  
Kristin Billaud Feragen ◽  
Ingela L. Kvalem ◽  
Nichola Rumsey ◽  
Anne I.H. Borge
Keyword(s):  
Social Acceptance ◽  
Emotional Resilience ◽  
Facial Difference

Social Media as a Platform for Cyberbullying of Individuals With Craniofacial Anomalies: A Preliminary Survey

2021 ◽  
pp. 1-16
Author(s):  
Alexis Jones ◽  
Allison M. Plumb ◽  
Mary J. Sandage
Keyword(s):  
Social Media ◽  
Online Survey ◽  
School Personnel ◽  
School Age ◽  
Craniofacial Anomalies ◽  
Speech Language Pathologists ◽  
Public And Private ◽  
Craniofacial Anomaly ◽  
Social Media Platforms ◽  
Facial Difference

Purpose The primary aim of this study was to investigate the extent to which individuals with facial and/or speech differences secondary to a craniofacial anomaly experienced bullying through social media platforms during late school age and adolescence. Method Using an online survey platform, a questionnaire was distributed via several public and private social media groups designated for individuals with craniofacial anomaly and their caregivers. Results The majority of participants ( n = 38; 88.4%) indicated they had been bullied during late school-age and adolescence and that they believed this was due to their facial difference and/or speech disorder ( n = 27; 71.1%). Almost one third indicated they had been victims of cyberbullying during this time ( n = 12; 31.6%) with the most common venues being texting and Facebook. Despite the large percentage of participants who reported being bullied through social media, half ( n = 6) indicated they did not often report these instances of cyberbullying. Conclusions As social media use continues to increase, it appears inevitable that cyberbullying will occur. Particularly vulnerable to both traditional and cyberbullying are individuals with craniofacial anomalies. Because of the specialized training of speech-language pathologists, school-based speech-language pathologists are in a unique position to play a key role in school-wide antibullying efforts and to educate school personnel on ways in which to support the needs of children with craniofacial anomalies both inside and outside of the classroom.

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