{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,24]],"date-time":"2026-01-24T20:39:34Z","timestamp":1769287174217,"version":"3.49.0"},"reference-count":38,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2025,12,1]],"date-time":"2025-12-01T00:00:00Z","timestamp":1764547200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2025,12,1]],"date-time":"2025-12-01T00:00:00Z","timestamp":1764547200000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Child"],"published-print":{"date-parts":[[2026,1]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Limited research in Ghana explores the emotional well\u2010being of children with visual impairments (CwVIs). Guided by the stigma theory (ST), this study investigated how factors such as social stigma, resources and support systems shape their happiness.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A convergent parallel mixed\u2010method study design was used across seven districts in five regions, involving 288 CwVIs (58.3% male and 41.7% female participants). Quantitative surveys assessed levels of happiness, while qualitative focus group discussions, interviews and observations provided deeper insights. The mixed approach strengthened the credibility of the findings by connecting measurable patterns with the lived experiences of participants.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Overall, 83.0% of participants reported being happy. Happiness was attributed to access to education, friendships, leisure and spirituality. Qualitative narratives revealed that peer support, faith and inclusive schooling fostered resilience, while unhappiness stemmed from stigma experienced at home and in communities, limited resources and career\u2010related insecurities.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The study reveals that public, self and structural stigma strongly influence CwVIs' happiness. However, inclusive education and supportive home environments act as buffers that enhance their sense of belonging and emotional well\u2010being. Findings highlight the need for parental sensitisation, teacher training, disability\u2010friendly resources and public awareness campaigns. Strengthening support at home and school can empower CwVIs to develop resilience, confidence and broader life opportunities.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/cch.70196","type":"journal-article","created":{"date-parts":[[2025,12,2]],"date-time":"2025-12-02T00:59:59Z","timestamp":1764637199000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Reframing Darkness: An Exploration of Happiness Among Children With Visual Impairments in Ghana"],"prefix":"10.1111","volume":"52","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3058-5831","authenticated-orcid":false,"given":"Sylvester","family":"Kyei\u2010Gyamfi","sequence":"first","affiliation":[{"name":"Department of Children Ministry of Gender, Children and Social Protection  Accra Ghana"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2025,12]]},"reference":[{"key":"e_1_2_15_2_1","doi-asserted-by":"publisher","DOI":"10.1352\/1934-9556-51.5.360"},{"key":"e_1_2_15_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/2158244018807791"},{"issue":"1","key":"e_1_2_15_4_1","first-page":"187","article-title":"Stigma, Discrimination & Marginalization: Gateways to Oppression of Persons with Disabilities in Ghana, West Africa","volume":"3","author":"Baffoe M.","year":"2013","journal-title":"Journal of Educational and Social Research"},{"key":"e_1_2_15_5_1","doi-asserted-by":"publisher","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_2_15_6_1","doi-asserted-by":"publisher","DOI":"10.1073\/pnas.1118355109"},{"key":"e_1_2_15_7_1","volume-title":"Designing and Conducting Mixed Methods Research","author":"Creswell J. 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Notes on the Management of Spoiled Identity","author":"Goffman E.","year":"1963"},{"key":"e_1_2_15_14_1","doi-asserted-by":"publisher","DOI":"10.1016\/S0140-6736(09)61909-7"},{"key":"e_1_2_15_15_1","volume-title":"The Construction of the Self: A Developmental Perspective","author":"Harter S.","year":"1999"},{"key":"e_1_2_15_16_1","doi-asserted-by":"publisher","DOI":"10.1352\/0895\u20108017(2002)107<0116:PPIFOC>2.0.CO;2"},{"key":"e_1_2_15_17_1","first-page":"135","volume-title":"Qualitative Research in Applied Linguistics: A Practical Introduction","author":"Ivankova N. 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S","year":"2002","journal-title":"Handbook of Positive Psychology"},{"key":"e_1_2_15_24_1","doi-asserted-by":"publisher","DOI":"10.1186\/s12888\u2010018\u20101731\u2010x"},{"key":"e_1_2_15_25_1","unstructured":"Ministry of Gender Children and Social Protection.2022. \u201cResponse to the Concluding Observations on Ghana's Initial 1st and 2nd combined reports on the status of implementation of the African Charter on the Rights and Welfare of the Child of Ghana.\u201d"},{"key":"e_1_2_15_26_1","unstructured":"Ministry of Gender Children and Social Protection\/Visio Ghana.2022. \u201cThe Holistic Development of Visually Impaired Children (HODVIC) program research on Children with Visual Impairments (CwVI) in day care centres in program areas\u201d."},{"key":"e_1_2_15_27_1","first-page":"1","volume-title":"Happiness\u2014Concept, Measurement and Promotion","author":"Ng Y. 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