MLS Inclusion and Society Journal
Vol 2 No 2 (2022)
ISSN: 2794-087X
Impact of hearing disability on the psychoemotional development of persons with profound deafness according to family of origin
Published Oct 31, 2022
Abstract
The lack of studies comparing the educational and social adaptation of congenitally deaf population, according to whether their parents are deaf or hearing, is the motivation for the present study. The aim was to determine the effects on the psychosocial development and anxiety level of profoundly deaf persons depending on whether their parents were deaf or hearing. The study sample comprised 12 deaf individuals aged between 24 and 67 years (M=38.92; SD=13.957; 66.7% women). We used the State-Trait Anxiety Inventory (STAI), adapted for deaf population by means of video in which a specialist in Spanish sign language presented each item, ensuring they were all understood. The results show significant differences in level of anxiety between the two sub-samples. It is essential to ensure deaf participants’ comprehension of the items, due to the difficulty the test involves for this group of individuals, given that is in what for them is a second language. If participants were born in a family with hearing parents or deaf parents it would help determine preventive elements and the actions to be implemented for all deaf children to be diagnosed as early as possible.
Keywords:
Anxiety, deaf, normally hearing, sign language
Article Details
How to Cite
Aguado Romo, R., Anasagasti Undabarrena, A., Martínez Lorca, M., & Martínez-Lorca, A. (2022). Impact of hearing disability on the psychoemotional development of persons with profound deafness according to family of origin. MLS Inclusion and Society Journal, 2(2). https://doi.org/10.56047/mlser.v2i2.1335
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References
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Rivers, S; Tominey, S; O´Bryon, E & Brackett, M. (2013). Introduction to the Special Issue on Social and Emotional Learning in Early Education. Early Education and Development, 24(7), 953-959.
Schlesinger, HS (1978). Adquisición de lenguajes bimodales. En I. M: Schlesinger y L. Namir (Eds)
Sidera, F., Morgan, G., & Serrat, E. (2020). Understanding Pretend Emotions in Children Who Are Deaf and Hard of Hearing. Journal of Deaf Studies and Deaf Education, 25(2), 141–152. https://doi.org/10.1093/deafed/enz040
Spielberg, C.D., Gorsuch, R.L. & Lushene, R. E. (1970). Manual for the State-trait Anxisety Inventory (Self-evaluatión questionnaire). Palo Alto, CA: Consulting Psychologist Press.
Tsou, Y. T., Li, B., Eichengreen, A., Frijns, J., & Rieffe, C. (2021). Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children. Journal of Deaf studies and Deaf Education, 26(4), 469–482. https://doi.org/10.1093/deafed/enab022
Woolfe, T., & Smith, P. K. (2001). The self-esteem and cohesion to family members of deaf children in relation to the hearing status of their parents and siblings. Deafness & Education International, 3(2), 80-96. https://doi.org/10.1179/146431501790561043
Wolters, N., Knoors, H., Cillessen, AH. & Verhoeven L. (2012) Impact of peer and teacher relations on deaf early adolescents' well-being: comparisons before and after a major school transition. Journal of Deaf Studies and Deaf Education, 17(4), 463-82. https://doi.org/10.1093/deafed/ens021
Wong, L. C., Ching, T., Cupples, L., Leigh, G., Marnane, Button, L., Martin, L ., Whitfield, L., & Gunnourie, M. (2020). Comparing Parent and Teacher Ratings of Emotional and Behavioural Difficulties in 5-year old Children who are Deaf or Hard-of-Hearing. Deafness & education international : The Journal of the British Association of Teachers of the Deaf, 22(1), 3–26. https://doi.org/10.1080/14643154.2018.1475956
Brown, P. M., Prescott, S. J., Rickards, F. W., & Paterson, M. M. (1997). Communicating about pretend play: A comparison of the utterances of 4-year-old normally hearing and deaf or hard-of-hearing children in an integrated kindergarten. The Volta Review, 99(1), 5–17. https://doi.org/10.1007/s40592-019-00101-0
Buela-Casal, G., Guillén -Riquelme, A. y Seisdedos, N (2005). STAI Cuestionario de Ansiedad Estado Rasgo. Madrid: TEA.
Calderón, R. & Greenberg, M.T. (2000) Desarrollo social y emocional de los niños sordos: efectos en la familia, la escuela y los programas. The Oxford Handbook of Deaf Studies, Language, and Education, Volumen 1, Segunda edición (2 ed.)
Cohen, J. (2013). Estatistical power análisis for teh behavioral sceinces. Academic press.
Courtin, C. (2000). The impact of sign language on the cognitive development of deaf children: the case of theories of mind. Journal of Deaf Studies and Deaf Education, 5(3), 266–276. https://doi.org/10.1093/deafed/5.3.266
Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(1):50-8. https://doi.org/10.1093/deafed/enp024
Druet, N. y Escalante, R. (1998) Percepciones entre los padres y madres de niños sordos oralizados y poco oralizados, en cuanto a verso como educadores de la sexualidad de sus hijos. Educacion y Ciencia, Vol 2, No 4(18), pag 55-63.
Fellinger, J., Holzinger, D., & Pollard, R. (2012). Mental health of deaf people. The Lancet, 379, 1037-1044.
Goldblat, E., Rivkin, D., & Konstantinov, V. (2020). Associations between ethnicity, place of residence, hearing status of family and habilitation of children with hearing impairment. Israel Journal of Health Policy Research, 9(1), 36. https://doi.org/10.1186/13584-020-00394-1
Hogan, A; Shipley, M; Strazdins, L & Purcell, A. (2011). Communication and behavioural disorders among children with hearing loss increases risk of mental health disorders. Australian and New Zealand Journal of Public Health 35(4):377-83.
Hintermair, M., Sarimski, K., & Lang, M. (2017). Sozial-emotionale Kompetenzen hörgeschädigter Kleinkinder [Social-emotional competences in deaf and hard-of-hearing toddlers – results from an empirical study with two current parent questionnaires]. Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie, 45(2), 128–140. https://doi.org/10.1024/1422-4917/a000468
Hussain, S., Pryce, H., Neary, A., & Hall, A. (2021). Exploring how parents of children with unilateral hearing loss make habilitation decisions: a qualitative study. International Journal of Audiology, 60(3), 183–190. https://doi.org/10.1080/14992027.2020.1804080
Kushalnagar, P., Reesman, J., Holcomb, T., & Ryan, C. (2019). Prevalence of anxiety or depression diagnosis in deaf adults. The Journal of Deaf Studies and Deaf Education, 24(4), 378-385. https://doi.org/10.1093/deafed/enz017
Malaia, E. A., Krebs, J., Roehm, D., & Wilbur, R. B. (2020). Age of acquisition effects differ across linguistic domains in sign language: EEG evidence. Brain and Language, 200, 104708. https://doi.org/10.1016/j.bandl.2019.104708
Marschark, M. & Spencer, PE. (2010). Evidence‐based practice in educating deaf and hard‐of‐hearing children: teaching to their cognitive strengths and needs. European Journal of Special Needs Education, 26(1), 316, DOI: 10.1080 / 08856257.2011.543540.
Meadow-Orlans, K. P. (2001). Research and deaf education: Moving ahead while glancing back. Journal of Deaf Studies and Deaf Education, 6(2), 143-148.
Overgaard, K. R., Oerbeck, B., Wagner, K., Friis, S., Øhre, B., & Zeiner, P. (2021). Youth with hearing loss: Emotional and behavioral problems and quality of life. International Journal of Pediatric Otorhinolaryngology, 145, 110718. https://doi.org/10.1016/j.ijporl.2021.110718
Porter, A., Sheeran, N., Hood, M., & Creed, P. (2021). Decision-making following identification of an infant's unilateral hearing loss: Parent and professional perspectives. International Journal of Pediatric Otorhinolaryngology, 148, 110822. https://doi.org/10.1016/j.ijporl.2021.110822
Pourmohamadreza-Tajrishi, M., Ashori, M. y Jalilabkenar, SS. (2013). La eficacia del entrenamiento de la inteligencia emocional en la salud mental de los estudiantes varones sordos. Revista Iraní de Salud Pública , 42 (10), 1174-1180.
Rivers, S; Tominey, S; O´Bryon, E & Brackett, M. (2013). Introduction to the Special Issue on Social and Emotional Learning in Early Education. Early Education and Development, 24(7), 953-959.
Schlesinger, HS (1978). Adquisición de lenguajes bimodales. En I. M: Schlesinger y L. Namir (Eds)
Sidera, F., Morgan, G., & Serrat, E. (2020). Understanding Pretend Emotions in Children Who Are Deaf and Hard of Hearing. Journal of Deaf Studies and Deaf Education, 25(2), 141–152. https://doi.org/10.1093/deafed/enz040
Spielberg, C.D., Gorsuch, R.L. & Lushene, R. E. (1970). Manual for the State-trait Anxisety Inventory (Self-evaluatión questionnaire). Palo Alto, CA: Consulting Psychologist Press.
Tsou, Y. T., Li, B., Eichengreen, A., Frijns, J., & Rieffe, C. (2021). Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children. Journal of Deaf studies and Deaf Education, 26(4), 469–482. https://doi.org/10.1093/deafed/enab022
Woolfe, T., & Smith, P. K. (2001). The self-esteem and cohesion to family members of deaf children in relation to the hearing status of their parents and siblings. Deafness & Education International, 3(2), 80-96. https://doi.org/10.1179/146431501790561043
Wolters, N., Knoors, H., Cillessen, AH. & Verhoeven L. (2012) Impact of peer and teacher relations on deaf early adolescents' well-being: comparisons before and after a major school transition. Journal of Deaf Studies and Deaf Education, 17(4), 463-82. https://doi.org/10.1093/deafed/ens021
Wong, L. C., Ching, T., Cupples, L., Leigh, G., Marnane, Button, L., Martin, L ., Whitfield, L., & Gunnourie, M. (2020). Comparing Parent and Teacher Ratings of Emotional and Behavioural Difficulties in 5-year old Children who are Deaf or Hard-of-Hearing. Deafness & education international : The Journal of the British Association of Teachers of the Deaf, 22(1), 3–26. https://doi.org/10.1080/14643154.2018.1475956
