Daily life consequences of hearing loss, health conditions and general life satisfaction are closely related. These findings indicate that health factors and psychosocial aspects should be emphasised as a natural part of audiological rehabilitation.

Treatment programs based on a neurophysiological model have shown a positive effect on anxiety and depression in tinnitus patients. The aim of this paper was to assess the long-term effect of tinnitus habituation therapy. Sixty-eight individuals were treated with a comprehensive therapy program. The degree of anxiety and depression was assessed before, after, and five years after intervention using the Hospital Anxiety and Depression Scale. The positive and significant changes achieved after habituation therapy (pre = 1.10, post = 0.92 for anxiety and pre = 0.77, post = 0.62 for depression) were maintained five years after treatment ended (0.87 for anxiety and 0.52 for depression). A regression analysis revealed that individual evaluation of the treatment lectures, self-reported health condition, individual experiences of hyperacusis, and hearing loss could explain 44.3% of the variation in anxiety and 30.5% of the variation in depression posttreatment. Five years after, individual evaluation of the treatment lectures and self-reported health condition explained 22.2% of the variation in anxiety. These factors and individual experiences of hyperacusis could further explain 34.9% of the variation in depression. The effect of a neurophysiologic-based management treatment was maintained five years after treatment ended, indicating that the patients continued the improvement process without becoming dependent on professionals.

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The objectives of the study were to describe the characteristics of the first 79 prelingually deaf cochlear implant users in Norway and to investigate to what degree the variation in speech recognition, speech- recognition growth rate, and speech production could be explained by the characteristics of the child, the cochlear implant, the family, and the educational setting. Data gathered longitudinally were analysed using descriptive statistics, multiple regression, and growth-curve analysis. The results show that more than 50% of the variation could be explained by these characteristics. Daily user-time, non-verbal intelligence, mode of communication, length of CI experience, and educational placement had the highest effect on the outcome. The results also indicate that children educated in a bilingual approach to education have better speech perception and faster speech perception growth rate with increased focus on spoken language.