Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children

Abstract

For deaf and hard-of-hearing (DHH) children living in an environment where their access to linguistic input and social interactions is compromised, learning emotions could be difficult, which may further affect social functioning. To understand the role of emotion in DHH children’s social life, this study investigated emotional functioning (i.e., emotion recognition, empathy, emotion expression), and its relation with social functioning (i.e., social competence and externalizing behaviors), in 55 DHH children and 74 children with typical hearing (aged 3–10 years; Mage = 6.04). Parental reports on children’s emotional and social functioning and factors related to DHH children’s hearing were collected. Results showed similar levels of emotional and social functioning in children with and without hearing loss. Use of auditory intervention and speech perception did not correlate with any measures in DHH children. In both groups, higher levels of empathy related to higher social competence and fewer externalizing behaviors; emotion recognition and positive emotion expression were unrelated to either aspect of social functioning. Higher levels of negative emotion expression related to lower social competence in both groups, but to more externalizing behaviors in DHH children only. DHH children in less linguistically accessible environments may not have adequate knowledge for appropriately expressing negative emotions socially.

Emotion recognition and false belief in deaf or hard-of-hearing preschool children

“…Although it has been reported that deaf or hard-of-hearing (DHH) children experience a delay in ToM development ( Holmer et al., 2016 ; Marchetti et al., 2006 ; Meristo et al., 2012 ; Netten et al., 2017 ; O'Reilly et al., 2014 ; Peterson et al., 2016 ; Peterson & Wellman, 2019 ; Walker et al., 2017 ), studies on emotion recognition in DHH children have revealed contradictory results. For instance, while Tsou et al. (2021) stated that the emotion recognition performances of DHH children between the ages of 3 and 10 were similar to those of their hearing peers, Gray et al.…”

Adaptation of mothers of hearing-impaired children to cochlear implantation: A qualitative study for identification of effective factors

“…This acceptance is effective in decision-making and informed choices and creates a way to establish more communication and interaction with caregivers and increase life expectancy in mothers (28). Numerous studies, both in hearing and deaf populations, show how lack of access to language affects children's emotional development (29). Another factor facilitating mothers' ability was the coordination and cooperation of parents, especially between father and mother, and the coordination of activities and training needed at home.…”

Navigating Silence: A Comprehensive Review of Parental Roles in the Rehabilitation of Children with Hearing Loss

“…Moving beyond linguistic competence, the emotional and social development of children with hearing loss is significantly influenced by positive parent-child interactions. Tsou et al underscores the crucial role parents play in shaping various facets of their child's emotional well-being [24]. Parents act as essential facilitators in the development of peer relationships for children with hearing loss.…”