In the Rearview Mirror: Social Skill Development in Deaf Youth, 1990–2015

Abstract

Social skills are a vehicle by which individuals negotiate important relationships. The present article presents historical data on how social skills in deaf students were conceptualized and studied empirically during the period 1990-2015. Using a structured literature review approach, the researchers coded 266 articles for theoretical frameworks used and constructs studied. The vast majority of articles did not explicitly align with a specific theoretical framework. Of the 37 that did, most focused on socioemotional and cognitive frameworks, while a minority drew from frameworks focusing on attitudes, developmental theories, or ecological systems theory. In addition, 315 social-skill constructs were coded across the data set; the majority focused on socioemotional functioning. Trends in findings across the past quarter century and implications for research and practice are examined.

Implementação do RESCUR com crianças e adolescentes surdos: perceção de professores, pais e alunos sobre o impacto ao nível do bem-estar e das aprendizagens

“…Nos últimos anos a literatura tem demonstrado o impacto positivo de vários programas preventivos focados na aquisição e promoção de competências socioemocionais e de resiliência em crianças e jovens (Dray et al, 2017;Durlak et al, 2011;Fenwick-Smith et al, 2018). A investigação realizada no âmbito de programas de Aprendizagem Socioemocional (ASE) e da promoção da resiliência enfatiza a necessidade de implementar programas de prevenção universal que envolvam a comunidade escolar (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2015; Durlak et al, 2011;Greenberg et al, 2017;Osher et al, 2016;Ungar et al, 2019) No caso particular das crianças surdas, uma revisão da literatura, que englobou estudos de 1990 a 2015 (Cawthon et al, 2018), mostrou que o campo de investigação está atualmente direcionado para a promoção de competências socioemocionais. Neste sentido, e apesar de escassos, destacamos alguns estudos relativos a programas de intervenção neste campo com crianças surdas.…”

Resilience in deaf children: A comprehensive literature review and applications for school staff

“…Hearing is a facilitating factor for learning, language acquisition, and interaction with the most diverse environments. As happens with deaf children, the lack of this tool makes it challenging to acquire social skills through daily experiences (Cawthon et al, 2018; Naeini et al, 2013). These skills act as a vehicle through which people navigate childhood and childhood and transition to the following stages.…”

Some Aspects of Emotional Functioning in Hard-of-Hearing Students

“…What is more, based on a structured literature review carried out in the field of deaf education research, [16] outlined that, owing to the shared understanding on the interrelatedness of social interactions and emotional health, social skills interventions and programs for children and youth with hearing loss tend to address both the academic and socioemotional needs? On the other hand, [17] identified a shortage of high-quality research addressing emotional development in hearing-impaired students, which was regarded as a critical obstacle to releasing their academic and career potential.…”