Self-concept and Ego Development in Deaf Adolescents: A Comparative Study

Abstract

Self-concept and ego development, two intertwined aspects of self-indicating well-being and social-cognitive maturation, respectively, were examined in a representative sample of deaf adolescents of normal intelligence (N = 68), using translated and adapted versions of Harter's (1988, Manual for the self-perception profile for adolescents. Denver, CO: University of Denver) multidimensional measure of self-concept and Loevinger's (1998, Technical foundations for measuring ego development. Mahwah, NJ: Lawrence Erlbaum) measure of ego development. Compared to hearing norm groups, deaf adolescents showed lower levels of self-perceived social acceptance, close friendships and ego development and higher physical appearance. Hierarchical multiple regression analyses controlling for sociodemographic variables showed positive associations of global self-worth with support for signing during childhood and quality of parent-child communication and of ego development with attending a regular school. Cluster analysis identified three social competence profiles: uniformly low competence, uniformly high competence, and low social acceptance with high physical appearance. Cluster membership was associated with school type, ego development, and (past) neurological disorder. The results are discussed in reference to interventions aimed at the well-being of deaf youth.

Self-Esteem in Hearing-Impaired Children: The Influence of Communication, Education, and Audiological Characteristics

“…This is in line with other studies with HI children [15], [16], [25]. The reasons for lower self-esteem involving parents could be subjective or objective.…”

“…Only a few studies have reported on specific domains of self-esteem in HI children when compared to NH controls. These found that the HI children had more difficulties regarding peer acceptance and family relations although they felt equally confident about their physical appearance [15], [19], [25]. To the best of our knowledge, no other studies have been performed to date in which these specific domains were studied and compared in both HI and NH children.…”

Long‐term improvements in oral communication skills and quality of peer relations in children with cochlear implants: parental testimony

“…Social relationships are crucial to children's future development, yet many deaf children have difficulties forming and sustaining relationships with hearing peers (Antia & Kreimeyer 1997;Calderon & Greenberg 2003;Stinson & Kluwin 2003;. They have more difficulty making friends and are more likely to be socially rejected compared with hearing peers (DeLuzio & Girolametto 2011;Punch & Hyde 2011a;van Gent et al 2012); they have lower social status (Nunes et al 2001); and report more loneliness than do hearing children (Kent 2003;Most 2007). They are also aware of this peer rejection, resulting in lower levels of social self-esteem (Weisel & Kamara 2005).…”

“…They have more difficulty making friends and are more likely to be socially rejected compared with hearing peers (DeLuzio & Girolametto ; Punch & Hyde 2011a; van Gent et al . ); they have lower social status (Nunes et al . ); and report more loneliness than do hearing children (Kent ; Most ).…”

Towards Empowering Hearing Impaired Students' Skills in Computing and Technology

“…However, deaf and hearing-impaired students may face many obstacles during the learning process due to their disabilities; they may experience isolation, low self-esteem, and learning difficulties [1]. According to the World Federation of the Deaf (WFD), there are over 352 million deaf people in the world, many of who are either deaf from birth or became deaf before learning the spoken language.…”