Social–Emotional Interventions with Children and Youth Who are Deaf or Hard of Hearing: A Research Synthesis

Luckner, John L.; Movahedazarhouligh, Sara

doi:10.1093/deafed/eny030

Cited by 24 publications

(10 citation statements)

References 38 publications

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“…They concluded that teaching the component elements of social-determination provides students with strategies to set goals, solve problems, work toward achieving goals, and helps them develop the ability to be responsible and take control of their lives. Luckner and Movahedazarhouligh (2019), did a research synthesis on social-emotional interventions with children and youth who are deaf or hard of hearing and stated that social-emotional interventions play an important role on emotional well-being and emotional health effects of social interaction. The study suggests that explicit instruction in social skills may be beneficial for students who are deaf or hard of hearing.…”

Section: Discussionmentioning

confidence: 99%

“…There are not many studies focusing on interventions for enhancing self-regulation in adolescents with hearing loss. Most studies in this area are focused on social and emotional interventions that in a way could promote self-regulation too (Bonillo 2017;Luckner & Sebald 2013;Luckner & Movahedazarhouligh 2019). Proper intervention can assist children in developing more adaptive and proceduralized strategies for self-regulation.…”

Section: Introductionmentioning

confidence: 99%

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Resilience intervention to Strengthen Self-Regulation in adolescent students with hearing loss

Adibsereshki

Hatamizadeh

Sajedi

et al. 2021

EJMH

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Background: The importance of strong self-regulation (SR) abilities for academic and social success is known, yet relatively few studies examine students’ SR and how it can be promoted especially in adolescents with special needs, such as those students with hearing loss. The purpose of this study was to determine whether a resilience intervention program enhances SR in adolescents with hearing loss. Methods: This study was experimental with a pre-test, post-test, follow up and control group design. Participants included 122 students with hearing loss in mainstream settings randomly assigned to intervention and control groups (61 students in each group). The interventional group had training for six weeks (two times per week for 75 min). The Adolescent Self-Regulatory Inventory was used to measure the self-regulation of students. Results: The results indicated a significant difference between the control and interventional groups in SR, short SR, and Long SR after the intervention, at both the 6-week and 14-week measurements (p < 0.001). Conclusion: This study’s findings indicate that implementing resilience intervention programs can promote the self-regulation skills in adolescent students with hearing loss.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Resilience intervention to Strengthen Self-Regulation in adolescent students with hearing loss

Adibsereshki

Hatamizadeh

Sajedi

et al. 2021

EJMH

View full text Add to dashboard Cite

show abstract

“…Children with sensory-neural hearing loss are at risk for delayed social–emotional development (Laugen et al, 2017). Mastery of social–emotional assets is related to greater well-being and better school performance, whereas not acquiring these critical skills can lead to various social, emotional, personal, and academic problems (Durlak et al, 2011; Luckner & Movahedazarhouligh, 2019). Little is known about the development of social and emotional skills in children with sensory-neural hearing loss.…”

Section: Related Studymentioning

confidence: 99%

“…Relationships with family members and peers with hearing loss provide endless opportunities to practice and learn how to cope with a wide range of emotions, resolve conflicts and interpersonal problems, enhance social skills, and develop emotional support (Schwab et al, 2019). Poor development of social–emotional assets of children with hearing loss is one of the barriers that prevent them from obtaining their linguistic and academic capability in the family and school (Luckner & Movahedazarhouligh, 2019). Children with hearing loss who lack social–emotional assets and resilience are more likely at risk for mental health disorders and are often rejected by peers.…”

mentioning

confidence: 99%

Impact of group theraplay on the social–emotional assets and resilience in children with hearing loss.

Yazdanipour¹,

Ashori²,

Abedi³

2022

International Journal of Play Therapy

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Theraplay is a useful and effective form of play therapy to improve social-emotional assets and resilience in children with hearing loss. Hence, this study examined the effect of Group Theraplay (GT) on the social-emotional assets and resilience in these children. The participants were selected from a rehabilitation center for mothers and children with hearing loss in Isfahan, Iran. The participants were 27 children with hearing loss who were selected by the convenient sampling method. They were randomly assigned into the intervention (n = 12) and control (n = 15) groups. The intervention group received 10 GT sessions, once a week for two and a half months, while the waitlist control group did not receive this intervention. Mothers of children completed the Social-Emotional Assets and Resilience Scale for Preschool two times, at pre-and post-tests. Results revealed that GT significantly influenced social competence, self-regulation, responsibility, and empathy in children with hearing loss. Therefore, participants who received GT showed a significant increase in those social-emotional assets and resilience. The findings highlight the importance of GT training for social-emotional assets and resilience in children with hearing loss. Limitations, suggestions, and implications for future research are discussed.

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“…Emotional preferences were assessed with a questionnaire developed by Dodonov [18] made up of fifty items measured on a three-point Likert scale (0=no; 1=do not know; 2=yes).…”

Section: Procedures and Measuresmentioning

confidence: 99%

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

Almukhambetova

Bazhenova

Shuzhebaeva

et al. 2021

J. Intellect. Disabl. Diagn. Treat.

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Input at early ages, hearing loss can compromise emotional health and cause learning difficulties. Nonetheless, there are relatively few relevant investigations addressing emotional development in hearing-impaired students. The current research intended to compare the self-reported emotional functioning in hearing and hearing-impaired students in order to examine whether there are differences between them. A cross-sectional study was conducted on 94 hard-of-hearing individuals and 104 typical hearing subjects between 16 and 24 years of age from three institutions in Kazakhstan. The overall happiness, life satisfaction, level of anxiety, and emotional preferences were assessed with the Subjective Happiness Scale, Satisfaction with Life Scale, State-Trait Anxiety Inventory, and a questionnaire developed by Dodonov, respectively. The data were subjected to the multivariate analysis of variance. Children and adolescents with hearing loss are reportedly more likely than typical hearing peers to experience various psychosocial difficulties, antisocial disorders, and reactions. However, in the present research, both groups were similar regarding the emotional preferences, apart from the altruistic scale, which was significantly higher (P <0.001) in hearing-impaired participants relative to their hearing counterparts. When compared to normal-hearing persons, hard-of-hearing respondents had higher scores (P <0.001) for trait and state anxiety while having lower scores (P ≤0.001) for satisfaction with life and overall happiness, which could be seen as a matter of concern. As a potential future line of research, throwing more light on other aspects of emotional functioning in learners with hearing loss might be necessary. To our knowledge, this is the first report on the State-Trait Anxiety Inventory performed on hearing-impaired youth. The findings from this investigation could be of practical help to practitioners working with hard-of-hearing students, providing additional information on their emotional well-being.

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Social–Emotional Interventions with Children and Youth Who are Deaf or Hard of Hearing: A Research Synthesis

Cited by 24 publications

References 38 publications

Resilience intervention to Strengthen Self-Regulation in adolescent students with hearing loss

Resilience intervention to Strengthen Self-Regulation in adolescent students with hearing loss

Impact of group theraplay on the social–emotional assets and resilience in children with hearing loss.

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

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