The mental health of deaf adolescents with cochlear implants compared to their hearing peers

Abstract

Our findings indicate that the mental health of deaf adolescents with CI is comparable to that of normal hearing peers.

Predicting social functioning in children with a cochlear implant and in normal-hearing children: The role of emotion regulation

“…Alternatively, it is possible that deaf children who receive a CI at a relatively young age do not have more behavioral problems than NH children. A study of deaf adolescents with CI showed that while they did not have more behavioral problems, they seemed to have more peer problems -a finding that is consistent with our results [23]. A third explanation might be that parents of a child with CI experience more communication problems with their child [24]; such interactions might easily result in more frustration on both sides.…”

Adaptive Functioning in Students with Cochlear Implants Assessed in Spain through the Strengths and Difficulties Questionnaire

“…This fact is possibly related to their communication limits caused by a hearing deficit in the implanted students and a fear of failure to communicate in new contexts of interaction to which they are not accustomed (Remmel & Peters, 2009;Schorr et al 2009). Some studies (Huber & Kipman, 2011;Stinson & Whitmire, 2000;Theunissen, et al, 2012) have shown that early implantation is beneficial both for functional and communication skills (Alegre et al 2014) and helps to prevent and reduce anxiety levels among students with hearing loss. This fact emphasizes the importance of early implantation as a mechanism to reduce the effects of language deprivation in children, in relation to the presence of emotional symptoms and behavioral problems (Bat-Chava & Deignan, 2001;Francis, Koch, Wyatt, & Niparko, 1999;Fellinger, Holzinger, & Pollard, 2012;Holman et al, 2013;Jiménez, 2011;Rodríguez, 2013).…”

“…The fear of mockery and laughter from their peers, their inability to participate accordingly in the conversations or debates that are generated in the classroom, or even, being underestimated by their peers (Punch & Hyde, 2010), tends to create in these children greater emotional imbalances (fear, anxiety, frustration), than in their hearing peers even though such levels usually decline after implantation, as pointed out by Ferginger, Holzinger, and Pollard (2012), Huber andKipman (2011) andTheunissen, et al, (2012). As a consequence of this, and although it may seem that implantation favors a better integration within the school context, many students with cochlear implants reject interactions with their peers, even though they have their initial acceptance.…”

Exploring the experiences of teenagers with cochlear implants

“…The mental health status of 32 cochlear implanted adolescents has been reported to be comparable to that of their hearing peers in a study by Huber and Kipman (2011). They identified emotional problems, inattention-hyperactivity, conduct problems and pro-social behaviour problems.…”

“…For example, the educational achievement, mental health and selfesteem of teenagers with cochlear implants have been found to be comparable to their hearing peers (Huber et al, 2008;Belgin, 2006, Sahli et al 2009;Huber and Kipman, 2011). The literature also indicates that teenagers with cochlear implants have good social skills and a positive self-image (Moog et al, 2011) Identity has been examined, with the results indicating that implanted teenagers feel a sense of belonging in both the hearing and deaf world, which is flexible depending on the situation (Rich et al, 2013).…”