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CSD 5400REHABILITATION
PROCEDURES FOR THE HARD OF HEARING
Hearing Loss and IdentityPsychosocial Aspects
Personal and Social Effects
Questions to Address
1. Does being deaf cause problems with personality?
2. Do deaf children have more difficulty than hearing children in social development?
3. What is the role of language in the social interaction of deaf children, teens, and adults?
4. What are the barriers to social integration between deaf and hearing people?
Identity and Personality
Self-concept is developed through an ongoing process of social interactions
The key to these interactions is communication
Deaf identity Oral deaf Signing Deaf
Hard-of-Hearing
Personality
Research studies from the 1960s and 1970s have profiled deaf people as egocentric, rigid, immature, lacking empathy, constricted, deficient in social adaptiveness, impulsive, suggestible, and lacking an inner locus of control
Self-Esteem
One of the principal components of mental health
Major factors contributing to the self-esteem of deaf persons:
1. Hearing status2. Family environment3. School environment4. Group identification
Hearing Status and Self-Esteem
Most studies report lower self-esteem among deaf people
Directly related to the degree of hearing loss
Is stigma internalized??
Family and Self-Esteem
Self-image has its origins in the connection between the deaf child and his parents
Deaf children with deaf parents have, overall, higher self esteem than deaf children with hearing parents
Deaf children whose hearing parents use sign language are more likely to have higher self-esteem than deaf children whose parents don’t
School and Self-Esteem
School type is NOT directly related to self-esteem
Self-esteem may be more directly related to academic achievement
Group Identification and Self-Esteem
Group identification involves having friends who share an identity, being involved in a community with shared values and identity, and feeling a sense of shared characteristics with members of a group
Deaf and hard-of-hearing are one of the following: Culturally hearing Culturally marginal Culturally Deaf Bicultural
Social Integration and Social Skills
Studies to understand the state of knowledge about the social skills of deaf children and the impacted of integrated education
Social Abilities and Adjustment
Studies looking at social abilities of deaf children show mixed results
A deaf child’s social ability is strongly related to language ability
AgeRecent studies make the following conclusions:
Social adjustment of deaf children with deaf parents is no better or worse than the social adjustment of deaf children with hearing parents
The social functioning of deaf children is no better or worse than the social functioning of hard-of-hearing children
Deaf students in residential school settings are less socially mature than deaf students in mainstream settings
Social Interaction
In educational settings, social integration is the same as social interaction
Important area of research regarding mainstreamed deaf children
Social Interaction During Preschool and Kindergarten
Deaf children tend to interact more often with their teachers than with their peers
Deaf children with better oral skills interact more often with hearing children than deaf children with poorer hearing skills
Deaf Preschoolers and Kindergarteners
Language is crucial for social interaction1. Deaf children with high language ability are more
likely to engage in play activities that require linguistic interaction
2. Deaf children with high language ability are more likely to choose playmates who also have strong language abilities
3. Deaf children with high language ability tend to use more language and expect their playmates to use more language
Deaf Children and Playmate Preference
Peer relationships developed by deaf preschoolers similar to hearing preschoolersDeaf and hearing preschoolers have two types
of relationshipsMaintained and non-maintained friendships
Deaf preschoolers tend to have fewer long-term friendships than hearing children
Social interaction between hearing and deaf playmates is more dependent on their familiarity with one another than prior experiences with deaf children
Social Interaction During Childhood and Young
Adolescence
An important variable is the primary educational setting
Language level plays an increasingly larger role for social interaction
Which is the best environment for the development of social skills?Residential schoolPublic school
Social Interaction During Late Adolescence and
Young AdulthoodRetrospective studies
A major finding is that deaf people who attended public high schools typically describe their high school experiences as less positive socially and more positive academically than deaf students who attended residential schools
Continues through the college years
Personal and Social Development for the Adventitiously Deaf
Acquired deafness must be considered first and foremost a social and psychological loss which affects all communication and interpersonal interactions, and which deprives individuals of the type of social relationships, occupational goals, and overall quality of life to which he/she was accustomed and which gave life meaning
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