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Emotional Literacy in Deaf Young People Corner House National Deaf Child & Adolescent Inpatient Unit Dr Nicoletta Gentili & Dr Annabella Dyer

Emotional literacy in deaf young people

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Presentation from the International Congress of the Royal College of Psychiatrists 24-27 June 2014, London

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Page 1: Emotional literacy in deaf young people

Emotional Literacy in

Deaf Young People

Corner House National Deaf Child & Adolescent Inpatient Unit

Dr Nicoletta Gentili & Dr Annabella Dyer

Page 2: Emotional literacy in deaf young people

Why this study?

• Our clinical observation

• Emotions are crucial to our survival

• Determine the development of the Self

Page 3: Emotional literacy in deaf young people

Intersubjectivity

Executive Function

Attachment Emotional development

Cultural development

Language development

Sense of Self

Page 4: Emotional literacy in deaf young people

Type of Emotions

• Basic (anger, sadness, happiness, fear,

curiosity, disgust, contempt) P. Ekman, 2003

• Non-basic (jealousy, pity, envy,

embarrassment, guilt, pride)

Page 5: Emotional literacy in deaf young people

Origin of Emotions

3 months old infants showed coyness in front of a mirror. This was

demonstrated by the babies turning away from the mirror image with a

smile (Reddy, 2000)

6 and 12 months old infants showed distress (jealousy) when their

caregivers paid attention to a lifelike doll (Hart & Carrington, 2002; Hart et al, 1998)

Children showing distress (envy) when they wanted something (e.g. a

toy) possessed by another child (Draghi-Lorenz, Reddy, Costall, 2001)

Guilt could emerge as a direct perception of the damage caused by an

action produced by the child and detrimental to anther child who

manifest grief for the wrong doing (Hamlin, Wynn & Bloom, 2007)

Page 6: Emotional literacy in deaf young people

Some facts

• 90-95% of deaf children (DC) are born to

hearing parents

• DC have higher mental health problems

compared to their hearing peers (HC)

• The most common mental health difficulties

they present with is emotional dysregulation

Page 7: Emotional literacy in deaf young people

Emotions in deaf young

people

DC often have difficulties in understanding and regulating their emotions and this is partly due:

• To early language deprivation and inadequate means of communication between parent and child

• To parents own emotional and mental health problems

• To the perceived increased complexities in bringing up a deaf child

Page 8: Emotional literacy in deaf young people

Emotion recognition

• ToM deficits observed in DC with hearing parents are not

present in DC in signing environment (Courtin,2000; Peterson and Siegal, 1999)

• Prelingually DC make more errors in recognising facial

expression of emotions than those with postilingual hearing

loss. (Bachara et al.,1980; Dyck et al, 2004; Ludlow et al., 2010)

• DC can perform as well as HC on a simple task when this

involves emotions matching rather than emotion recognition (Weisel, 1985; Hosie, et al., 1998)

• Recent study demonstrated how this deficit of emotional

recognition decreases with age in DC (Dyck, Farrugia, Shochet, Homes-Brown,

2004)

Page 9: Emotional literacy in deaf young people

Corner House

• Seven bedded national inpatient unit based in South London.

• Working with children and adolescents aged between 6-18 years

old with range of emotional, psychological, behavioural

difficulties e.g. anxiety, depression, psychosis.

• Therapeutic community approach

• Rich MDT and use of bi-lingual/multi modal language

• Have approx. 13-15 admissions per year with average length of

stay between 8-12 months

• Lenderberg (2013) 3 times longer intervention for deaf children

Page 10: Emotional literacy in deaf young people

Emotional Literacy

• Emotional Literacy can be defined as an ability to recognise, understand, handle and appropriately express our own emotions and those around us (Faupel, 2006).

• Most deaf children have delays in language development which impacts upon emotional and executive function development, and intersubjectivity between parent and child (Gentili, 2011)

• Exploring ways in measuring emotional literacy in deaf young people in order to see change over course of admission

Page 11: Emotional literacy in deaf young people

Emotional Literacy

• Attempts to identify and understand what we do

and how we do it.

• Formalise this by using a package which is

appropriate for our client group that’s fits in with

our therapeutic stance

• Emotional Literacy package

Page 12: Emotional literacy in deaf young people

Aspects of Emotional Literacy

• Self-awareness

• Self-regulation

• Motivation

• Empathy

• Social Skills

Page 13: Emotional literacy in deaf young people

Method

• Time limited (3 months) pilot study (BSc

Research project)

• Emotional Literacy questionnaire (GL

assessment) Completed at admission and

discharge.

Page 14: Emotional literacy in deaf young people

Interventions

• Therapeutic milieu (Mentalising informed

approach)

• Nurses individual sessions

• School PSHE lessons

• Groups (Social skills, Social Emotional Learning)

• Individual Therapy

Page 15: Emotional literacy in deaf young people

Results Young person’s checklist scores

0

23

45

68

90

1

2

3

4

Em

otional Litera

cy R

aw

Score

s (

out

of 100)

Young Person

Graph 1 to represent the young person's Emotional Literacy Scores at Time 1 and Time 2

Time 1 Time 2

Page 16: Emotional literacy in deaf young people

Results Parents Scores

0

18

35

53

70

A B C D E

62 64 63

57

70

62 62

Em

otional Litera

cy s

core

Young Person

Time 1

Time 2

Page 17: Emotional literacy in deaf young people

Results

Teachers scores

0

18

35

53

70

A B C D E

53

49

60

56

43

60

55 57

62

53

Em

otional Litera

cy s

core

s

Young Person

Time 1

Time 2

Page 18: Emotional literacy in deaf young people

0

23

45

68

90

1 2

3 4

Em

otional Litera

cy R

aw

Score

s

(out of 100)

Young Person

Time 1 Time 2

0

18

35

53

70

A B C D E

62 64 63 57

70 62 62

Em

otional

Litera

cy s

core

0

18

35

53

70

A B C D E

53 49 60 56

43

60 55 57

62 53

Em

otional Litera

cy

score

s

Young Person

Young person

Parent

Teacher

Page 19: Emotional literacy in deaf young people

Discussion

• Most improved scores were self-awareness and

social skills on all parent and teacher ratings.

• Not enough data- need to be ongoing project

• More appropriate measures needed?

• Has the child's understanding of themselves

changed or is it ours or both?

Page 20: Emotional literacy in deaf young people

Conclusions

• Has helped us to be more explicit about how we talk

about, teach, and explore emotions on the unit.

• Will continue to collect data to observe patterns with

larger number of children

• Will continue to think about measures that may

observe aspects of emotional literacy

• Emotional Awareness Questionnaire (EAQ)