Upload
yasir-hameed
View
113
Download
0
Embed Size (px)
DESCRIPTION
Presentation from the International Congress of the Royal College of Psychiatrists 24-27 June 2014, London
Citation preview
Emotional Literacy in
Deaf Young People
Corner House National Deaf Child & Adolescent Inpatient Unit
Dr Nicoletta Gentili & Dr Annabella Dyer
Why this study?
• Our clinical observation
• Emotions are crucial to our survival
• Determine the development of the Self
Intersubjectivity
Executive Function
Attachment Emotional development
Cultural development
Language development
Sense of Self
Type of Emotions
• Basic (anger, sadness, happiness, fear,
curiosity, disgust, contempt) P. Ekman, 2003
• Non-basic (jealousy, pity, envy,
embarrassment, guilt, pride)
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)
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
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
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)
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
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
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
Aspects of Emotional Literacy
• Self-awareness
• Self-regulation
• Motivation
• Empathy
• Social Skills
Method
• Time limited (3 months) pilot study (BSc
Research project)
• Emotional Literacy questionnaire (GL
assessment) Completed at admission and
discharge.
Interventions
• Therapeutic milieu (Mentalising informed
approach)
• Nurses individual sessions
• School PSHE lessons
• Groups (Social skills, Social Emotional Learning)
• Individual Therapy
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
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
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
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
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?
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)