MLS Inclusion and Society Journal
Vol. 2 Núm. 2 (2022)
ISSN: 2794-087X
Impacto de la discapacidad auditiva en el desarrollo psicoemocional de personas con sordera profunda según familia de orígen
Publicado Oct 31, 2022
Resumen
La falta de estudios que comparen la adaptación educativa y social de la población con sordera congénita, según sean sus padres sordos u oyentes, es la motivación del presente estudio. El objetivo era determinar los efectos sobre el desarrollo psicosocial y el nivel de ansiedad de las personas con sordera profunda en función de si sus padres eran sordos u oían. La muestra de estudio estuvo compuesta por 12 personas sordas con edades comprendidas entre 24 y 67 años (M = 38,92; DE = 13,957; 66,7% mujeres).Se utilizó el Inventario de Ansiedad Rasgo-Estado (STAI), adaptado a la población sorda mediante un video en el que un especialista en lengua de signos española presentaba cada ítem, asegurándose de que se entendieran todos. Los resultados muestran diferencias significativas en el nivel de ansiedad entre las dos submuestras. Es fundamental asegurar la comprensión de los ítems por parte de los participantes sordos, debido a la dificultad que supone la prueba para este grupo de individuos, ya que es en lo que para ellos es una segunda lengua. Si los participantes nacieran en una familia con padres oyentes o padres sordos ayudaría a determinar los elementos preventivos y las acciones a implementar para que todos los niños/as sordos sean diagnosticados lo antes posible.
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Aguado Romo, R., Anasagasti Undabarrena, A., Martínez Lorca, M., & Martínez-Lorca, A. (2022). Impacto de la discapacidad auditiva en el desarrollo psicoemocional de personas con sordera profunda según familia de orígen. LS nclusion and ociety ournal, 2(2). https://doi.org/10.56047/mlser.v2i2.1335
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Meadow-Orlans, K. P. (2001). Research and deaf education: Moving ahead while glancing back. Journal of Deaf Studies and Deaf Education, 6(2), 143-148.
Overgaard, K. R., Oerbeck, B., Wagner, K., Friis, S., Øhre, B., & Zeiner, P. (2021). Youth with hearing loss: Emotional and behavioral problems and quality of life. International Journal of Pediatric Otorhinolaryngology, 145, 110718. https://doi.org/10.1016/j.ijporl.2021.110718
Porter, A., Sheeran, N., Hood, M., & Creed, P. (2021). Decision-making following identification of an infant's unilateral hearing loss: Parent and professional perspectives. International Journal of Pediatric Otorhinolaryngology, 148, 110822. https://doi.org/10.1016/j.ijporl.2021.110822
Pourmohamadreza-Tajrishi, M., Ashori, M. y Jalilabkenar, SS. (2013). La eficacia del entrenamiento de la inteligencia emocional en la salud mental de los estudiantes varones sordos. Revista Iraní de Salud Pública , 42 (10), 1174-1180.
Rivers, S; Tominey, S; O´Bryon, E & Brackett, M. (2013). Introduction to the Special Issue on Social and Emotional Learning in Early Education. Early Education and Development, 24(7), 953-959.
Schlesinger, HS (1978). Adquisición de lenguajes bimodales. En I. M: Schlesinger y L. Namir (Eds)
Sidera, F., Morgan, G., & Serrat, E. (2020). Understanding Pretend Emotions in Children Who Are Deaf and Hard of Hearing. Journal of Deaf Studies and Deaf Education, 25(2), 141–152. https://doi.org/10.1093/deafed/enz040
Spielberg, C.D., Gorsuch, R.L. & Lushene, R. E. (1970). Manual for the State-trait Anxisety Inventory (Self-evaluatión questionnaire). Palo Alto, CA: Consulting Psychologist Press.
Tsou, Y. T., Li, B., Eichengreen, A., Frijns, J., & Rieffe, C. (2021). Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children. Journal of Deaf studies and Deaf Education, 26(4), 469–482. https://doi.org/10.1093/deafed/enab022
Woolfe, T., & Smith, P. K. (2001). The self-esteem and cohesion to family members of deaf children in relation to the hearing status of their parents and siblings. Deafness & Education International, 3(2), 80-96. https://doi.org/10.1179/146431501790561043
Wolters, N., Knoors, H., Cillessen, AH. & Verhoeven L. (2012) Impact of peer and teacher relations on deaf early adolescents' well-being: comparisons before and after a major school transition. Journal of Deaf Studies and Deaf Education, 17(4), 463-82. https://doi.org/10.1093/deafed/ens021
Wong, L. C., Ching, T., Cupples, L., Leigh, G., Marnane, Button, L., Martin, L ., Whitfield, L., & Gunnourie, M. (2020). Comparing Parent and Teacher Ratings of Emotional and Behavioural Difficulties in 5-year old Children who are Deaf or Hard-of-Hearing. Deafness & education international : The Journal of the British Association of Teachers of the Deaf, 22(1), 3–26. https://doi.org/10.1080/14643154.2018.1475956
Brown, P. M., Prescott, S. J., Rickards, F. W., & Paterson, M. M. (1997). Communicating about pretend play: A comparison of the utterances of 4-year-old normally hearing and deaf or hard-of-hearing children in an integrated kindergarten. The Volta Review, 99(1), 5–17. https://doi.org/10.1007/s40592-019-00101-0
Buela-Casal, G., Guillén -Riquelme, A. y Seisdedos, N (2005). STAI Cuestionario de Ansiedad Estado Rasgo. Madrid: TEA.
Calderón, R. & Greenberg, M.T. (2000) Desarrollo social y emocional de los niños sordos: efectos en la familia, la escuela y los programas. The Oxford Handbook of Deaf Studies, Language, and Education, Volumen 1, Segunda edición (2 ed.)
Cohen, J. (2013). Estatistical power análisis for teh behavioral sceinces. Academic press.
Courtin, C. (2000). The impact of sign language on the cognitive development of deaf children: the case of theories of mind. Journal of Deaf Studies and Deaf Education, 5(3), 266–276. https://doi.org/10.1093/deafed/5.3.266
Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(1):50-8. https://doi.org/10.1093/deafed/enp024
Druet, N. y Escalante, R. (1998) Percepciones entre los padres y madres de niños sordos oralizados y poco oralizados, en cuanto a verso como educadores de la sexualidad de sus hijos. Educacion y Ciencia, Vol 2, No 4(18), pag 55-63.
Fellinger, J., Holzinger, D., & Pollard, R. (2012). Mental health of deaf people. The Lancet, 379, 1037-1044.
Goldblat, E., Rivkin, D., & Konstantinov, V. (2020). Associations between ethnicity, place of residence, hearing status of family and habilitation of children with hearing impairment. Israel Journal of Health Policy Research, 9(1), 36. https://doi.org/10.1186/13584-020-00394-1
Hogan, A; Shipley, M; Strazdins, L & Purcell, A. (2011). Communication and behavioural disorders among children with hearing loss increases risk of mental health disorders. Australian and New Zealand Journal of Public Health 35(4):377-83.
Hintermair, M., Sarimski, K., & Lang, M. (2017). Sozial-emotionale Kompetenzen hörgeschädigter Kleinkinder [Social-emotional competences in deaf and hard-of-hearing toddlers – results from an empirical study with two current parent questionnaires]. Zeitschrift fur Kinder- und Jugendpsychiatrie und Psychotherapie, 45(2), 128–140. https://doi.org/10.1024/1422-4917/a000468
Hussain, S., Pryce, H., Neary, A., & Hall, A. (2021). Exploring how parents of children with unilateral hearing loss make habilitation decisions: a qualitative study. International Journal of Audiology, 60(3), 183–190. https://doi.org/10.1080/14992027.2020.1804080
Kushalnagar, P., Reesman, J., Holcomb, T., & Ryan, C. (2019). Prevalence of anxiety or depression diagnosis in deaf adults. The Journal of Deaf Studies and Deaf Education, 24(4), 378-385. https://doi.org/10.1093/deafed/enz017
Malaia, E. A., Krebs, J., Roehm, D., & Wilbur, R. B. (2020). Age of acquisition effects differ across linguistic domains in sign language: EEG evidence. Brain and Language, 200, 104708. https://doi.org/10.1016/j.bandl.2019.104708
Marschark, M. & Spencer, PE. (2010). Evidence‐based practice in educating deaf and hard‐of‐hearing children: teaching to their cognitive strengths and needs. European Journal of Special Needs Education, 26(1), 316, DOI: 10.1080 / 08856257.2011.543540.
Meadow-Orlans, K. P. (2001). Research and deaf education: Moving ahead while glancing back. Journal of Deaf Studies and Deaf Education, 6(2), 143-148.
Overgaard, K. R., Oerbeck, B., Wagner, K., Friis, S., Øhre, B., & Zeiner, P. (2021). Youth with hearing loss: Emotional and behavioral problems and quality of life. International Journal of Pediatric Otorhinolaryngology, 145, 110718. https://doi.org/10.1016/j.ijporl.2021.110718
Porter, A., Sheeran, N., Hood, M., & Creed, P. (2021). Decision-making following identification of an infant's unilateral hearing loss: Parent and professional perspectives. International Journal of Pediatric Otorhinolaryngology, 148, 110822. https://doi.org/10.1016/j.ijporl.2021.110822
Pourmohamadreza-Tajrishi, M., Ashori, M. y Jalilabkenar, SS. (2013). La eficacia del entrenamiento de la inteligencia emocional en la salud mental de los estudiantes varones sordos. Revista Iraní de Salud Pública , 42 (10), 1174-1180.
Rivers, S; Tominey, S; O´Bryon, E & Brackett, M. (2013). Introduction to the Special Issue on Social and Emotional Learning in Early Education. Early Education and Development, 24(7), 953-959.
Schlesinger, HS (1978). Adquisición de lenguajes bimodales. En I. M: Schlesinger y L. Namir (Eds)
Sidera, F., Morgan, G., & Serrat, E. (2020). Understanding Pretend Emotions in Children Who Are Deaf and Hard of Hearing. Journal of Deaf Studies and Deaf Education, 25(2), 141–152. https://doi.org/10.1093/deafed/enz040
Spielberg, C.D., Gorsuch, R.L. & Lushene, R. E. (1970). Manual for the State-trait Anxisety Inventory (Self-evaluatión questionnaire). Palo Alto, CA: Consulting Psychologist Press.
Tsou, Y. T., Li, B., Eichengreen, A., Frijns, J., & Rieffe, C. (2021). Emotions in Deaf and Hard-of-Hearing and Typically Hearing Children. Journal of Deaf studies and Deaf Education, 26(4), 469–482. https://doi.org/10.1093/deafed/enab022
Woolfe, T., & Smith, P. K. (2001). The self-esteem and cohesion to family members of deaf children in relation to the hearing status of their parents and siblings. Deafness & Education International, 3(2), 80-96. https://doi.org/10.1179/146431501790561043
Wolters, N., Knoors, H., Cillessen, AH. & Verhoeven L. (2012) Impact of peer and teacher relations on deaf early adolescents' well-being: comparisons before and after a major school transition. Journal of Deaf Studies and Deaf Education, 17(4), 463-82. https://doi.org/10.1093/deafed/ens021
Wong, L. C., Ching, T., Cupples, L., Leigh, G., Marnane, Button, L., Martin, L ., Whitfield, L., & Gunnourie, M. (2020). Comparing Parent and Teacher Ratings of Emotional and Behavioural Difficulties in 5-year old Children who are Deaf or Hard-of-Hearing. Deafness & education international : The Journal of the British Association of Teachers of the Deaf, 22(1), 3–26. https://doi.org/10.1080/14643154.2018.1475956
