Child's Wellbeing

A Qualitative Exploration of the Role and Needs of Classroom Teachers in Supporting the Mental Health and Well-Being of Deaf and Hard-of-Hearing Children (2019)

  • This article is about...the perspective of teachers who work with children who are deaf or hard of hearing (DHH). It covers the challenges they face while providing services and their thoughts on the best way to help students with their social and mental health.
  • The study found...that teachers view their role as essential to the social and mental health of DHH students. However, barriers to providing necessary support includes time constraints, lack of knowledge and resources to provide quality care, and large classroom sizes.
  • This is important because...DHH students spend a significant portion of their day with their teachers at school. With the large class loads and time constraints that teachers have, parents may need to help provide resources or support for the teacher. Resources can be shared with teachers as parents collaborate with audiologists, and special education providers.
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Emotional Understanding in Children with a Cochlear Implant (2018)

  • This article is about...the ability of children with cochlear implants (CIs) to recognize emotions. Preschool- and elementary-aged children with cochlear implants were compared to typically hearing children. Children completed tasks that looked at facial expressions, tone of voice, and scene matching activities to measure emotional recognition.
  • The study found...that children with cochlear implants had a more difficult time accurately recognizing emotions than children with typical hearing.
  • This is important because...many emotional ques are present in vocal tones. Children with typical hearing have access to hearing tones and matching them to facial expressions and situations from birth. Since children with cochlear implants have not had as much exposure to sound, they may show a delay in recognizing emotional cues. This article also indicated that age at implantation may influence a child’s ability to recognize emotions.
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Subjective Fatigue in Children With Hearing Loss Assessed Using Self- and Parent-Proxy Report

  • This article is about...fatigue in school-age children with hearing loss. Fatigue is the same as feeling tired and can include being physically tired and mentally tired.
  • The study found...school-age children with hearing loss reported being more fatigued compared to children with normal hearing. Parents rated their child to be less fatigued than the child actually felt. As a child learned more language skills, some of their fatigue went away.
  • This is important because...feeling tired can put children at risk for not keeping up in the classroom. Helping children recognize and manage their fatigue can help prevent them from falling behind in school.
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Depression in hearing-impaired children

  • This article is about...depression in children with hearing loss compared to children with normal hearing.
  • The study found...children with hearing loss overall had more symptoms of depression than normal hearing children. The children with hearing loss who mainly used spoken language to communicate had less symptoms of depression compared to children who used sign language or a combination of spoken and sign language. Children who attended mainstream schools were found to have less symptoms of depression than children who attended schools for the deaf.
  • This is important because...when children have strategies to cope with how they are feeling, they have less depression. Intervention programs and parents can teach children coping strategies.
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Health-Related Quality of Life Among Young Children With Cochlear Implants and Developmental Disabilities

  • This article is about...parent reported quality of life of young children with cochlear implants, both with and without additional disabilities.
  • The study found...children with cochlear implants without additional disabilities were similar to typically developing children. Children with cochlear implants and additional disabilities had a lower quality of life, especially in areas of self-esteem, school and friends.
  • This is important because...addressing broader needs, such as social and emotional development, is important for relationships. Family-centered services are critical for addressing the complex needs that exist for children and their families.
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