Anger communication in deaf children

Abstract

In this study, we investigated how deaf children express their anger towards peers and with what intentions. Eleven-year-old deaf children (n 0/21) and a hearing control group (n0/36) were offered four vignettes describing anger-evoking conflict situations with peers. Children were asked how they would respond, how the responsible peer would react, and what would happen to their relationship. Deaf children employed the communicative function of anger expression differently from hearing children. Whereas hearing children used anger expression to reflect on the anguish that another child caused them, deaf children used it rather bluntly and explained less. Moreover, deaf children expected less empathic responses from the peer causing them harm. Both groups did, however, expect equally often that the relationship with the peer would stay intact. These findings are discussed in the light of deaf children's impaired emotion socialization secondary to their limited communication skills.

Predicting social functioning in children with a cochlear implant and in normal-hearing children: The role of emotion regulation

“…However, expressions of positive emotion were also unrelated to better social skills in children with CI. This lack of relationship implies that these children make less strategic use of their positive emotions in order to maintain or enhance their relationships with meaningful others -a behavior that was also observed in older deaf children [25]. This might be explained by the fact that emotion socialization in young CI children differs from that of hearing children.…”

IPads Enhance Social Interaction Skills among Hearing-Impaired Children of Low Income Families in Saudi Arabia

“…It is acknowledged that hearing-impaired children vary in their ability to accomplish social tasks (Preisler, 2002;Antia & Kreimeyer, 1996). In addition, Rieffe and Terwogt (2006), Drew and Temblay (1979), Bruner (1966), Burton and Lybarger (1998), Levy-Shift and Hoffman (1985) have reported that forming friendships in the classroom setting is more difficult for hearing-impaired children Antia (2010). This is a difficulty that does not only relate to friendships involving hearing-impaired children and their normally hearing peers, it is also the case in friendships where both parties are hearing-impaired (Arthur, 1993;Antia, 1982;Munes et al, 2001;Kennedy, 1979).…”

Correlation between Anxiety Related Emotional Disorders and Language Development in Hearing-Impaired Egyptian Arabic Speaking Children

“…Hearing impaired children with anxiety disorders had an increased physical and psychological reaction to stress. Their reaction to danger, even if it is a small one, is quicker and stronger [25]. Research question investigated the feeling of anxiety in hearing impaired children and the analysis shows that the three groups has different degrees of anxiety feeling and each group shows number of children with anxiety.…”