Resilience in deaf children: A comprehensive literature review and applications for school staff

Abstract

Resilience is a dynamic, multidimensional complex concept that implies risk and protective factors, adaptation, and success. Communication and language are often identified as barriers in deaf children's development. However, research linking deafness in childhood and resilience is scarce. The present comprehensive literature review aims to verify which are the predominant risk factors for this group, which protective factors may be identified and if significant differences have been found between deaf and hearing children regarding resilience. A systematic search, performed in seven databases, identified 11 articles published in peer‐reviewed journals between 2000 and 2019 that met the criteria. Deaf children experience exposure to risk through obstacles in communication, language, and information failure. Consequently, differences between hearing and deaf children are related to more difficulties in emotion regulation and interpersonal relationships. Principal protective factors are a supportive family, school staff, and peers. Practical implications and recommendations for future research are provided.

Implementação do RESCUR com crianças e adolescentes surdos: perceção de professores, pais e alunos sobre o impacto ao nível do bem-estar e das aprendizagens

“…A revisão compreensiva da literatura acerca da resiliência em crianças surdas (Freitas et al, 2022) destaca a comunicação e as relações interpessoais -os temas adaptados e promovidos neste estudo -como fatores cruciais de proteção para esta população, sendo por isso fulcral a sua promoção.…”

The impact of a Curriculum for Resilience Promotion in Deaf Children and Adolescents

“…Promoting social skills programmes for deaf children is essential, and must have explicit and targeted learning -two of the objectives that constitute the SAFE approach (Durlak et al, 2011). These interventions can trigger positive behaviors among deaf children and adolescents, as a systematic literature review has previously indicated (Freitas et al, 2022).…”

“…On the basis of the previous literature review (Freitas et al, 2022), the following study hypotheses were proposed:…”

“…In order to promote the development of resilience skills that are essential for the quality of life of a DHH person – such as sharing experiences and creating emotional and relational strategies with both DHH and hearing peers – two of the RESCUR themes, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining Healthy Relationships’, were adapted for DHH children in preschool, primary and middle school, in accordance with each guide, for a total of 36 adapted sessions. The selection of these themes was based on a systematic review which concluded that this population was at risk of difficulties with communication and interpersonal relationships (Freitas et al., 2022), and the present adaptation considered the experiences of DHH children. In this study, we intend to investigate the extent to which this adaptation is adequate to promote resilience development, health and well‐being in DHH children.…”

“…On the basis of the previous literature review (Freitas et al, 2022), the following study hypotheses were proposed: The implementation of RESCUR adapted for DHH children and adolescents is associated with an increased level of resilience‐related competencies, as assessed by class teachers. The implementation of RESCUR adapted for DHH children and adolescents is associated with increased health and well‐being, as assessed by the children and their guardians. …”