The Effectiveness of Role-Playing Training on Emotional Self-disclosure and Sense of Coherence in Students with Hearing Loss

Abstract

Background: Hearing loss can lead to various complications, including difficulties in language and speech development, as well as cognitive, psychological, social, occupational, educational, and learning impairments. Objectives: This study aimed to determine the effectiveness of role-playing training on emotional self-disclosure (ESDS) and sense of coherence in students with hearing loss. Methods: The study was a quasi-experimental design with a pretest-posttest approach and a control group. The statistical population included all students with hearing loss in the first and second high schools for the exceptional in Ahvaz City in 2023. A sample of 30 individuals was selected using the convenience sampling method and randomly assigned to either the experimental or control group (15 participants each). Students completed the Emotional Self-disclosure Scale and Sense of Coherence Questionnaire in both pretest and posttest phases. The experimental group received role-playing training in ten 90-minute sessions. Data were analyzed using analysis of covariance. Results: Role-playing training had a significant positive effect on both emotional self-disclosure and sense of coherence in students with hearing loss (P = 0.001). The post-test results showed that the experimental group scored significantly higher than the control group in emotional self-disclosure (147.73 ± 15.11 vs. 102.60 ± 16.18) and sense of coherence (97.40 ± 13.86 vs. 67.80 ± 8.14) (P = 0.001). Conclusions: Role-playing training can be a valuable intervention for enhancing the emotional well-being of students with hearing loss. This study contributes to the growing body of knowledge on interventions aimed at improving emotional well-being in students with hearing loss. Role-playing training emerges as a promising approach with the potential for implementation in educational and therapeutic settings.