Social and Emotional Development of Deaf Children: Family, School, and Program Effects

Autor/a: CALDERON, Rosemary; GREENBERG, Mark T.
Año: 2012
Editorial: Oxford University Press
Tipo de código: Copyright
Soporte: Digital


Educación » Aspectos psicológicos y cognitivos, Educación » Familia y Atención temprana


Healthy social and emotional development is invaluable to life success, but there are challenges to this goal specific to deaf children. Key components of social and emotional development include: (a) effective and positive communication, (b) building social networks, (c) independent and evaluative thinking, (d) emotional and motivational understanding of self and others, (e) self-control and self-direction, (f) tolerance and flexibility to accommodate change and diversity, (g) empathy, (h) friendship skills which that promote positive growth in others and self, and (i) ability to cope with stereotyping and stigma. A developmental perspective for attaining these skills takes into consideration the differential development for deaf children. The role of family and ecological influences in promoting healthy social and emotional development also needs special address particularly for (a) supporting the family to support the child, (b) keeping families involved across time, and (c) engaging families broader community (Deaf community) involvement. Similar to families, professionals in school settings are also instrumental in promoting healthy social and emotional development by (a) prioritizing goals, (b) planning for success, and (c) emphasizing a comprehensive and generalized approach. A review of efficacy outcomes is discussed for programs designed to address social and emotional development. What is abundantly clear is the need for parents and professionals working together for the current and future needs to facilitate healthy adaptation in deaf children.

En M. Marschark y P. E. Spencer (Eds.), The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1.