听力障碍儿童情绪能力干预研究进展

邓婷; 罗丹娜; 陶云; 马谐

doi:10.16835/j.cnki.1000-9817.2022.01.033

听力障碍儿童情绪能力干预研究进展

doi: 10.16835/j.cnki.1000-9817.2022.01.033

云南师范大学教育学部，昆明 650500

基金项目:

国家自然科学基金 31660282

云南省哲学社会科学规划项目 QN2017043

详细信息

作者简介:
邓婷(1995-)，女，四川南充市人，在读硕士，主要研究方向为听障儿童情绪能力

通讯作者:
马谐，E-mail：mxnn6@aliyun.com

利益冲突声明 所有作者声明无利益冲突。
中图分类号: B844.2 R179
计量
- 文章访问数: 987
- HTML全文浏览量: 403
- PDF下载量: 86
- 被引次数: 0
出版历程
- 收稿日期: 2021-08-13
- 修回日期: 2021-09-30
- 刊出日期: 2022-01-25

Advance in emotion ability intervention of children with hearing impariment

Department of Education, Yunnan Normal University, Kunming (650500), China

摘要

摘要: 听力障碍(以下简称“听障”)儿童情绪能力发展存在情绪识别与情绪表达障碍、情绪理解受限、情绪调节不当等诸多问题，严重影响社会适应与心理健康。制定系统化、个性化的干预方案，可有效促进听障儿童情绪能力的发展。该文在分析听障儿童情绪能力发展特点和影响因素的基础上，梳理了现有的干预研究，并针对现有研究不足提出未来的研究方向，以期为听障儿童情绪能力干预研究提供参考。
- 听力障碍 /
- 情绪 /
- 精神卫生 /
- 儿童
Abstract: There are many problems in emotion ability development of hearing-impaired children, such as emotion recognition, emotion expression obstacle, emotion understanding limitation and emotion regulation impropriety, etc., which seriously affect their social adaptation and mental health. Making systematic and individualized intervention programs can effectively promote the development of emotion ability of hearing-impaired children. Based on the analysis of the characteristics and influencing factors of the emotion ability development of hearing-impaired children, this paper reviews the existing intervention studies, and proposes future research directions in view of the deficiencies of existing studies, in order to provide reference for the research on emotion ability intervention of hearing-impaired children.
- Hearing disorders /
- Emotions /
- Mental health /
- Child
注释:

1) 利益冲突声明 所有作者声明无利益冲突。

HTML全文

参考文献(56)

[1]	王志毅. 听力障碍儿童的心理与教育[M]. 天津: 天津教育出版社, 2007: 1. WANG Z Y. Psychology and education of children with hearing impairment[M]. Tianjin: Tianjin Education Press, 2007: 1.
[2]	孙喜斌, 于丽玫, 曲成毅, 等. 中国听力残疾构成特点及康复对策[J]. 中国听力语言康复科学杂志, 2008(2): 21-24. SUN X B, YU L M, QU C Y, et al. An epidemiological study on the hearing-impaired population identified in China and proposed intervention strategies[J]. Chin Sci J Hear Speech Rehabil, 2008(2): 21-24.
[3]	WIEFFERINK C H, RIEFFE C, KETELAAR L, et al. Emotion understanding in deaf children with a cochlear implant[J]. J Deaf Stud Deaf Educ, 2013, 18(2): 175-186. doi: 10.1093/deafed/ens042
[4]	王娟, 王维宇, 沈秋苹, 等. 学前聋童和健听儿童情绪理解能力的比较研究[J]. 中国特殊教育, 2018(4): 32-39. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201804006.htm WANG J, WANG W Y, SHEN Q P, et al. A comparative study of the emotion comprehension between hearing-impaired preschoolers and normal-hearing preschoolers[J]. Chin J Special Educ, 2018(4): 32-39. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201804006.htm
[5]	WANG H, WANG Y, HU Y. Emotional understanding in children with a cochlear implant[J]. J Deaf Stud Deaf Educ, 2019, 24(2): 65-73. doi: 10.1093/deafed/eny031
[6]	RIEFFE C. Awareness and regulation of emotions in deaf children[J]. Br J Dev Psychol, 2012, 30(Pt 4): 477-492.
[7]	THEUNISSEN S C, RIEFFE C, KOUWENBERG M, et al. Depression in hearing-impaired children[J]. Int J Pediatr Otorhinolaryngol, 2011, 75(10): 1313-1317. doi: 10.1016/j.ijporl.2011.07.023
[8]	BROWN P M, CORNES A. Mental health of deaf and hard-of-hearing adolescents: what the students say[J]. J Deaf Stud Deaf Educ, 2015, 20(1): 75-81. doi: 10.1093/deafed/enu031
[9]	MANCINI P, GIALLINI I, PROSPERINI L, et al. Level of emotion comprehension in children with mid to long term cochlear implant use: how basic and more complex emotion recognition relates to language and age at implantation[J]. Int J Pediatr Otorhinolaryngol, 2016, 87: 219-232. doi: 10.1016/j.ijporl.2016.06.033
[10]	AHMADI H, DARAMADI P S, ASADI-SAMANI M, et al. Effectiveness of group training of assertiveness on social anxiety among deaf and hard of hearing adolescents[J]. Int Tinnitus J, 2017, 21(1): 14-20.
[11]	WANG Y, SU Y, FANG P, et al. Facial expression recognition: can preschoolers with cochlear implants and hearing aids catch it?[J]. Res Dev Disabil, 2011, 32(6): 2583-2588. doi: 10.1016/j.ridd.2011.06.019
[12]	WANG Y, SU Y, YAN S. Facial expression recognition in children with cochlear implants and hearing aids[J]. Front Psychol, 2016, 7: 1989.
[13]	MEMISEVIC H, MUJKANOVIC E, IBRALIC-BISCEVIC I. Facial emotion recognition in adolescents with disabilities: the effects of type of disability and gender[J]. Percept Mot Skills, 2016, 123(1): 127-137. doi: 10.1177/0031512516660781
[14]	SIDERA F, AMADO A, MARTINEZ L. Influences on facial emotion recognition in deaf children[J]. J Deaf Stud Deaf Educ, 2017, 22(2): 164-177. doi: 10.1093/deafed/enw072
[15]	MOST T, MICHAELIS H. Auditory, visual, and auditory-visual perceptions of emotions by young children with hearing loss versus children with normal hearing[J]. J Speech Lang Hear Res, 2012, 55(4): 1148-1162. doi: 10.1044/1092-4388(2011/11-0060)
[16]	MILDNER V, KOSKA T. Recognition and production of emotions in children with cochlear implants[J]. Clin Linguist Phon, 2014, 28(7/8): 543-554.
[17]	MOST T, AVINER C. Auditory, visual, and auditory-visual perception of emotions by individuals with cochlear implants, hearing AIDS, and normal hearing[J]. J Deaf Stud Deaf Educ, 2009, 14(4): 449-464. doi: 10.1093/deafed/enp007
[18]	SIDERA F, MORGAN G, SERRAT E. Understanding pretend emotions in children who are deaf and hard of hearing[J]. J Deaf Stud Deaf Educ, 2020, 25(2): 141-152. doi: 10.1093/deafed/enz040
[19]	PETERSON C C, WELLMAN H M. From fancy to reason: scaling deaf and hearing children's understanding of theory of mind and pretence[J]. Br J Dev Psychol, 2009, 27(Pt 2): 297-310.
[20]	王娟, 刘鑫. 学前聋童口语叙事的特征及预测因素研究[J]. 中国特殊教育, 2017(3): 38-45. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201703008.htm WANG J, LIU X. Hearing-impaired preschool children's oral narratives: characteristics and predictive factors[J]. Chin J Spec Educ, 2017(3): 38-45. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201703008.htm
[21]	HAO J, WU C. Deaf Children's Moral behavior, moral reasoning and emotion attribution[J]. J Deaf Stud Deaf Educ, 2019, 24(2): 95-103. doi: 10.1093/deafed/eny047
[22]	LAUGEN N J, JACOBSEN K H, RIEFFE C, et al. Emotion understanding in preschool children with mild-to-severe hearing loss[J]. J Deaf Stud Deaf Educ, 2017, 22(2): 155-163. doi: 10.1093/deafed/enw069
[23]	VAN ELDIK T, TREFFERS P D, VEERMAN J W, et al. Mental health problems of deaf dutch children as indicated by parents' responses to the child behavior checklist[J]. Am Ann Deaf, 2004, 148(5): 390-395. doi: 10.1353/aad.2004.0002
[24]	SAHLéN B, HANSSON K. Novel word learning and its relation to working memory and language in children with mild-to-moderate hearing impairment and children with specific language impairment[J]. J Multil Commun Disord, 2006, 4(2): 95-107. doi: 10.1080/14769670600929360
[25]	LIEU J E C, TYE-MURRAY N, KARZON R K, et al. Unilateral hearing loss is associated with worse speech-language scores in children[J]. Pediatrics, 2010, 125(6): e1348-e1355. doi: 10.1542/peds.2009-2448
[26]	QUITTNER A L, CRUZ I, BARKER D H, et al. Effects of maternal sensitivity and cognitive and linguistic stimulation on cochlear implant users' language development over four years[J]. J Pediatr, 2013, 162(2): 343-348. doi: 10.1016/j.jpeds.2012.08.003
[27]	BOSACKI S L, MOORE C. Preschoolers' understanding of simple and complex emotions: links with gender and language[J]. Sex Roles, 2004, 50(9): 659-675.
[28]	王海玲, 邹凌, 焦竹青, 等. 基于功能磁共振的情绪脑机制研究[J]. 常州大学学报(自然科学版), 2013, 25(1): 31-34. WANG H L, ZOU L, JIAO Z Q, et al. Study of emotional brain mechanism based on functional magnetic resonance imaging[J]. J Changzhou Univ(Natural Sci Ed), 2013, 25(1): 31-34.
[29]	陈琼. 情绪对听障儿童抑制控制影响的脑电研究[D]. 开封: 河南大学, 2018. CHEN Q. An ERP research on the effect of emotiom to inhibitory control of hearing impaired children[D]. Kaifeng: Henan University, 2018.
[30]	赵俊峰, 郭小敏, 陈琼. 听障儿童情绪面孔识别的脑电特点[C]//第二十一届全国心理学学术会议. 北京, 2018. ZHAO J F, GUO X M, CHEN Q. Electroencephalogram characteristics of emotional face recognition in hearing impaired children[C]//the 21st national conference on psychology. Beijing, 2018.
[31]	SZELAG E, WASILEWSKI R, RSTEN E F. Hemispheric differences in the perception of words and faces in deaf and hearing children[J]. Scandin J Psychol, 2010, 33(1): 1-11.
[32]	LAUGEN N J, JACOBSEN K H, RIEFFE C, et al. Emotion understanding in preschool children with mild-to-severe hearing loss[J]. J Deaf Stud Deaf Educ, 2017, 22(2): 155-163. doi: 10.1093/deafed/enw069
[33]	MILOJEVICH H M, MACHLIN L, SHERIDAN M A. Early adversity and children's emotion regulation: differential roles of parent emotion regulation and adversity exposure[J]. Dev Psychopathol, 2020, 32(5): 1788-1798. doi: 10.1017/S0954579420001273
[34]	HARRIGAN S, NIKOLOPOULOS T P. Parent interaction course in order to enhance communication skills between parents and children following pediatric cochlear implantation[J]. Int J Pediatr Otorhinolaryngol, 2002, 66(2): 161-166. doi: 10.1016/S0165-5876(02)00243-4
[35]	谢钰涵. 融合教育环境中听障学生同伴关系现状调查[J]. 中国特殊教育, 2018(9): 18-23. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201809005.htm XIE Y H. A survey of the peer relationship of hearing-impaired students in inclusive education settings[J]. Chin J Spec Educ, 2018(9): 18-23. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201809005.htm
[36]	张积春, 李嘉, 赵国军, 等. 随班就读听障儿童学校适应状况的研究[J]. 中国听力语言康复科学杂志, 2019, 17(1): 53-57. ZHANG J C, LI J, ZHAO G J, et al. The relationship of hearing rehabilitation and school adjustment among students with hearing impairment learning in regular classe[J]. Chin Sci J Hear Speech Rehabil, 2019, 17(1): 53-57.
[37]	吴红东, 曹火军, 吴洪军, 等. 聋哑学生心理健康状况及其干预[J]. 中国健康心理学杂志, 2012, 20(12): 1859-1861. WU H D, CAO H J, WU H J, et al. Deaf students' mental health and their intervention[J]. Chin J Health Psychol, 2012, 20(12): 1859-1861.
[38]	李森森, 龙长权, 陈庆飞, 等. 群际接触理论: 一种改善群际关系的理论[J]. 心理科学进展, 2010, 18(5): 831-839. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD201005015.htm LI S S, LONG C Q, CHEN Q F, et al. Intergroup contact theory: theory for refining intergroup relationship[J]. Advanc Psychol Sci, 2010, 18(5): 831-839. https://www.cnki.com.cn/Article/CJFDTOTAL-XLXD201005015.htm
[39]	何玲, 姚虹. 听障青少年社会支持与社会适应关系研究: 基于抗逆力的中介作用[J]. 残疾人研究, 2017(1): 75-80. https://www.cnki.com.cn/Article/CJFDTOTAL-CJRY201701014.htm HE L, YAO H. Study on the relationship between social support and social adaptation of hearing impaired adolescents: based on resilience mediating effect[J]. Disabil Res, 2017(1): 75-80. https://www.cnki.com.cn/Article/CJFDTOTAL-CJRY201701014.htm
[40]	庞文, 于婷婷. 我国特殊教育法律体系的现状与发展[J]. 教育发展研究, 2012, 32(4): 80-84. PANG W, YU T T. A study on current situation and development of our special education legal system[J]. Explor Educ Dev, 2012, 32(4): 80-84.
[41]	HOPYAN-MISAKYAN T M, GORDON K A, DENNIS M, et al. Recognition of affective speech prosody and facial affect in deaf children with unilateral right cochlear implants[J]. Child Neuropsychol, 2009, 15(2): 136-146.
[42]	DE ROSNAY M, HARRIS P L. Individual differences in children's understanding of emotion: the roles of attachment and language[J]. Attach Hum Dev, 2002, 4(1): 39-54.
[43]	陈玲, 王艾东, 谷长玉. 大龄人工耳蜗植入听障儿童听力语言康复个案研究[J]. 中国听力语言康复科学杂志, 2019, 17(3): 237-240. https://www.cnki.com.cn/Article/CJFDTOTAL-TLKF201903026.htm CHEN L, WANG A D, GU C Y. A case study of rehabilitation for a fourteen years old child with cochlear implant[J]. Chin Sci J Hear Speech Rehabil, 2019, 17(3): 237-240. https://www.cnki.com.cn/Article/CJFDTOTAL-TLKF201903026.htm
[44]	陈睿, 郑会杰, 张雨佳. 语言康复训练对听力障碍儿童面部表情识别的影响[J]. 贵阳学院学报(社会科学版), 2020, 15(2): 119-124. CHEN R, ZHENG H J, ZHANG Y J. The influence of language rehabilitation training on facial emotion recognition in children with hearing impairment[J]. J Guiyang Univ(Soc Sci), 2020, 15(2): 119-124.
[45]	孙喜斌. 0~3岁听力障碍儿童听觉言语康复及效果评估[J]. 中国听力语言康复科学杂志, 2016, 14(3): 161-165. SUN X B. Auditory and speech rehabilitation and outcome evaluation for 0-3-year-old hearing-impaired children[J]. Chin Sci J Hear Speech Rehabil, 2016, 14(3): 161-165.
[46]	ONUR B D, S U, LEYMAN E E, et al. The effect of ice skating on psychological well-being and sleep quality of children with visual or hearing impairment[J]. Disabil Rehabil, 2014, 37(9): 783-789.
[47]	JOHNSON C C. The benefits of physical activity for youth with developmental disabilities: a systematic review[J]. Am J Health Promot, 2009, 23(3): 157-167.
[48]	王相英, 徐立敏. 听力障碍青少年心理弹性干预的实验研究[J]. 中国特殊教育, 2018(10): 33-37. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201810006.htm WANG X Y, XU L M. An experimental study of the interventions in hearing-impaired teenagers' psychological resilience[J]. Chin J Spec Educ, 2018(10): 33-37. https://www.cnki.com.cn/Article/CJFDTOTAL-ZDTJ201810006.htm
[49]	GREENBERG P, KUSCHE C. Preventive intervention for school-age deaf children: the PATHS curriculum[J]. J Deaf Stud Deaf Educ, 1998, 3(1): 49-63.
[50]	李娜, 张福娟, 吴季令. 听力障碍幼儿情绪理解的干预研究[J]. 应用心理学, 2011, 17(2): 177-184. LI N, ZHANG F J, WU J L. An interventionalstudy on emotion understanding of hearing-impaired kindergarten children[J]. Chin J Appl Psychol, 2011, 17(2): 177-184.
[51]	DYCK M J, DENVER E. Can the emotion recognition ability of deaf children be enhanced?A pilot study[J]. J Deaf Stud Deaf Educ, 2003, 8(3): 348-356.
[52]	WYDER S. The house as symbolic representation of the self: Drawings and paintings from an art therapy fieldwork study of a closed inpatient adolescents' focus group[J]. Neuropsych De Lenfanc Et De Ladolesc, 2019, 67(5/6): 286-295.
[53]	KHADAR M G, BABAPOUR J, SABOURIMOGHADDAM H. The effect of art therapy based on painting therapy in reducing symptoms of Separation Anxiety Disorder (SAD) in elementary school boys[J]. Procedia-Soc Behav Sci, 2013, 84: 1872-1878.
[54]	王乃芳. 聋哑儿童情绪管理和人际交往的绘画治疗: 基于精神动力学的视角[D]. 武汉: 华中师范大学, 2014. WANG N F. An experimental study of treament on emotion and interpersonal of deaf-mute child by painting: based on psychodynamic perspective[D]. Wuhan: Huazhong Normal University, 2014.
[55]	樊富珉, 何谨. 团体心理辅导[M]. 上海: 华东师范大学出版社, 2010: 25. FAN F M, HE J. Group psychological counseling[M]. Shanghai: East China Normal University Press, 2010: 25.
[56]	李家菊. 听障大学生社交焦虑的情绪调节策略及团体认知行为治疗的干预效果[D]. 西安: 陕西师范大学, 2019. LI J J. Emotion regulation of social anxiety among hearing impaired college students and the effect of cognitive behavioral group therapy[D]. Xi'an: Shaanxi Normal University, 2019.