Professional Documents
Culture Documents
12
Table of content
Counseling the gifted
-
13
14
15
16
17
65
Dr Indira Patil
61
55
48
Page
No.
67
71
19
21
22
23
24
25
91
85
81
76
20
96
101
107
112
ISBN 978-93-5137-492-3
Nutankumar S. Thingujam **
96
ISBN 978-93-5137-492-3
hearing are inadequately or inaccurately identified at an early age, and, compared to their
hearing peers, often have not been provided resources adequate to allow for earlier
intervention. In order to improve identification and intervention for adolescents who are deaf
or hard of hearing, it is necessary to examine ways in which their mental health needs differ
from those of hearing adolescents.
Gilman, Easterbrooks, and Frey (2004) suggested that youth who are deaf or hard of
hearing collectively experience less life satisfaction across most domains than their hearing
peers. Van Gent and colleagues (2007) examined emotional and behavioral correlates in a
large sample of adolescents with hearing loss and noted similar results. The prevalence of
psychopathology in adolescents who are deaf or hard of hearing is significantly greater than
in hearing adolescents, especially in regard to emotional disorders.
Deaf and Hard of Hearing (DHH) people thought to have three to five times higher
chance than hearing people to face psychological problems (Veentjer & Govers, 1988) A
possible explanation for this is prelingually deaf childrenchildren deaf before age 3fall
behind in their language acquisition because lack of contact with spoken language. Cooper
(1979) concluded that prelingual deaf children showed more behavior and personality
problems compared with postlingual deaf children. In addition, growing up with faulty
communication can hamper the development of social and emotional skills (Greenberg, 1983;
Leigh, Corbett, Gutman, & Morere, 1996). Furthermore, Hindley (2005) concluded that,
children with early onset, severe to profound deafness are more vulnerable to mental health
problems than their hearing peers, developmental delays associated with early
communication deprivation are the key risk factors. Socially inadequate expression or
impoverished understanding of other peoples emotions can easily create a climate of
interpersonal misunderstanding. Earlier studies indicated that deaf children make more errors
in recognizing facial expressions of emotion than hearing children, and number of errors is
related to the onset of deafness (cf. Murray & Denver, 2003). Studies also showed that,
Social behaviors, personal adjustment, emotion regulation, and emotion understanding can be
adversely affected for children with hearing loss (Wake, Hughes, Poulakis, Collins, &
Rickards, 2004; Yoshinaga-Itano, 2003).
Preventative efforts at a young age may be beneficial in reducing the
psychological risks that are often developed in DHH population. This research may provide
information necessary for screening EI in DHH children. The purpose of this study is to
investigate the differences in hearing and DHH adolescents, and whether, EI can be
considered as preliminary diagnostic tool for DHH adolescents emotional abilities in the
areas of perceiving emotion, using emotion, understanding emotion, managing emotion (self),
and social management.
Methods
Participants:
Total 120 participants distributed in to two groups age ranging from 12 to 18. First
group includes 60 hearing participants, who were able to speak, read, write and understand
Marathi comfortably. Out of these 30 were boys (mean age = 14.73 years, SD = 0.86) and 30
were girls (mean age = 14.90 years, SD = 0.92). On the other group 60 DHH participants;
who were able to read, write and understand Marathi comfortably. Out of them 30 were boys
(mean age = 15.30 years, SD = 2.29) and 30 were girls (mean age = 15.43 years, SD = 2.06).
The participants were selected by using incidental sampling method. Hearing participants
were drawn from numerous schools from Pune city, and DHH participants were drawn from
deaf childrens special day/residential/integrated schools from Pune city; so that it would be a
fairly heterogeneous sample permitting wider range of generalizability.
Tools:
97
ISBN 978-93-5137-492-3
98
ISBN 978-93-5137-492-3
Table 1: Descriptive statistics and MANOVA results for SREIS and its sub-scales.
Hearing
DHH
Total
(n=60)
(n=60)
(n=120)
f
M
SD
M
SD
M
SD
Total EI
66.67 8.13 58.78 3.55 62.73 7.40 47.36**
Perceiving Emotion
14.37 3.16 13.93 2.44 14.15 2.82
ns
Use of Emotion
9.58 1.90 8.50 1.31 9.04 1.71 13.25**
Understanding Emotion 14.17 3.64 10.90 3.60 12.53 3.96 24.47**
Managing
13.53 2.98 11.92 2.11 12.73 2.69 11.78**
Emotion (self)
Social Management
15.02 2.69 13.47 1.82 14.24 2.42 13.68**
Note: Only statistically significant F(1,116) ratios are reported. ** p < .001.
Variable
Male
(n=60)
M
62.27
13.73
9.17
12.25
SD
7.18
2.82
1.68
3.88
Total
(n=120)
M
SD
62.72 7.40
14.15 2.82
9.04 1.71
12.53 3.96
The main purpose of the present study was to examine the group difference between
hearing and DHH adolescents in terms of their EI by using self-rating scale. The results
indicated that, DHH adolescents having lower EI skills than their hearing counterparts.
Results also showed that, DHH adolescents were able to perceive emotions but having much
more problems in how to use and or handle the emotions of their own and others, understand
and manage their own emotions and also showing problems in social management of their
emotions and emotional skills. One might possible reason for that, due to lack of linguistic
skills, improper language development and limited contact with society DHH adolescents
may not be able to understand, use and or manage emotional skills, furthermore, their limited
contact with hearing world may hinder their emotional abilities and skills.
Earlier studies have shown that self-rated emotional intelligence is related to higher
life satisfaction (Extremera & Fernandez-Berrocal, 2005; Murphy, 2006; Avsec & Kavcic,
2011), interpersonal relationship (Schutte, et. al., 2001), happiness (Furnham & Petrides,
2003; Furnham & Christoforou, 2007), and lower deviant behaviour (Brackett, Mayer &
Warner, 2004; Petrides, Frederickson & Furnham, 2004; Ct, DeCelles, McCarthy, Van
Kleef & Hideg, 2011). Therefore, the present study may be useful at screening level for
practitioners and parents to identify the actual problem in emotional abilities and or skills of
DHH adolescents. The results were not supported with the previous findings on gender
differences in either group or overall, which may a stray finding and need further exploration.
99
ISBN 978-93-5137-492-3
References:
Avsec, A., & Kavcic, T. (2011). Importance of the Alternative Five and Trait Emotional
Intelligence for Agentic and Communal Domains of Satisfaction. Psychological
Topic, 20, 3, 461-475.
Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional Intelligence and its
relation to everyday behavior. Personality and Individual Differences, 36, 1387-1402.
Brackett, M. A., Rivers, S. E., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating
emotional abilities to social functioning: A comparison of self-report and performance
measures of emotional intelligence. Journal of Personality and Social Psychology, 91,
780 795.
Cooper, F. A. (1979). Deafness, psychiatric illness and the role of hearing loss in
schizophrenia. In L. J. Bradford and W. G. Hardy (Eds.), Hearing and HearingImpairment (pp. 417 427). New York: Grune and Stratton.
Ct, S., DeCelles, K. A., McCarthy, J. M., Van Kleef, G. A., & Hideg, I. (2011). The Jekyll
and Hyde of Emotional Intelligence: Emotion-Regulation Knowledge Facilitates Both
Prosocial and Interpersonally Deviant Behavior. Psychological Science, 22(8), 10731080.
Extremera, N., & Fernandez-Berrocal, P. (2005). Perceived emotional intelligence and life
satisfaction: Predictive and incremental validity using the Trait Meta-Mood Scale.
Personality andIndividual Differences, 39, 937948.
Furnham, A., & Christoforou, I. (2007). Personality Traits, Emotional Intelligence, and
Multiple Happiness. North American Journal of Psychology, 9(3), 439-462.
Furnham, A., & Petrides, K. V. (2003). Trait Emotional Intelligence and Happiness. Social
Behavior and Personality, 31(8), 815-824
Gilman, R., Easterbrooks, S. R., & Frey, M. (2004). A preliminary study of multidimensional
life satisfaction among deaf/hard of hearing youth across environmental settings.
Social Indicators Research, 66, 143164.
Goleman, D. (1994). Emotional intelligence. New York: Bantam.
Greenberg, M. T. (1983). Stress and coping: a treatment model for deaf clients. Seattle: The
Northwest Association for Mental Health and Deafness. Cited In, Graaf, R., & Bijl, R.
(2002). Determinants of Mental Distress in Adults with a Severe Auditory
Impairment: Differences between Prelingual and Postlingual Deafness.
Psychosomatic Medicine, 64, 6170.
Hindley, P. A. (2005). Mental health problems in deaf children. Current Paediatrics, 15, pp114119.
Leigh, I. W., Corbett, C.A., Gutman, V., & Morere, D. A. (1996). Providing psychological
services to deaf individuals: a response to new perceptions of diversity. Professional
Psychology: Research and Practice, 27, 36471.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D.
Sluyter (Eds.). Emotional development and emotional intelligence: Implications for
educators (pp. 331). New York: Basic.
Murphy, K. T. (2006). The relationship between emotional intelligence and satisfaction with
life after controlling for self-esteem, depression, and locus of control among
community college students. Graduate School Theses and Dissertations. Retrived
from- http://scholarcommons.usf.edu/etd/2640, dated-14/11/2013.
Murray, J. D., Denver, E. (2003). Can the Emotion Recognition Ability of Deaf Children be
Enhanced? A Pilot Study. Journal of Deaf Studies and Deaf Education, 8, 3.
Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional
intelligence in academic performance and deviant behavior at school. Personality and
Individual Differences, 36, 277-293.
100
ISBN 978-93-5137-492-3
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and
Personality, 9, 185-211.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional
attention, clarity, and repair: Exploring emotional intelligence using the Trait MetaMood Scale. In J. W. Pennebaker (Ed.), Emotion, disclosure, and health (pp. 125
154). Washington, DC: American Psychological Association.
Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D., Cooper, J. T., Golden, C., &
Dornheim, L. (1998). Development and validation of a measure of emotional
intelligence. Personality and Individual differences, 25, 167-177.
Schutte, N.S., Malouff, J.M., Bobik, C., Costan, T. D., Greeson, C., Jedlicka, C., Rhodes, E.,
& Wendrof, G. (2001). Emotional Intelligence and Interpersonal Relations. The
Journal of Social Psychology, 121(4), 523-536.
Van Gent, T., Goedhart, A. W., Hindley, P. A., & Treffers, P. D. (2007). Prevalence and
correlates of psychopathology in a sample of deaf adolescents. Journal of Child
Psychology and Psychiatry, 48, 950958.
Veentjer, S. & Govers, J. P. (1988). Psychische hulpverlening aan doven. Utrect: National
Ziekenhuis Institute.
Wake, M., Hughes, E.K., Poulakis, Z., Collins, C., Rickards, F.W. (2004). Outcomes of
Children with Mild-Profound Congenital Hearing Loss at 7 to 8 Years: A Population
Study. Ear and Hearing, Vol. 25, 1 pp. 1-8.
Willis, R. G., & Vernon, M. (2002). Residential psychiatric treatment of emotionally
disturbed deaf youth. American Annals of the Deaf, 147, 3137.
Yoshinaga-Itano, C. (2003). From screening to early identification and intervention:
Discovering predictors to successful outcomes for children with significant hearing
loss. Journal of Deaf Studies and Deaf Education, 8, 1130.
101