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Cited by 123Hearing Impairment and CommunicationHearing Loss and RehabilitationFamily and Disability Support Research

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

Calderon, Rosemary, Greenberg, Mark T.·2012·The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, Second Edition
DOI 10.1093/oxfordhb/9780199750986.013.0014
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Abstract

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 fo…

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Metadata

Authors
Calderon, R., & Greenberg, M. T.
Affiliations
  • University of Washington (US)
  • Pennsylvania State University (US)
ORCID
Greenberg, Mark T.
Venue
The Oxford Handbook of Deaf Studies, Language, and Education, Volume 1, Second Edition
Publisher
Oxford University Press
Published
2012-09-18
Pages
188-199
DOI
10.1093/oxfordhb/9780199750986.013.0014
OpenAlex
W2108513749
Cited by
123
References
1
Citations by year
2026: 5 · 2025: 7 · 2024: 4 · 2023: 8 · 2022: 6 · 2021: 8 · 2020: 6 · 2019: 7 · 2018: 4 · 2017: 8 · 2016: 5 · 2015: 7 · 2014: 9 · 2013: 13 · 2012: 8
FWCI
28.08
Type
book chapter
Language
en
Open access
closed
Locations
Oxford University Press eBooks (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
  • Health Sciences › Health Professions › Speech and Hearing › Hearing Loss and Rehabilitation
  • Social Sciences › Psychology › Clinical Psychology › Family and Disability Support Research
Keywords
deaf children, social-emotional development, family involvement, school programs, deaf community, parent-professional collaboration, empathy, coping with stigma, friendship skills, self-control, program efficacy

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