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In the context of the current identity discussions, the interrelations between acculturations, psychological resources, and self-esteem as well as the satisfaction with life of deaf and hard-of-hearing people (N = 629) were examined by means of a questionnaire-based survey. To check these interrelations, one-factor and two-factor analyses of variance were employed. The results show that bicultural, deaf, and hearing acculturation styles have the advantage over marginal acculturation, but the results for marginal acculturation need to be discussed in depth to ensure a comprehensive understanding of them. All in all, bicultural acculturation seems to be a secure option for psychosocial well-being. The availability of psychological resources (optimism, self-efficacy) seems to be of special importance for the quality of self-esteem and satisfaction with life. On the other hand, the power of these psychological resources is closely associated with good communicative conditions in the individual biographies of the participants in this study as well as with their education level. Going beyond a methodological discussion then, the mission for educators would seem to be one of making good communicative conditions available to each deaf or hard-of-hearing child and optimizing academic achievement so as to ensure a secure, comprehensive, and differentiated opening up of the world and psychological empowerment. In this way, a good foundation can be laid for developing quality of life. [ABSTRACT FROM AUTHOR]

The German version of the Strengths and Difficulties Questionnaire (SDQ) was used in a study to examine its usefulness in diagnosing socioemotional problems of deaf and hard of hearing children. The SDQ parent version was completed by 213 mothers and 213 fathers. The factor structure and reliability were tested, and the prevalence rate of socioemotional problems determined and compared to the German standardization sample. The statistical data were uniformly satisfactory; thus, the SDQ can serve as a valid yet economical screening procedure to identify endangered children at an early age, and to refer them to more exact diagnosis and subsequent advice and therapy. This is very important, as the prevalence of socioemotional problems in the sample of deaf and hard of hearing children was clearly greater for almost all scores, a result that is nearly identical with findings from many other recent studies. [ABSTRACT FROM AUTHOR]

Objectives: Quality of life plays an important place in the psychosocial development of children with Cochlear Implants (CI). We assesd health-related quality of life (HRQoL) in children with CI and in hearing children and determined relationships between HRQoL and other developmental characteristics (social-emotional development, Theory of Mind (ToM), spoken language skills)., Methods: A longitudinal study was conducted including children with CI and hearing children. We used instruments that are widely employed and have been validated for research. At time 1 social-emotional development, ToM and spoken language skills were assessed.HRQoL was assessed using the generic KINDL questionnaire, as was social-emotional development, 2.5 years later (time 2)., Results: No significant difference was seen in HRQoL between hearing children and children with CI. We show that the age of detection, the age of hearing care, and the start of early intervention are not related to HRQoL of children with CI, but relationships with some domains of social-emotional development are evident., Conclusions: This study highlights the importance of targeted intervention not only to improve spoken language skills at preschool age, but also strengthen social-emotional and social-cognitive competences.

Studies on fathers with deaf and hard-of-hearing (DHH) children are quite rare in deaf education; if they are conducted, they narrowly focus on preschool-age or school-age children. The study reported here presents data from a survey on 92 fathers of very young DHH children with a mean age of 26 months. Questionnaires were used to measure the impact of children's hearing loss on parenting, the frequency of fathers' participation in early intervention appointments, and the level of fathers' involvement in daily care as well as in early intervention activities. Furthermore, information on fathers' perceived support from early intervention agencies, general self-efficacy, parenting self-efficacy, and marital satisfaction was assessed. The results confirmed data from other studies addressing fathers with children who have a disability. In particular, a strong relationship between parenting self-efficacy, perceived support by early intervention agencies and activities, and impact of child's hearing loss on parenting became evident. This indicates the importance of participation and involvement of fathers in early intervention activities; therefore, early intervention services must enable fathers to participate as much as possible in sessions., (© The Author(s) 2018. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.)

Social-emotional competences are an important developmental domain for deaf and hard of hearing (DHH) children and early diagnosis of problems is needed to ensure that DHH children receive appropriate support in this domain. In order to explore the usefulness of an instrument, which was recently developed for very young children, two studies in DHH infants and toddlers were conducted from Germany using the Social-Emotional Assessment/Evaluation Measure (Squires et al. (2013). Social-Emotional Assessment/Evaluation Measure (SEAM). Baltimore, ML: Brooks). Preliminary analysis of data obtained from a sample of 182 DHH children aged between 2 and 36 months (Study 1) suggests that it provides valid, reliable data and is suitable for use in practice. The data also corroborate well-known findings from other research in deaf education, in particular the role of parental responsivity for the development of social-emotional competences. Study 2 documents the consistency of evaluations of 44 DHH children by their mothers and by early intervention providers using the scales. Overall, the results suggest that this new evaluation instrument has potential applications in deaf educational practice but further research is needed to demonstrate its full value., (© The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.)

Objective: Hearing loss in the deaf and hard of hearing (DHH) is associated with an elevated risk of problems in socio-emotional development. Early assessment is necessary to start timely interventions. The present study tested two parent questionnaires that allow evaluation of the socio-emotional development of toddlers from a competence perspective., Method: 128 parents with DHH toddlers aged 18 to 36 months were asked to evaluate the development of their children and their own educational competences using two preliminary German adaptations of internationally well-known social-emotional assessment measures., Results: In addition to a series of results within the normal range, the data also reveal some specific problems in the socio-emotional development of children with hearing loss. DHH toddlers in particular show more problems developing empathic competences and maintaining relations with peers. DHH toddlers with additional handicaps have a higher risk of developing socio-emotional problems. Parental responsivity proves to be important regarding the development of socio-emotional competences in toddlers., Conclusions: The presented data strongly confirm results available from deaf research regarding the development and promotion of DHH children. The two questionnaires used in this study provide the opportunity to evaluate socio-emotional competences in DHH toddlers and to start appropriate interventions very early.

Social-Emotional Competence in Young Children with Hearing, Visual or Intellectual Impairments - an Explorative Study with the ITSEA Early emotional and social competence is considered as an important requirement for social participation in family and child care settings. We report on a study exploring the usefulness of the competence scales as a part of the "Infant-Toddler Social and Emotional Assessment" (ITSEA) for one- to three-year old children in a sample of 253 toddlers with hearing, visual or intellectual impairments. Internal consistency of the six scales is good (alpha > .86). An ANOVA reveals significant differences between the three groups and a correlation with additional disabilities. These explorative results support the development of a German standardization of the ITSEA.

Problem: As part of inclusive efforts more and more deaf and hard-of-hearing (D/HH) children are attending general schools. This makes it important to consider significant developmental prerequisites necessary for this step. This study analyzed the socioemotional problems of hearing-impaired children from general schools with respect to their executive functioning and communicative competence., Method: The executive functions of a sample of 69 hearing-impaired students were assessed by their teachers with a German version of the Behavior Rating Inventory of Executive Functions (BRIEF). In addition, a questionnaire measuring communicative competence as well as a German version of the Strengths and Difficulties Questionnaire were administered. The data were compared with those from a hearing normative sample, and further correlation and regression analyses were performed. The relationships between executive functioning and sociodemographic variables were also analyzed., Results: There was a significantly higher rate of problems in executive functions for the group of D/HH students than for a hearing normative sample on nearly all scales, with the prevalence rate for executive dysfunctions being on average about three times higher. In addition to the children's sex, the BRIEF index for behavior regulation proved best for predicting socioemotional problems., Conclusion: The consequences for practical work are discussed. The results from the study suggest that D/HH students at general schools benefit in their psychosocial development from educational concepts that, in addition to promoting language and communicative competences, explicitly include strengthening self-efficacy and self-control.

Parental self-efficacy is seen as an important concern in family-centered early intervention. This article reports the data from 125 parents of young children with intellectual disabilities, hearing impairment or visual impairment. The relationship between parental self-efficacy, parental stress and several parent and child variables is analyzed. The results support the relevance of parental self-efficacy for parental coping. Some recommendations for promoting their experience of participation and partnership in early intervention services are discussed.

A group of deaf and hard-of-hearing (D/HH) students at mainstream schools (N = 212) was investigated in a questionnaire-based survey using the Inventory of Life Quality of Children and Youth (ILC) and the Classroom Participation Questionnaire. The ILC data for the D/HH sample are for the most part comparable with the data from a normative hearing sample. Item-total correlations showed that the domains of school and social activities with peers were more important for the Health-Related Quality of Life (HRQoL) of the D/HH students than for that of the hearing students. The results also reveal differences in the HRQoL levels of the two samples, with the D/HH sample having higher scores for school experiences, physical and mental health, and overall HRQoL, though the effect sizes for the differences are small to moderate. Specific characteristics of the D/HH sample may be responsible for this result. There are also relationships between quality of life and perceived classroom participation in certain domains: Students who perceive classroom participation as satisfying have higher scores for quality of life in school, social contact with peers, and mental health. This also applied to the scores for global assessment and a summarized quality of life indicator.

Problem: Because in future more and more hearing-impaired children will go to school in inclusive settings, the life quality of this group constitutes a significant psychosocial indicator for participation in societal life. The Inventory of Life Quality of Children and Youth (ILC) was tested to examine its usefulness in diagnosing hearing-impaired children., Method: The ILC was filled in by 212 children. The procedure's inter-item-correlations, factorial structure and reliability were tested, and also the level of life quality compared to the procedure's standardization sample. Determined in addition were interrelations with sociodemographic variables, children's competencies and children's experienced participation at school., Results: For hearing-impaired children as well, the ILC with all its relevant statistic values proves to be a procedure for measuring life quality that provides very satisfying results comparable to those of available standardization samples. The level of life quality of the tested sample is not impaired as compared to that of with children with good hearing. As expected, there are some significant relations to other variables, such as communicative competence, intelligence, academic achievements, and participation., Conclusion: The ILC provides a valid screening procedure that can be applied in the diagnosis of hearing-impaired children to measure the psychosocial well-being of hearing-impaired children in general education classrooms, and to get evidence for timely interventions.

Social support has shown itself to be an important factor in many areas in regard to mental health development and conservation. Numerous empirical findings also document its significance in various areas of research into deafness. Questionnaires are only one means of gathering information when we are trying to gain access to the social networks of deaf and hard of hearing people, their families, and relatives. The social network map is an approach that provides qualitative access to insights into social relationships and has proven, in conjunction with a qualitative interview, to be a useful tool in allowing a more detailed description and in-depth understanding of the processes of both social support and stress. The special strength of the social network map lies in the combination of visualizing social relationships and reflecting them in an interpersonal dialogue. This article describes how to go about creating a network map and illustrates this with an example of a mother of a multi-handicapped, deaf child. It concludes with a discussion of the opportunities that the use of a social network map offers as well as its potential limitations.

Objectives: Many studies demonstrate the precariousness of hearing-impaired children's socio-emotional development and bring home the necessity of early and reliable diagnosis. The German version of the Strengths and Difficulties Questionnaire (SDQ-D) is a fairly new screening procedure examined here with a view to its usefulness in diagnosing hearing-impaired children., Methods: The SDQ-D parent version was completed by 213 mothers and 213 fathers of hearing-impaired children within their families as part of a larger study on familial socialisation. The procedure's factorial structure and measurement accuracy were tested, and the prevalence rate of emotional and behavioural disorders was determined in comparison to the German standardization sample (Woerner et al., 2002a) in the context of other variables (age, sex, communicative competence, educational status)., Results: With the exception of the "Behaviour Disorders" scale, the SDQ-D factorial structure can be reproduced in a satisfactory manner. The same can be said for its measurement accuracy. The prevalence of behaviour disorders under the condition "Hearing Impairment" is clearly higher on almost all scales, as well as for the total problem score. Special attention should be paid to the scores in the fields "Emotional Problems" and "Peer Problems" because of their significant correlation to the children's age., Conclusions: The SDQ-D provides a valid yet economical screening procedure which can also be applied in the diagnosis of hearing-impaired children; children whose psychological development is especially endangered at an early age can be identified and referred for a more exact diagnosis and continuing counselling and therapy.

For a report on the stress experiences of parents with hearing-impaired children in Germany, 317 parents completed a survey on how their families communicate and socialize, among other issues. The report focuses on how contacts with other parents and with hearing-impaired adults affect stress experiences, in the context of the child's hearing status and the means of communication. Parents who frequently meet with other parents show evidence of a warm, accepting, trusting relationship with their child. Parents who have many contacts with hearing-impaired adults show evidence of a strong sense of competence in regard to their child's upbringing. The findings confirm the implication found in most reports describing empirical studies. Social support is to be regarded as a cornerstone of psychosocial intervention and has to play as great a role as possible in institutional programs.