Middle Eastern Journal of Disability Studies

Mendeley  

Zotero  

Mahvash A, Sharifidaramadi P, Rezayi S, Asgari M. Instructional Program for Cognitive Emotion Regulation on Social Skills in Students with Hearing Impairments. MEJDS 2019; 9 :47-47
URL: http://jdisabilstud.org/article-1-1597-en.html

Background & Objective: Hearing impairment is one of the most common congenital and acquired diseases in children. Hearing damage can cause secondary problems (i.e. perceptual, communication, emotional, social problem, etc.) which based on the degree of hearing impairment, the age of the child at the onset, and the child’s intellectual potential, the magnitude of problems may vary. Some evidence suggests that hearing impairment has a negative effect on the psychological characters of hearing–impaired adolescences and they are more vulnerable to mental health problems than their hearing peers are. The hearing–impaired child is at risk the loneliness living and the loss of social discussion coequals partnership. Consequently, it causes hearing impaired people in interpersonal relationship crises. Deaf students are one of the groups of children with special needs, and deafness is widely recognized as one of the most common disabilities. Developing an appropriate curriculum for the education of deaf children depends on identifying the needs of this group. Various studies indicate that hearing–impaired children compared with normal children have problems in all aspects of emotional development. Hearing-impaired children encounter difficulties in cognitive emotion regulation and social skills. It has been proved that emotion regulation plays an important role in adaptation to stressful life events. The purpose of this research was to determine the effectiveness of the instructional programs for cognitive emotion regulation on social skills in students with hearing impairments.
Methods: A semi-experimental design with pre–test and post–test with a control group was used in this study. The statistical population consisted of students with hearing impairment in inclusive schools of Tehran (capital city of Iran) in the 2018–2019 academic years. In this study, thirty students with hearing impairment were randomly selected and assigned to an experimental group (15 students) and a control group (15 students). The participant’s age were between 10 to 16 years old. The pretest of the social skills rating scale took by students. The experimental group received cognitive emotion regulation training two times a week and each session took two hours. Cognitive emotion regulation training lasted for 7 weeks. The social skills rating scale (Gresham & Elliote, 1999) was used in pretest and posttest. The post-test was administered immediately after the intervention. Multivariate analysis of covariance applied for data analysis. The data analyzed using the SPSS software version 21, and the level of significance was set at 0.05 for all tests.
Results: The score for “social skills” of the experimental group increased more than that of the control group. The results of the multivariate analysis of covariance showed that there was a significant difference between the experimental and control groups regarding social skills and components (cooperation and assertiveness) (p<0.001), and there was a significant difference in self–restraint component (p=0.009). It can be concluded that cognitive emotion regulation training can have a positive impact on effect on the increase in social skills in hearing–impaired students. Thus, the instructional program for cognitive emotion regulation significantly increased the social skills in students with hearing impairment in inclusive schools.
Conclusion: According to the obtained findings on the importance and role of cognitive emotion regulation in students with hearing impairment, an instructional program for cognitive emotion regulation can be used to increased social skills in these people and improve their emotional control. According to the results, we can say that cognitive emotion regulation skills training grew the use of positive emotional strategies and developed the appropriate social skills. These results are important references in the field of pathology and treatment of disability so that the training program can be used as an intervention in schools and health centers. Accordingly, we suggest that professionals and teachers should more consider emotional problems in this group, and related programs should be designed for the improvement of the issues of these children.