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The Role of the Environment in Children’s Emotion Socialization

The Role of the Environment in Children’s Emotion Socialization

The Case of Deaf and Hard-of-Hearing Children

Chapter:
(p.369) 16 The Role of the Environment in Children’s Emotion Socialization
Source:
Educating Deaf Learners
Author(s):
Carolien RieffeAnouk P. NettenEvelien BroekhofGuida Veiga
Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190215194.003.0016

Adaptive emotion expression and communication are based on a lifelong learning process that depends on the social context through which the child experiences the world. Deaf and hard-of-hearing (DHH) children partly miss out on this learning environment. This affects their abilities for emotion understanding, regulation, and communication. This chapter describes the extent to which the main areas of emotional and social competence in DHH children and adolescents are on par with their hearing peers, to what extent these areas seem impaired or develop differently, and how we can explain this from limited access to the social environment with limited possibilities for social learning. The chapter describes how this atypical emotional development in DHH youth affects their social development for example causing more negative friendships than their hearing peers, and how this atypical emotional development is related to the development of mental health problems in some DHH children and adolescents.

Keywords:   children, adolescents, hearing loss, emotional competence, social competence, mental health, emotion recognition, emotion regulation, emotion vocabulary

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