Leigh Irene W, Maxwell-McCaw Deborah, Bat-Chava Yael, Christiansen John B
Department of Psychology, Gallaudet University, 800 Florida Avenue NE, Washington, DC 20002, USA.
J Deaf Stud Deaf Educ. 2009 Spring;14(2):244-59. doi: 10.1093/deafed/enn038. Epub 2008 Oct 14.
The number of children who have received cochlear implants (CIs) has increased dramatically in the past two decades. In view of potential concerns about their psychosocial adjustment, our aim was to assess the effect of implants on the adolescents' psychosocial functioning among a group of 57 deaf adolescents with and without CIs, using published and validated measures completed by the adolescents themselves, their parents, and teachers. Adolescents with CI tended to be more hearing acculturated, whereas those without CI tended to be more Deaf acculturated. Despite some differences in background characteristics between the two groups, there were no differences between them on the psychosocial variables assessed in this study, regardless of the reporting sources. Rather than having a direct effect on the psychosocial outcomes assessed in this study, it is through the mediating effect of acculturation and school setting that CI status exerts an influence over many of this study's outcomes. Recommendations for future research are made in light of our findings.
在过去二十年中，接受人工耳蜗植入（CI）的儿童数量急剧增加。鉴于对他们心理社会适应的潜在担忧，我们的目的是在一组57名有或没有人工耳蜗植入的失聪青少年中，使用青少年自己、他们的父母和老师完成的已发表且经过验证的测量方法，评估植入对青少年心理社会功能的影响。接受人工耳蜗植入的青少年往往更适应听力文化，而未接受人工耳蜗植入的青少年则往往更适应聋人文化。尽管两组在背景特征上存在一些差异，但在本研究评估的心理社会变量方面，无论报告来源如何，两组之间均无差异。人工耳蜗植入状态并非直接影响本研究评估的心理社会结果，而是通过文化适应和学校环境的中介作用，对本研究的许多结果产生影响。根据我们的研究结果，提出了对未来研究的建议。
