Dammeyer Jesper
University of Copenhagen, Denmark.
J Deaf Stud Deaf Educ. 2010 Winter;15(1):50-8. doi: 10.1093/deafed/enp024. Epub 2009 Sep 10.
Research has shown a prevalence of psychosocial difficulties ranging from about 20% to 50% among children with hearing loss. This study evaluates the prevalence of psychosocial difficulties in a Danish population in relation to different explanatory variables. Five scales and questionnaires measuring sign language, spoken language, hearing abilities, and psychosocial difficulties were given to 334 children with hearing loss. Results show that the prevalence of psychosocial difficulties was 3.7 times greater compared with a group of hearing children. In the group of children with additional disabilities, the prevalence was 3 times greater compared with children without additional disabilities. If sign language and/or oral language abilities are good, the children do not have a substantially higher level of psychosocial difficulties than do hearing children. This study documents the importance of communication-no matter the modality or degree of hearing loss-for the psychosocial well-being of hearing-impaired children.
研究表明，听力损失儿童中存在心理社会困难的比例约为20%至50%。本研究评估了丹麦人群中与不同解释变量相关的心理社会困难患病率。对334名听力损失儿童发放了五份测量手语、口语、听力能力和心理社会困难的量表及问卷。结果显示，与听力正常儿童组相比，心理社会困难的患病率高出3.7倍。在有其他残疾的儿童组中，患病率比没有其他残疾的儿童高出3倍。如果手语和/或口语能力良好，这些儿童的心理社会困难水平并不比听力正常儿童高很多。本研究证明了沟通——无论其方式或听力损失程度如何——对听力受损儿童心理社会福祉的重要性。
