Background: Deafness is a common neural-sensory impairment which leads to lower life quality, withdrawal, social activities reduction, and rejection feeling. So, it is important to plan suitable training programs for mental health promotion of deaf children. Emotional intelligence training is one of these programs. The present study was aimed to determine the effectiveness of emotional intelligence training on the mental health of deaf students.Methods: In this semi-experimental study with pretest and posttest design, General Health Questionnaire (GHQ) was completed in 40 randomly selected boy deaf students with mean age of (12.48) years old before and after the intervention. The aim of the questionnaire was obtaining information of somatic symptoms, anxiety, social dysfunction, and depression as well as general health. The students were assigned in experimental and control group randomly and in equal. Experimental group participated in 12 sessions (each session lasts for 50 minutes; twice a week) and were trained by emotional intelligence program, but control group did not. Multivariate analysis of covariance (MANCOVA) was used for analyzing the data.Results: There was a significant difference (PConclusion: There was a significant decrease in somatic symptoms, anxiety, social dysfunction, depression and increase in general health of experimental group. Our findings showed that emotional intelligence training program led to promote of general health of boy deaf students.Keywords: Deaf students, Emotional intelligence, Mental healthItroductionDeaf person is unable to hear and even understand a loud voice. The hearing threshold of his better ear is 90 decibel (dB) or more and he can hear with or without using hearing aid (1). Hearing impairment is the most frequent sensory deficiency in communities, which affects more than 250 million people in the world (2). Hearing loss affects nearly 15-26% of the world's population, with the highest prevalence in low-income countries (3-4). Deaf people are very heterogeneous populations relating to cognitive, social, and emotional development (1). Hearing impairment coin- cides with inability to communicate, delay in language acquisition, educational disadvantage, social isolation, withdrawal, rejection, depression and anxiety. This factors lead to decrease of mental as well as general health (5). Different countries have provided diverse educational and rehabilitation services (6), although it seems insufficient (7). Therefore, it is important to plan educational programs to increase the mental health of deaf students. Mental health is an important issue which can spark many debates (8). Health means not only lack of illness or disability but also it includes physical and mental situations or social welfare. Mental health is also a state of well-being that person identifies their abilities, can cope with ordinary life stress, work fruitful and productive, and play his role in the environment (9(. As far as, deaf children have limitations in their linguistic skills, they are facing with social and psychological problems. They cannot set up his own relationships with other people, as well as their peers in various situations. These situations will follow with negative subsequences for their health. So, paying attention to the mental health of deaf children is one of the main goals of teaching programs for them (10). Obviously, providing rehabilitation services for deaf people, such as emotional intelligence training is essential for promotion of their mental health (10-11). Unlike the cognitive intelligence, emotional intelligence is not a fixed ability and can be promoted through special training.Massive researches have been done about the effect of emotional intelligence training on mental health of children in different age and groups. …

https://ijph.tums.ac.ir/index.php/ijph/article/download/4379/4028

The Effectiveness of Emotional Intelligence Training on the Mental Health of Male Deaf Students.

Hearing-impaired students tend to face obstacle in communication due to limitations of social-emotional experiences as well as social skills aspect which potentially influenced emotional intelligence, cognitive ability, personality, psychological wellbeing and self-esteem. This study aimed to examine: (i) the level of cognitive ability dimensions, personality traits, psychological well-being dimensions, emotional intelligence dimensions and self-esteem of hearing-impaired students, (ii) the
differences in cognitive ability, personality traits, psychological well-being, emotional
intelligence and self-esteem of the hearing-impaired students according to gender and
parents’ hearing status, (iii) the relationship between cognitive ability dimensions, personality traits, psychological well-being dimensions, emotional intelligence dimensions and self-esteem, (iv) emotional intelligence as a moderating variable and lastly, (v) factors that significantly predict students’ hearing-impaired self-esteem. Respondents were 163 hearing-impaired students from five polytechnics and were selected via simple random sampling. The descriptive and inferential statistics were
analyzed using the Statistical Package for Social Sciences (SPSS). Findings of the study showed that there were significant relationships between variables in the study. There was a significant difference in cognitive ability and self-esteem according to parent’s hearing status. There were also significant relationships between self-esteem and extraversion, agreeableness and conscientiousness. The study also revealed
significant relationships between self-esteem and dimensions of emotional intelligence
(interpersonal and general mood) and dimensions of psychological well-being. Emotional intelligence moderated the relationships between memory, attention, neuroticism, openness, conscientiousness, self-acceptance, autonomy, purpose in life, environmental mastery and personal growth with self-esteem. The findings also showed interpersonal and agreeableness dimensions significantly contributed towards
self-esteem. In conclusion, this study contributed towards enhancing the knowledge
about hearing-impaired students’ self-esteem and its relation to their cognitive ability,
personality traits, psychological well-being and emotional intelligence specifically in the field of developmental psychology and special education area in Malaysia

Relationship between cognitive ability, personality, psychological well-being and self-esteem among hearing-impaired students: The moderating role of emotional intelligence

Background In order to enhance social adaptability and communication skills of exceptional children, researchers are trying to find a more effective and reliable approach. The present study aimed to compare the effectiveness of Game Therapy and Emotional Intelligence Education on the social compatibility and communicative skills of hyperactive and deaf children. Materials and Methods The population of this study included all the deaf and hyperactive students of the exceptional elementary school in Sari, Iran, in the school months of June to January 2017. The sample included 50 participants selected through cluster random sampling and divided into 2 experimental and control groups of deaf children each with 10 members and 2 experimental and control groups of hyperactive children each with 15 members. Inactive controls were placed. The instrumentation was Rutter Children's (Teacher's Form) Behavioral Questionnaire, Social Skills Rating by Teachers Scale, Game Therapy Intervention method for 12 sessions, and Emotional Intelligence Training for 8 sessions each lasting 1 hour on all male and female members of both groups. In order to compare the effectiveness, covariance analysis and t-test were administered and analyzed by SPSS version 23.0 software. Results: The findings of this study indicated that 12 sessions of game therapy and 8 sessions of emotional intelligence training significantly affect social compatibility and communicative skills of hyperactive and deaf students (P < 0.05). Conclusion According to the results, the effectiveness of Game Therapy and Emotional Intelligence Training was higher on social compatibility and communicative skills of hyperactive children than the deaf children.

https://ijp.mums.ac.ir/article_10200_b9c89ac90607175b2f9cf216e0a099ce.pdf

A Comparison between the Effectiveness of Game Therapy and Emotional Intelligence Training on Social Compatibility and Communicative Skills of Exceptional Primary School Hyperactive and Deaf Children

The present study was conducted to explore the levels of adaptive emotional abilities of adolescents with hearing impairment as well as to find the roles of socio-demographic variables in the development of their emotional abilities. For this purpose an indigenous instrument, the Adaptive Emotional Abilities Scale was developed based on Emotional Ability Model proposed by Mayer and Salovey (1997). A comparative sample of 1050 hearing adolescents was also recruited. The scale was administered to 469 randomly selected adolescents with hearing impairment and 1050 hearing participants between the age range of 12 and 18 years. The instrument was found to have acceptable level of validity and reliability. Proportion Consensus Method (Barchard and Russel, 2006) was used for scoring. Results showed that hearing participants were significantly higher on Adaptive Emotional Ability Scale than the adolescents with hearing impairment. On the other hand, it was found that sociodemographic variables; such as access to hearing assessment and speech services, time of intervention, presence of hearing impaired family member, preferred language of family, and preferred language of the participants themselves regardless of their hearing loss; play important roles in developing the adaptive emotional abilities of the adolescents with hearing impairment. The results clearly indicated that hearing impairment itself is not the only reason of poor performance of the adolescents with hearing impairment.

Adaptive Emotional Abilities of Adolescents with Hearing Impairment

ObjecƟ ve The purpose of the present study was to invesƟ gate the efficacy of group play therapy on the social skills of pre-school hearing-impaired children. Materials & Methods The present research was a semi-experimental study with pre-test, post-test design and control group. The parƟ cipants were 30 male hearing-impaired children from pre-schools centers in Varamin and Gharchak provinces who were selected using available sampling method. Subjects were randomly divided into experimental and control groups, each group consisted of 15 children. The experimental group received 12 sessions of group play therapy and the control group did not. The instruments were done using the Raven coloure progressive matrices test and social skills raƟ ng scale. The data were recorded and staƟ sƟ cally analyzed using MANCOVA. Results The results of MANCOVA showed that group play therapy had a significant effect on the social skills of hearing-impaired children (P<0.001). The results also revealed that group play therapy had a posiƟ ve and significant effect on all subscales of social skills in these children: cooperaƟ on, self-asserƟ veness and self-control (P<0.001). Conclusion Group play therapy can improve the social skills of hearing-impaired children. It is recommended to pay serious aƩ enƟ on for planning play therapy for hearing-impaired children. A B S T R A C T

/pdf/research-paper-the-efficacy-of-group-play-therapy-on-the-2ayyw8jkjk.pdf

Rosman Salubin

Papers

Emotional intelligence among deaf and hard of hearing children