sound prActice in action
October 27, 2017
Beyond Academics: Social-Emotional Wellness for Children and Youth who are Deaf and Hard of Hearing
Cheryl DeConde Johnson & Carrie Spangler
Social and emotional development is often overlooked in our academic-focused education systems yet the impact of social-emotional well-being for children who are deaf and hard of hearing has a significant impact on school performance and post-school outcomes. This workshop will immerse participants in the underlying skills of social and emotional development including identity, self-concept, social communication, self-determination and self-advocacy. We will discuss strategies and resources to support social-emotional wellness and promote self-advocacy and personal responsibility for young children through teens. The presenters, a consumer and a parent, will share their personal perspectives.
1. Participants will be able to describe two building blocks that underlie social and emotional well-being.
2. Participants will be able to explain how social communication and social cognitive skills impact social relationships.
3. Participants will describe two social emotional wellness strategies for supporting children as they move from preschool to adulthood.
4. Participants will describe one resource that promotes wellness and personal responsibility.
Topic Summary and Presentation Outline
Session 1: Development of Self, Self-Concept, Self-Determination & Self-Advocacy
(Building block sequence; Social communication and social cognitive skills that underscore social relationships and friendships; Wellness Model (Ida))
Session 2: Strategies and Resources to Support Young Children
(Self-determination planning activity)
Session 3: Strategies and Resources to Support Teens
(Bullying conversation; Mindmapping activity; Self-Advocacy Checklist)
Music training and bilateral hearing help children using cochlear implants hear emotion
Children with unilateral cochlear implants have trouble hearing emotion in speech and music. This reflects the realities of listening to sound through one cochlear implants. Our recent work shows some improvements on these tasks when children with hearing loss have access to hearing in both ears and when they have music lessons. These findings support providing bilateral hearing to children and have implications for therapy.
1. Understand the limitations of cochlear implants for processing emotion in speech and music
2. Learn about the role of bilateral hearing for ease of listening
3. Learn about the role of music training for improved hearing
Jason was diagnosed with a bilateral moderate to severe hearing loss and wears hearing aids. His mother, Jennifer, brought Jason for weekly auditory-verbal therapy sessions at the Learning to Listen Foundation at North York General Hospital’s Phillips House. Jason now attends his neighborhood high school and is living life to the fullest. This inspiration session will provide insight on the family’s view of the challenges and joys associated with growing up with a hearing loss, and what life is like today for Jason as a teen.
1. List the challenges that hearing loss has presented for Jason and his family and what they have done to address these.
2. Explain the impact of an early and ongoing collaborative relationship between parents and professionals (e.g. audiologist, auditory-verbal therapists, speech-language pathologists, teachers, etc.) can have on a child’s outcomes in listening and spoken language development, academic skills and social emotional wellness.
3. Identify what can be done to better support the social emotional needs of children and teenagers with hearing loss and their families.