Social-Emotional Development Training for Children with Hearing Impairments

The social-emotional development of children with auditory impairments has gained increasing attention from professionals in recent decades. Unlike their hearing peers, deaf and hard of hearing children often experience unique challenges in this aspect of their development. These challenges can affect their social participation and ability to connect with peers. One key area that is often impacted is the development of Theory of Mind (ToM),which involves the ability to understand and infer the thoughts, feelings, and intentions of others. Due to their auditory impairments, these children may struggle to empathize and understand different perspectives, resulting in a delayed development of ToM skills.

This ToM training program is specifically designed for children with auditory impairments in grades 6, 7, and 8 in elementary education. Professionals will find a comprehensive and user-friendly curriculum in this book, filled with practical and engaging activities that resonate with both children and parents. The training includes separate programs for children and parents, allowing for a seamless transfer of skills to real-life situations and providing opportunities for targeted practice and support from parents.

This training program aims to improve important social-emotional skills and is suitable for both preventive use and intervention for children experiencing challenges in their social environment. By enhancing ToM skills, children with auditory impairments will become more proficient in understanding their own and others' emotions, thoughts, and intentions. This increased awareness of social cues will enable them to better adjust their behavior in social situations.

The ToM training for children with auditory impairments, titled 'Theory of Mind - Feelings, Thoughts, and Intentions,' fills a crucial gap in current support offerings. Its specific focus on the unique needs of deaf and hard of hearing children can contribute to enhancing their social well-being. The authors, Anke van der Meijde, a clinical psychologist working at Pento Audiological Center and Early Intervention, and Evelie Wesselink, a speech therapist and family support specialist at Pento Early Intervention, recommend participating in the corresponding train-the-trainer course for optimal implementation of the training program. For more information, visit www.pento.nl.