The impact of language skills on mental health in teenagers with hearing impairments

• Published in: Acta Psychiatrica Scandinavica Vol. 120; no. 2; pp. 153 - 159
• Main Authors: Fellinger, J., Holzinger, D., Beitel, C., Laucht, M., Goldberg, D. P.
• Format: Journal Article
• Language: English
• Published: Oxford, UK Blackwell Publishing Ltd 01.08.2009; Blackwell
• Subjects: Adolescent; Biological and medical sciences; Child; children; Depressive Disorder - diagnosis; Depressive Disorder - epidemiology; Depressive Disorder - psychology; Education, Special; Female; Hearing Disorders - epidemiology; hearing impairment; Hearing loss; Hearing Loss, Bilateral - epidemiology; Hearing Loss, Unilateral - epidemiology; Humans; Intelligence; Intelligence Tests; language; Language Disorders - diagnosis; Language Disorders - epidemiology; Language proficiency; Language Tests; Mainstreaming (Education); Male; Medical sciences; Mental health; Observer Variation; Peer relationships; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Reading; Semantics; Severity of Illness Index; Sign Language; Students; Surveys and Questionnaires; Teenagers; Vocabulary; Wechsler Scales; Human; Verbal ability; Sign language; children; Adolescent; Mental health; Auditory disorder; hearing impairment; ENT disease; language; Child
• ISSN: 0001-690X; 1600-0447; 0065-1591
• DOI: 10.1111/j.1600-0447.2009.01350.x

Objective:  The aim of this study was to examine the relationship of language competence level and mental distress in teenagers with hearing impairments. Method:  43 pupils were given a battery of linguistic tests and the Strengths and Difficulties Questionnaire (SDQ), which was also completed by 40 parents. Comparisons were made between the group of 33 children in mainstream education and 10 who were in a segregated school for the deaf. Results:  The children had impaired language skills relative to published norms, especially marked in segregated schools. Parents rated children as having more distress than published norms. Those with superior level of spoken language had fewer peer relationship problems in mainstream education, but significantly more in segregated schools. The reverse was almost significant for those proficient in signed language. Conclusion:  Peer relationship problems are associated with the language competence levels in the way that children at school communicate with one another.