Desarrollo socioemocional en niños y adolescentes con déficit auditivo
Una revisión sistemática
Bibliographic Data
| ID | 21435698 |
|---|---|
| Authors | Sandra Mateus-Gómez (0000-0003-3212-4887, Área Salud Mental, Fundación Motiva Inteligencia Colectiva, Tunja, Colombia), Nicolás Niño-Rincón (0000-0002-1061-3404, Escuela de Psicología, Universidad Pedagógica y Tecnológica de Colombia, Tunja, Colombia), Claudia Patricia Navarro-Roldan (0000-0001-6742-4797, Escuela de Psicología, Universidad Pedagógica y Tecnológica de Colombia, Tunja, Colombia) |
| Year | 2024 |
| Volume | 56 |
| Pages | 199-213 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Latinoamericana de Psicología (JOURNAL) |
| Journal identifiers | ISSN: 0120-0534 |
| Publisher | Fundacion Universitaria Konrad Lorenz (PUBLISHER • CO) |
| DOI | 10.14349/rlp.2024.v56.20 |
| OpenAlex | W4404735409 |
| Language | ES |
| References cited | 57 |
Introduction: The socio-emotional development of children and adolescents with hearing impairment has been associated with differences in linguistic development and its impact on peer interactions. However, empirical evidence is inconsistent regarding the factors explaining variability in socio-emotional development in this population. This systematic review examines the evidence on the individual and contextual factors involved in socio-emotional development in children and adolescents with hearing impairment. Method: The Preferred Information Items for Systematic Reviews and Meta-Analyses guide (Prisma), the Spider search tool and a search equation based on Boolean operators and keywords are used for its development. A search is carried out in the Scopus, Dialnet, Scielo, and Redalyc databases. Results: A total of 26 articles met the eligibility criteria. The results show that the individual factors frequently associated with socioemotional development in the studied population are linguistic/communicative skills, cochlear implant use, age, and time of implantation. At a contextual level, the factors are family structure or dynamics and participation in extracurricular activities. Conclusions: Early language acquisition and the contexts of daily social interaction with peers or parents can make a positive difference in the socio-emotional development of this population
Art · Humanities · Aging, Health, and Disability · Educational Innovations and Technology · Medicine · Stress and Burnout Research
Social and Emotional Development in Infancy
Systematic Reviews in the Social Sciences
Improving the content validity of the mixed methods appraisal tool
The PRISMA 2020 statement
Development as a dynamic system
The paradoxes of inclusion
Relationship between language competence and emotional competence in middle childhood
Comparisons of Social Competence in Young Children With and Without Hearing Loss
Factors Associated With Social Interactions Between Deaf Children and Their Hearing Peers
Peer Relationship Experiences Of Deaf And Hard-Of-Hearing Adolescents
Auditory, Social, and Behavioral Skills of Children With Unilateral/Mild Hearing Loss
Children Who Are Deaf or Hard of Hearing in Inclusive Educational Settings
Speech Intelligibility and Psychosocial Functioning in Deaf Children and Teens with Cochlear Implants
Es Siempre Exitosa la Inclusión Educativa? Resultados Comparativos del Sistema Regular y Especial
Problemas Socioemocionales en Niños con Discapacidad Auditiva, Discapacidad Visual y Desarrollo Típico
Assessing social-emotional development in children from a longitudinal perspective
Peer social skills and theory of mind in children with autism, deafness, or typical development
Beyond Pico
| Highly cited | No |
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