Abstract
Abstract The objectives of the study were to compare social skills among deaf children and adolescents and to outline the discriminant profile in relation to skilled social behaviors. The research had a quantitative, cross-sectional and comparative design. Seventy-one deaf people aged 7 to 16 years old participated in the study, assessed by a sociodemographic questionnaire and by the Social Skills Test for Children and Adolescents in School Situation. Results revealed that deaf adolescents have more elaborate social skills when compared to deaf children. Children have a profile related to the Conversation and Social Resourcefulness and Assertiveness while adolescents were included in the Civility and Altruism profile. These results were discussed based on the development and specificities of deafness. Future research may assess these skills beyond the school settings.
Highlights
RESUMO – Os objetivos do estudo foram comparar as habilidades sociais entre crianças e adolescentes surdos e traçar o perfil discriminante em relação aos comportamentos sociais habilidosos
The results suggest that there are differences between the age groups regarding social skills, with deaf adolescents having higher levels of social skills when compared to deaf children, corroborating with the results of Casalli and Costa (2017) and advancing inconclusive results (Streng & Kirk, 1938)
Considering the objectives of the present study, it became evident that deaf adolescents have a wider repertoire of social skills compared to deaf children, as well as children present social behaviors related to Conversation and Social Resourcefulness and Assertiveness with Confrontation and adolescents have a profile connected to Civility and Altruism
Summary
RESUMO – Os objetivos do estudo foram comparar as habilidades sociais entre crianças e adolescentes surdos e traçar o perfil discriminante em relação aos comportamentos sociais habilidosos. The social behaviors include characteristics related to each other, such as, giving opinions in an assertive way, giving and receiving praise, accepting criticism, defending rights of oneself and the other, initiating and maintaining conversations, and other behaviors that involve social interactions (Antia & Kreimeyer, 2015; Caballo, 2003; Del Prette & Del Prette, 2017). Assertiveness with Confrontation, the indicators refer to issues related to expressing displeasure, defending rights and opinions, negotiating under pressure from the group and affirming self-esteem All of these behaviors are always presented at the expense of a given social context. The influence of other social agents, such as colleagues and teachers in the school environment are crucial for the development of social behavior, since the relationships between a child and his or her teacher differ from the relationship of an adolescent with his or her teacher (Casalli & Costa, 2017; Semrud-Clikeman, 2007)
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