Abstract
ObjectiveThe purpose of this study was to examine the level of empathy in deaf and hard of hearing (pre)adolescents compared to normal hearing controls and to define the influence of language and various hearing loss characteristics on the development of empathy.MethodsThe study group (mean age 11.9 years) consisted of 122 deaf and hard of hearing children (52 children with cochlear implants and 70 children with conventional hearing aids) and 162 normal hearing children. The two groups were compared using self-reports, a parent-report and observation tasks to rate the children’s level of empathy, their attendance to others’ emotions, emotion recognition, and supportive behavior.ResultsDeaf and hard of hearing children reported lower levels of cognitive empathy and prosocial motivation than normal hearing children, regardless of their type of hearing device. The level of emotion recognition was equal in both groups. During observations, deaf and hard of hearing children showed more attention to the emotion evoking events but less supportive behavior compared to their normal hearing peers. Deaf and hard of hearing children attending mainstream education or using oral language show higher levels of cognitive empathy and prosocial motivation than deaf and hard of hearing children who use sign (supported) language or attend special education. However, they are still outperformed by normal hearing children.ConclusionsDeaf and hard of hearing children, especially those in special education, show lower levels of empathy than normal hearing children, which can have consequences for initiating and maintaining relationships.
Highlights
Hearing impairment poses many challenges to the developing child
Deaf and hard of hearing children showed more attention to the emotion evoking events but less supportive behavior compared to their normal hearing peers
Deaf and hard of hearing children attending mainstream education or using oral language show higher levels of cognitive empathy and prosocial motivation than deaf and hard of hearing children who use sign language or attend special education. They are still outperformed by normal hearing children
Summary
Deaf and hard of hearing (DHH) children for instance frequently encounter language and communication problems. These difficulties in communication may result in reduced opportunities for incidental learning. Abstract concepts such as emotions are more difficult to understand for children with hearing loss [1]. Regulating and understanding one’s own emotions is essential for the development of adequate empathic abilities. DHH children are prone to develop lower empathic skills than normal hearing (NH) peers. Because empathy is of major importance in initiating and maintaining social relationships, this could have ongoing consequences in the development of DHH children
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