Parental Impact on Socio-Emotional Development of Deaf and Hard-of-Hearing Children with Cochlear Implants: A Mixed-Methods Study
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Abstract
Introduction: This study explores the relationships between parenting styles, parenting stress, child-parent relationships, and the socio-emotional functioning of Deaf and Hard-of-Hearing (DHH) children with cochlear implants (CI) through a mixed-methods approach. Methods: In the quantitative phase, 36 parents of CI children aged four to six completed questionnaires via purposive sampling. Subsequently, in the qualitative phase, 12 parents participated in in-depth interviews. Results: The findings suggest that practicing authoritative parenting, which was the most common parenting style among the participants, was associated with higher socio-emotional skills in CI children. CI children might still exhibit undesirable behaviour, and this often stimulates parents to evaluate and enhance their parenting skills. Parenting stress was found to be higher among the participants, attributed to various challenges such as guilt, self-doubt, time management, and work-related stress. However, proactive strategies like positive self-talk and sharing success stories of cochlear implantation were identified as potential mitigating factors for parenting stress. Parental investment in building a close relationship and engaging in activities together, with the degree of closeness serving as a vital mediator, further enhances socio-emotional skills in CI children. Conclusion: This research provides valuable insights for future studies on the socio-emotional development of CI children and the role of parenting. The results suggest the need for early prevention programs tailored to the unique needs and challenges of parents with CI children. Additionally, clinicians in CI teams should be aware of the potential for high levels of parenting stress and strive to provide appropriate support for the socio-emotional functioning of CI children.
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