We intend to identify the effects of the occupational therapy means on self-esteem and on the psychomotor development level for hearing-impaired students. Two instruments (test-retest at an 18month interval) have been used for the hearingimpaired pupils of the “VasilePavelcu” Technological Special High School in Iasi: the scale of multidimensional attitudes for self-esteem E.T.E.S. (N=45 subjects, 24 boys and 21 girls, aged between 13 and 18) in elementary and high school, each groups of 15 subjects; the test Ozeretski – Guillmain (N= 45 de subjects: 25 boys and 20 girls, aged between 8 and 12) in primary and elementary school. Individual test applied for assessment of pshycho-motor development level. The subjects for whom we have assessed the self-esteem attended activities that included pantomime / puppet theater, manual and sports skills activities. The subjects for whom we have assessed the psycho-motor development level have attended the following activities: manual skills, painting, and sports activities. All activities were attended following a preset graph. There is a significant statistical difference to subjects in the phase of retesting to the testing phase for all the variables taken into account: social self-esteem, prospective self-esteem, total level of psycho-motor development. Self-esteem and the level of psycho-motor development are two variables that can improve the psychophysical state of children with hearing impairment through occupational therapy. Under its various forms, it can be a tool used by and in school to achieve socio-professional integration, but also training and personal development.
Anca, M. (2001). Psihologia deficienţilor de auz.
Anderson, G., Olsson, E., Rydell, A., & Larsen, H. (2000). Social competence and behavioral problems in children with hearing impairment. Audiology, 2, 88–92. https://doi.org/10.3109/00206090009073058
Bălteanu, V. (2002). Metode Kinetologice -Terapia Ocupaţională şi Ergoterapia.
Brice, P., & Strauss, G. (2016). Deaf adolescents in a hearing world> a reviwe of factors affecting psychosocial adaptation. Adolescent Health. Medicine and Therapeutics, 7–67.
Calderon, R., & Greenberg, M. (2011). Oxford Handbook of Deaf Studies, Language, and Education. 2, 188–199.
Crăciun, A. (1998). Revista de Psihologie. 10–13.
Dan, M. (2005). Introducere în terapia ocupaţională.
Florea, B. (2010). Limbaj gestual.
Kent, B. (2003). Identity issues for hard-of-hearing adolescents aged 11, 13, and 15 in mainstream setting. Journal of Deaf Studies and Deaf Education, 3, 315–324. https://doi.org/10.1093/deafed/eng017
Lillo, J. (1986). Les finalites et les modalites de la communication dans l’education des deficients auditifs. Bulletin d’Audiophonologie, 1.
Limaye, S. (n.d.). Exploring the Impact of Hearing Impairment on Self-Concept. International Journal for the Advancement of Counselling, 4. https://doi.org/10.1007/s10447-004-0172
Lipianski, E. (1992). Identité et Communication.
Marschark, M. (2007). Raising and educating a deaf child.
Moog, J., Geers, A., Gustus, C., & Brenner, C. (2011). Psychosocial adjustement in adolescents who have used cohlear implants since preschool. Ear Hear, 1, 75S – 83. https://doi.org/10.1097/AUD.0b013e3182
Mousavi, S., Movallali, G., & Nare, N. (2017). Summary of reviewed studies on self-concept and its components in deaf adolescents. Auditory and Vesibular Research, 3, 125–137.
Musu, I., & Taflan, A. (1994). Terapia educatională integrată.
Napoli, D., Mellon, N., Niparko, J., Rathmann, ., Mathur, G., Humphries, T., Handley, T., Scambler, S., & Lantos, J. (2015). Should all deaf children learn sign language? Pediatrics, 1, 170–176. https://doi.org/10.1542/peds.2014-1632
Oubrayrie, N., De Leonardis, M., & Safont, C. (1994). Un outil por l’evaluation de l’estime de soi chez l’adolescent. l’ ETES. 4.
Popa, M. (2002a). Deficienţa de auz. Repere psihologice şi metodologice.
Popa, M. (2002b). Psihopedagogia deficientului de auz.
Popescu, R. (2003). Problematica deficienţelor de auz.
Rozorea, A. (2003). Psihopedagogia deficienţilor de auz.
Rusu, O., & Rusu, D. (2019). Influences of occupational therapy as curricular activity on to psycho-physical development of hearing-impaired students. Exercise and Quality of Life, 2, 29–34.
Schlesinger, H., & Acnee, M. (1984). The habilitation and rehabilitation of deaf adolescents. 46–61.
Smith, R., Bale, J., & White, K. (2005). Sensorineural hearing loss in children. Lancet, 9462, 879–890.
Stănică, I., Popa, M., & Popovici, D. (2001). Psihopedagogia specială. Deficienţa de auz.
Stevenson, J., Kreppner, J., & Pimperton, H. (2015). Emotional and behavioural difficulties in children and adolescents with hearing impairment: a systematic review and meta-analysis. 477–496. https://doi.org/10.1007/s00787-015-0697-1
Theunissen, S., Rieffe, C., Netten, A., Briaire, J., Soede, W., Kouwenberg, M., & Frijns, J. (2014). Selfesteem in hearing impaired children: the influence of communication, education, and audiological characteristics. PLoS One, 4, 94521.
Vaccari, C., & Marschark, M. (1997). Communication between pare-nts and deaf children: implications for socialemotional development. Journal of Child Psychology and Psychiatry, 7, 793–801. https://doi.org/10.1111/j.1469-7610.1997.tb01597.x
Van Gent, T., Goedhart, A., Knoors, H., Westenberg, P., & Treffers, P. (2012). Self-concept and ego develompemnt in deaf adolescents. A comparative study. Journal of Deaf Studies and Deaf Education, 3–333. https://doi.org/10.1093/deafed/ens002
Warner-Czyz, A., Loy, B., Evans, C., Wetsel, A., & Tobey, E. (2015). Self-esteem in children and adolescents with hearing loss. 1–12. https://doi.org/10.1177/2331216515572615
Yoshinaga-Itano, C. (2003). From screening to early identification and intervention: discovering predictors to successful outcomes for children with significant hearing loss. Journal of Deaf Studies and Deaf Education, 1, 29–34. https://doi.org/10.31382/eqol.191203
