O papel da comunicação familiar no desenvolvimento socioemocional de adolescentes surdos filhos de pais ouvintes

Abstract

Introduction: At the birth of a deaf child, a fundamental difference is established in the way communication occurs between them and their hearing peers. In the long term, how hearing impairment is addressed can imply impairments in language development and areas that rely on communication to occur. The present study aimed to understand the role of family interactions in the socioemotional development of deaf adolescents. Methodology: Considering the proposed objective, the research was guided by a qualitative, cross-sectional, and exploratory methodology. Four adolescents between 12 and 18 years old, fluent in Brazilian Sign Language and children of hearing parents from the municipality of Vitória da Conquista-BA, participated in the study. Inclusion criteria considered the level of hearing loss, the timing of the loss, and families composed of adolescents with non-hearing-impaired parents. Adolescents with intellectual disabilities, deaf-blind individuals, or those using supportive technologies such as amplifiers or hearing aids were not included in the sample. As instruments, a sociodemographic questionnaire was used to characterize the sample, and a semi-structured individual interview addressing themes of the adolescent's perception of communication interactions within the family and their relationship with recognition, expression, use, and regulation of emotions in themselves and others. The content was transcribed, tabulated, and analyzed using Bardin's Content Analysis (2011). Results: Four categories and five subcategories were identified, namely: 1. Modes of communication and 2. Emotional competencies. As derivative subtopics of emotional competency dimensions, the dimensions were identified as: 2.1. Identification of emotions; 2.2. Emotional expression, and 2.3. Emotional regulation. Discussion: Language mediates interactions that enable the development of skills that reverberate throughout life. For deaf individuals who use sign language, the gestural-visual characteristic of sign language facilitates the precise identification of emotions based on recognizing facial expressions and contextual cues. However, late language acquisition and restricted contact with deaf role models hinder the development of adequate vocabulary for differentiating and satisfactorily expressing emotions. Consequently, emotional regulation in deaf individuals may be impaired. Final considerations: With the analyzed data it was possible to develop the following products: (1) Narrative literature review article; (2) Empirical research report article; (2) Group proposal for parental guidance and support for hearing parents with deaf children. The study was aligned with the objectives of the Postgraduate Program in Health Psychology (PPGPS) by identifying health demands and needs at the individual and collective level. Its product proposes the development of educational health education practices, in line with the CAPES program and criteria. In addition, it had the participation of volunteer undergraduate students and scholarship holders throughout the execution, enabling integration between undergraduate and postgraduate students.