
Contents
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Peer Relationships and Friendship Peer Relationships and Friendship
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Early Adolescence Early Adolescence
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Deaf and Hard-of-Hearing Early Adolescents’ Peer Relationships Deaf and Hard-of-Hearing Early Adolescents’ Peer Relationships
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Reciprocity: A Cycle of Influence Reciprocity: A Cycle of Influence
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The Self: The Deaf and Hard-of-Hearing Early Adolescent The Self: The Deaf and Hard-of-Hearing Early Adolescent
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Deaf and Hard-of-Hearing Adolescents’ Behavior Toward Peers Deaf and Hard-of-Hearing Adolescents’ Behavior Toward Peers
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Peers’ Social Cognitions: Hearing Classmates’ Perspective Peers’ Social Cognitions: Hearing Classmates’ Perspective
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Peer Behavior Toward Deaf and Hard-of-Hearing Early Adolescents: Peer Status and Friendships Peer Behavior Toward Deaf and Hard-of-Hearing Early Adolescents: Peer Status and Friendships
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Peer Status: Acceptance and Popularity Peer Status: Acceptance and Popularity
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Quantity and Quality of Peer Friendships Quantity and Quality of Peer Friendships
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Reciprocity in Peer Relationships Between Hearing Children and Deaf and Hard-of-Hearing Ones: Promoting Empowerment Reciprocity in Peer Relationships Between Hearing Children and Deaf and Hard-of-Hearing Ones: Promoting Empowerment
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References References
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14 Reciprocity in School Peer Relationships of Deaf and Hard-of-Hearing Early Adolescents: Promoting Empowerment
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Published:August 2015
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Abstract
Due to potential communication problems and related behavioral issues on the one hand and hearing peers’ attitudes toward hearing loss on the other hand, deaf and hard-of-hearing (DHH) youth may have challenges in establishing positive peer relationships and thus may have lower levels of well-being than their hearing peers. This chapter explores what we know about DHH youth’s peer relationships, the factors that affect these relationships, and the ways in which the empowerment of DHH youth can improve those relationships. DHH youth experience lower peer status, or acceptance and popularity levels, than their hearing classmates. Quality and quantity of peer friendships are also often less well evaluated. Major issues are deficient communicative competence and withdrawn behavior of the DHH youth, as well as negative attitudes and lack of knowledge about hearing loss in hearing peers. To increase our knowledge and with that improve the support we can provide DHH early adolescents in school, we need research focused on empowerment.
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