Experiencing shame and guilt is painful but these emotions have an important social function. They prevent socially inappropriate behaviors as they make us aware of norms and values that are... Show moreExperiencing shame and guilt is painful but these emotions have an important social function. They prevent socially inappropriate behaviors as they make us aware of norms and values that are necessary for creating and maintaining social harmony. Participation in the social world is crucial for the development of shame and guilt, and less access to the social world could therefore be detrimental to this development. In this thesis, the influence of access to the social world on the development of self-conscious emotions is examined in two groups with less access to the social world: adolescents with an autism spectrum disorder (ASD) and adolescents with hearing loss. In addition, this thesis aimed to unravel the longitudinal contributions of shame and guilt on the development of adolescent aggression. Adolescents with diminished access to the social world reported lower levels of shame and guilt. The longitudinal relationships applied to both adolescent with diminished access and typically developing adolescents. It was demonstrated that shame is a risk factor for the development of reactive aggression, and that guilt is an inhibiting force on the development of bullying and proactive aggression Show less
In comparison to hearing children, children with hearing loss more often experience social-emotional problems. This thesis aimed to assess whether this was also true for 1-to-5-year-old children... Show moreIn comparison to hearing children, children with hearing loss more often experience social-emotional problems. This thesis aimed to assess whether this was also true for 1-to-5-year-old children who had received a cochlear implant (CI) to remediate their hearing loss. In comparison to hearing peers, children with CI were found to be delayed on some but not all aspects of social-emotional functioning. No delays were found regarding social behavior or empathy. However, children with CI did show delays on theory of mind understanding and on the development of moral emotions. Against expectations, language skills did not have a major influence on children's social-emotional development. Parents in both groups had adopted similar parenting styles. Positive parenting was associated with better social-emotional functioning in children, whereas negative or uninvolved parenting were associated with lower social-emotional functioning. Based on this thesis we can conclude that a CI is beneficial for the social-emotional development of children with a hearing loss. However, these children are still at risk of developing delays in some areas of social-emotional functioning. Furthermore, we should not assume that children with CI who have a strong language development will also show a healthy social-emotional development. Show less
The goal of this dissertation was to enhance our understanding about internalizing problems and peer relations in DHH youth (aged around 11 years). This was done along principles of the... Show moreThe goal of this dissertation was to enhance our understanding about internalizing problems and peer relations in DHH youth (aged around 11 years). This was done along principles of the developmental psychopathology framework in which DHH children were compared to their hearing counterparts and in which multiple (underlying) social-emotional factors were examined. Results showed that DHH youth reported equal levels of somatic complaints, but more depressive symptoms, lower friendship quality and some forms of victimization more than their hearing peers. Throughout the dissertation a recurring DHH-related characteristic causing variability within the DHH sample was type of education; DHH children in special education reported poorer outcomes than their DHH peers in mainstream education. Concerning the underlying factors, a key finding was that emotional functioning underlies the development of internalizing problems and peer relations in both DHH and hearing youth, while the influence of social factors caused a discrepancy between the two groups. For example, poor social understanding is related to depressive symptoms in DHH youth, while this relation is absent in the hearing sample. Peer relations and social understanding should receive focal attention in practice and future research with DHH youth. Show less
