DEPRESSIVE SYMPTOMS AND COPING STRATEGIES AMONG ENGLISH LANGUAGE STUDENTS WITH HEARING IMPAIRMENT
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Keywords
Coping strategies, depressive symptoms, hearing impairment
Abstract
Background of the study: English language students with hearing impairment (ELSHI) who employed bicultural skills to regulate their emotions had less depressive symptoms than those who employed withdrawal and covering strategies. The objective of this study was to ascertain the factors that predispose ELSHI to depressive symptoms and types of coping strategies employed to regulate their depressions in the special schools for the deaf in Enugu, Enugu State- Nigeria
Methods: The research design employed for this study was exploratory design with a total of 78 participants with depressive symptoms involved in the study. The measures employed for collection of data included means of communication in use at home scale (MCHS), type of schools attended scale (TSAS), age of onset of hearing impairment scale (AOHIS) and the degree of hearing impairment scale (DHIS). Repeated measure analysis of variance was employed for statiscal analysis.
Result: The result obtained showed that students with hearing impairment who employed bicultural skills to regulate their depressive behaviors had less depressive symptoms than those who employed withdrawal and covering strategies.
Conclusion: The researchers conclude that the bicultural skills offered to students with hearing impairment to regulate their depressive behaviors significantly reduced their depressive symptoms.
Abbreviations: MCHS=means of communication in use at home scale, TSAS= types of school attended scale, AOHIS= age of onset of hearing impairment scale, DHIS=degree of hearing impairment scale, ELSHI = English Language Students with hearing Impairment.
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Leonard Tochukwu Ugwuanyi (Phd)
Department of Educational Foundations, University of Nigeria, Nsukka
Cajetan Ikechukwu Egbe (Ph.D)
Department of Arts Education, University of Nigeria, Nsukka
Uloh_Bethels A. Chinyeaka (Ph.D)
Department of Arts Education, University of Nigeria, Nsukka
Terfa Ahon Adaka (Ph.D)
Federal University of Lafia
Mary Ashelo Umbugadu (M.Ed)
Federal University of Lafia
Oluka Beth Nnenne (Ph.D)
Ebonyi State University
Grace Ngozi Adama (Ph.D)
Department of Educational Foundations, University of Nigeria, Nsukka
Emelogu Ngozi Ugonma (M.Ed)
Department of Arts Education, University of Nigeria, Nsukka
Ngozi Georgina Okoyeukwu (M.Ed)
Department of Arts Education, University of Nigeria, Nsukka
Mary Chinyere Okengwu (Ph.D)
Department of Arts Education, University of Nigeria, Nsukka
Jacinta E. Ugbelu (Ph.D)
Department of Human Kinetics and Health Education, University of Nigeria Nsukka
Scholastica Germma Anyanwu (M.Ed)
Department of Educational Foundations, University of Nigeria, Nsukka