A Study On The Relationship Between Family's Parent-child Emotional Interaction Characteristic In Students With Hearing Impairment And Their Emotional Adjustment Strategies

Emotion as a very important factor in interpersonal interaction,often affect the interpersonal relationship.Interpersonal interaction contains emotional interaction.In developmental psychology,people in the process of growing needs emotional interaction,and parent-child emotional interaction as an important part in children growing process will inevitably affect the development of individual psychology.Because of the physiology defects of the hearing impaired students,they feel more difficult to control their emotions and understand other people's emotions,there are general emotional behavior problems and interpersonal difficulties.Good parent-child emotional interaction has an unusual effect on the ability of hearing impaired students to control their emotions,develop their emotional abilities and integrate themselves into society.In this study,we selected the hearing impaired students from the senior high school to the high school and their parents as the objects,using situation test to study the characteristics of family and child emotional interaction and the relationship with the students' mood adjustment strategies.Combined with existing research and expert's advice to prepared "hearing impaired family parent-child emotional interaction situation test",This test divided into parental test tools and hearing impaired students test tools two parts.parental context test consists of "emotional response","coping style" and " Emotional adjustment ";hearing impaired student situation consists of " emotional concern "," emotional help " and " emotional adjustment ".The results are as follows:(1)The two parts of self-compiled "hearing impaired family parent-child emotional interaction test" both have good reliability and validity,in line with the requirements of pedagogy and psycho-metrics.Would be a suitable tool for hearing impaired students family emotional interaction research.(2)Mothers have more positive emotions than fathers on parental side of parentchild interaction;the higher the degree of parental education,the greater the chance of positive emotional response and supportive coping style;Parents in family of non-only child with hearing impaired have more better emotional adjustment levels;parent families and reorganized families have more positive emotional reactions than parents of single-parent families.(3)On hearing impaired students side of the parent-child emotional interaction components,hearing impaired girls are better at asking for emotional help than boys.(4)Through the clustering analysis,parents' parent-child emotional interaction can be divided into: Ignore type(17.5%);calm and non-support type(38.2%);calm and support type(21.8%);understanding and support type(22.5%);The students' parentchild emotional interaction can be divided into: Positive help type(11.2%),complete negative type(35.4%),negative adjustment type(17.2%)and positive adjustment type(36.1%).(5)Parent-child emotional interaction on parents side are differ in parents' gender education,whether have only child,place of birth and family structure.There are differences in the family structure of hearing impaired students in parent-child emotional interaction.(6)According to the characteristics of parents and hearing impaired students in parent-child emotional interaction,the types of parental emotional interaction of hearing impaired students were divided into four types,Two-way positive type(30.2%),Twoway negative type(21.8%),Parents unilateral positive type(22.5%)and Children unilateral positive type(25.5%).(7)Hearing impairment students tend to adopt two strategies of seeking support and cognitive reorganization when adjust the emotion,secondary to choose distraction-avoidance,instrumental response,vent and attack in turn.There are obviously difference among the six strategies.(8)The emotional response and coping style of parents were significantly correlated with the mood adjustment strategies of hearing impaired students.The emotional attention,emotional recourse and emotional adjustment of the students were significantly correlated with the mood adjustment strategy.(9)There was a significant correlation between the parental emotional interaction type and the mood adjustment strategies of the hearing impaired students.There was a significant correlation between the type of parental emotional interaction and the mood adjustment strategies of hearing impaired students.(10)There is a significant correlation between the emotional interaction types in family of hearing impaired students and the students' mood adjustment strategies.