Investigation And Countermeasures Of The Current Situation Of Parent-child Relationship Among Hearing Impaired Students In Junior High Schools

Parent-child relationship is a kind of relationship generated from the interaction of parents and children,and it's a complicated and changing system,which can affect the physical and mental development of individuals directly.Adolescence is an essential period for self-identity.Positive self-identity is good for the social development of individuals.Due to their hearing impairment,deaf children have special growth and psychological experiences.Their greatest difference lies in that they mainly obtain information through vision,The use of sign language as the primary mode of communication is a core attribute of this group.A good parent-child relationship enables deaf children to achieve proper self-identity,but also allows them to communicate with others smoothly.Therefore,studying the parent-child relationship of hearing-impaired junior high school students has important practical significance for the healthy development of family and society.Realizing the importance of the deaf students 'parent-child relationship and starting from the attachment theory,this study empirically studies the deaf students' parent-child relationship from the three dimensions of parent-child communication,parent-child affinity,and parent-child conflict.This study selected 234 hearing-impaired junior high school students and 230 hearing junior high school students in Liaoning and Shandong provinces as research subjects,and distributed questionnaires to them.Through surveys and interviews,the results are as follows:1.The parent-child relationship between deaf students and their parents is generally alienated.The poor communication between parents and children may be the reason why the affinity of the parent-child relationship is at the lowest level.Due to the infrequent communication and unlikely conflict between them,the parent-child conflict is at a low level.2.A comparative analysis of the current status of deaf and hearing students shows that the two groups have significant differences in parent-child communication,parent-child conflict,and parent-child affinity.From further mean value comparison,we found that the parent-child communication and affinity of the ordinary group were higher than the hearing-impaired group,indicating that the parent-child communication and affinity of hearing students are superior to the hearing-impaired students;The score of parent-child conflict in hearing impaired group is lower than that in healthy hearing group,and the parent-child conflict in healthy hearing group is higher than that in hearing impaired group.3.Analysis on the status of variables on the background of parent-child relationship of deaf students shows that:(1)There is no significant difference in parent-child relationships that whether deaf students board at school.(2)The parent-child affinity level between deaf students and their parents is low.Students whose parents are both deaf have higher parent-child affinity than others,indicating that students whose parents are both deaf have a high degree of affinity with their parents.(3)The parent-child communication between deaf students and parents is not frequent.Students wearing electronic cochlea has lower parent-child communication than wearing hearing aids and no equipment;students using sign language has higher parent-child communication than other students;students whose parents are educated as graduate students or above have lower parent-child communication than other students.(4)Deaf students have less conflict with their parents.Based on the results above,this study concludes as follows:1.Communication between parents and children tends to be inefficient and superficial due to communication barriers.2.It's hard to achieve intimate interaction between deaf students and their parents.3.The low level of parent-child conflicts among deaf students covers their real conflicts and eliminates the positive effect of conflicts in growth.4.The cooperation and continuity between school education and family education are undervalued.Based on this,this article gives some relevant suggestions: bring into full play the joint effect of school and family education;adjust the concept of family education and guide deaf students to establish proper identity;parents should change their education method and increase the intimacy with their child;parents should understand the positive effect of conflict and promote the positive psychological development of deaf students in junior high school.