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Books on the topic 'Emotional hearing'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

(Firm), Cambridge Educational. Emotional scars. Cambridge Educational, 2006.

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2

Ryan, Kathleen O., and Mike Poglitsch. Preschoolers: Social & emotional development. Edited by Magna Systems. Magna Systems, 2008.

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3

Geier, Richard. The ABCs of emotional behavioral disorder. Attainment Co., 2005.

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4

Altman, Ellyn. Talk with me: Giving the gift of language and emotional health to the hearing-impaired child. Alexander Graham Bell Association for the Deaf, 1988.

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5

1950-, Yoshinaga Christine, and Alexander Graham Bell Association for the Deaf and Hard of Hearing., eds. Language, speech, and social-emotional development of children who are deaf or hard of hearing: The early years. Alexander Graham Bell Association for Deaf and Hard of Hearing, 2000.

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6

Spanier, O. J. ' Hope against the long gray night': Can hearing and discussing stories aid children's emotional development by increasing their abilities to articluate feelings?. [University of Surrey], 1997.

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7

Wiseman, Bob, Mila Aung-Thwin, Liz Marshall, and Nina Beveridge. The ghosts in our machine. Ghosts Media, 2013.

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8

United, States Congress Senate Committee on Health Education Labor and Pensions Subcommittee on Substance Abuse and Mental Health Services. Mental health in children and youth: Issues throughout the developmental process : hearing before the Subcommittee on Substance Abuse and Mental Health Services of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eighth Congress, second session, on examining mental health in children and youth, focusing on issues throughout the developmental process, and S. 1704, to amend the Public Health Service Act to establish a state family support grant program to end the practice of parents giving legal custody of their seriously emotionally disturbed children to state agencies for the purpose of obtaining mental health services for those children, April 28, 2004. U.S. G.P.O., 2004.

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9

Takao, Kumazawa, Kruger Lawrence, and Mizumura Kazue, eds. The polymodal receptor: A gateway to pathological pain. Elsevier, 1996.

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10

Virkler, Patti, and Mark Virkler. Counseled by God: Emotional Wholeness Through Hearing God's Voice. Essence Publishing (Canada), 2003.

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11

Counseled by God: Emotional Wholeness Through Hearing God's Voice. Lamad Publishing, 2011.

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12

Vissers, Constance Th W. M., and Daan Hermans. Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0020.

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The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive fu

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13

Dalebout, Susan. The Praeger Guide to Hearing and Hearing Loss. Praeger, 2008. http://dx.doi.org/10.5040/9798216000112.

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More than 31 million people in the United States alone suffer from hearing loss - that is one in every 10 people in the current population. Of those, only five to 10 percent can be treated medically, leaving the largest number in need of other solutions. It is for those people that veteran audiologist Susan Dalebout wrote this comprehensive guide. The book explains, with a simple overview of hearing anatomy and physiology, how we hear, and details hearing evaluation tests, the interpretation of those tests, and the conditions that most commonly cause hearing loss in adults. All things related

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14

Dirks, Evelien. The Development of Young Deaf and Hard-of-Hearing Children. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0018.

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Early parent–child interactions influence children’s later linguistic, social-emotional, and cognitive development. Since deaf and hard-of-hearing (DHH) children are more at risk for difficulties in their development than hearing children, the caregiving environment is an important context to enhance their development. This chapter describes different aspects of parent–child interactions that are related to the development of young DHH children. Parental language input, mental state language, and sensitivity are related to young DHH children’s language skills, social-emotional development, and

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15

Hintermair, Manfred. The Role of Language in Deaf and Hard-of-Hearing Children’s Social-Emotional Development. Edited by Marc Marschark and Patricia Elizabeth Spencer. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780190241414.013.5.

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16

Talk With Me: Giving the Gift of Language and Emotional Health to the Hearing Impaired Child. Alexander Graham Bell Association for the Dea, 1988.

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17

Zaidman-Zait, Anat, and Tova Most. Assessment of Pragmatic Abilities in Deaf and Hard-of-Hearing Learners in Relation to Social Skills. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0022.

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Pragmatic behaviors are related to the social use of language in an appropriate and effective way. As a result of their hearing loss, many deaf and hard-of-hearing (DHH) learners who use spoken language have pragmatic difficulties in everyday interactions. Assessing pragmatic competence is the most challenging aspect of language ability to assess and there are few efficient, valid, and reliable sound tools for this purpose in DHH learners. The successful use of pragmatic skills is particularly important to DHH children’s social and emotional functioning in the educational system, including the

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18

Schuyler, Valerie. Supporting Emotional Needs of Family Members: A Module for Training Personnel Serving Families of Deaf and Hard of Hearing Infants and Young Children. Hearing & Speech Institute, 1993.

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19

Spiegel, Maura, and Danielle Spencer. This Is What We Do, and These Things Happen: Literature, Experience, Emotion, and Relationality in the Classroom. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0003.

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The role of emotion in clinical education and practice is discussed, drawing upon thinkers such as Derald Wing Sue, John Dewey, Joanna Shapiro, and others. Focusing on Alice Munro’s short story “The Floating Bridge,” different themes of classroom discussion are described, as well as an in-class writing exercise including examples of participant responses. Several questions and themes are explored: How does exploration of judgment in readers’ response to a literary text offer insight into the role of judgment in a clinical context? What is the effect of hearing the various emotional responses o

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20

Van Wyk, Gertrude, and Cheryl Ann Hodgkinson-Williams. Disability Access: Opening TVET Education in South Africa through an Inclusive Approach to Students with Disabilities. African Minds, 2022. http://dx.doi.org/10.47622/9781928502425_p08.

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Students with disabilities (SWDs) face numerous challenges in accessing and succeeding in post-school education in South Africa (Chiwandire & Vincent 2019; Ndlovu 2020). These are students with some type of visual, hearing, communication, physical, intellectual, emotional impairment and/or disability. The reasons for this are fairly clear. Through most of the country’s history, infrastructure development and educational planning have prioritised the needs and conveniences of non-disabled people. It has only been in the last few decades that society has gradually become more aware of the in

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21

Kronenberger, William G., and David B. Pisoni. Neurocognitive Functioning in Deaf Children with Cochlear Implants. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0016.

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Cochlear implantation restores some attributes of hearing and spoken language to prelingually deaf children. However, reduced access to auditory and spoken-language experiences for children with cochlear implants can alter the development of downstream neurocognitive functions such as sequential processing and self-regulatory language skills, which are critical building blocks for executive functioning. Executive functioning is the active regulation of cognitive, behavioral, and emotional processes in the service of planned, organized, controlled, goal-driven behavior. This chapter presents fi

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22

Marschark, Marc, and Harry Knoors, eds. The Oxford Handbook of Deaf Studies in Learning and Cognition. Oxford University Press, 2020. http://dx.doi.org/10.1093/oxfordhb/9780190054045.001.0001.

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In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience regarding deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now several preliminary answers t

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23

Kennedy-Woodard, Megan, and Dr Patrick Kennedy-Williams. Turn the Tide on Climate Anxiety. Jessica Kingsley Publishers, 2022. https://doi.org/10.5040/9781805016472.

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It’s hard to watch the news, scroll through social media, or listen to the radio without hearing or seeing something disturbing about the climate emergency. This can trigger all sorts of emotions: worry, anger, sadness, guilt, and even grief but also often over-looked positive emotions like motivation, connection, care, and abundance that support mental health and climate action for sustainable longevity. Written by psychologists with extensive experience in treating people with eco-anxiety, this book shows you how to harness these emotions, validate them, and transform them into positive acti

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24

Voigt, Robert G., Michelle M. Macias, and Scott M. Myers, eds. AAP Developmental and Behavioral Pediatrics. American Academy of Pediatrics, 2010. http://dx.doi.org/10.1542/9781581105506.

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Developed by leading experts in developmental and behavioral pediatrics, the all-new AAP Developmental and Behavioral Pediatrics gives one place to turn for expert recommendations to deliver, coordinate, and/or monitor quality developmental/behavioral care within the medical home. The one resource with all the essentials for pediatric primary care providers. Evaluation and care initiation: Interviewing and counseling, Surveillance and screening, Psychoeducational testing, Neurodevelopmental assessment and medical evaluation. Development and disorders: Motor and cognitive development, Speech an

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25

Gatzia, Dimitria Electra, and Berit Brogaard, eds. The Epistemology of Non-Visual Perception. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190648916.001.0001.

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Most of the research on the epistemology of perception has focused on visual perception. This is hardly surprising given that most of our knowledge about the world is attributable to our visual experiences. This edited volume is the first to instead focus on the epistemology of non-visual perception—hearing, touch, taste, and cross-sensory experiences. Drawing on recent empirical studies of emotion, perception, and decision-making, it breaks new ground on discussions of whether perceptual experience can yield justified beliefs and how to characterize those beliefs. The Epistemology of Non-Visu

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26

The three dimensions of stuttering: Neurology, behavior, and emotion. 2nd ed. Whurr Publishers Ltd, 1999.

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27

The three dimensions of stuttering: Neurology, behavior, and emotion. PRO-ED, 1991.

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28

Logan, Robert J. The Three Dimensions of Stuttering: Neurology Behavior and Emotion. Pro ed, 1990.

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29

Neurofibromatosis. Exon Publications, 2024. https://doi.org/10.36255/neurofibromatosis.

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Neurofibromatosis is a group of genetic disorders that cause tumors to form on nerves throughout the body, leading to a range of physical, neurological, and cosmetic challenges. This article provides a comprehensive guide to understanding Neurofibromatosis, its causes, and how it is managed. It begins by explaining the condition and its three main types: Neurofibromatosis type 1 (NF1), Neurofibromatosis type 2 (NF2), and Schwannomatosis, each with unique symptoms and complications. The article explores the genetic basis of the disorder, detailing the role of mutations in the NF1, NF2, SMARCB1,

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30

Hören und verstehen: Die Sprache der Musik und ihre Deutung. Schott, 2008.

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31

Tay-Sachs Disease. Exon Publications, 2024. http://dx.doi.org/10.36255/tay-sachs-disease.

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Tay-Sachs Disease is a rare genetic disorder that causes progressive damage to the nervous system, primarily affecting infants and young children. This article begins by explaining the genetic cause of the disease, which involves mutations in the HEXA gene leading to the absence of beta-hexosaminidase A, an enzyme essential for breaking down fatty substances in the brain. It describes the symptoms of the condition, including developmental delays, muscle weakness, vision and hearing loss, and seizures. The diagnostic process is explained, highlighting the role of enzyme testing, genetic analysi

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32

Gazis, George Alexander. Homer and the Poetics of Hades. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198787266.001.0001.

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This book examines Homer’s use of Hades as a poetic resource. By portraying Hades as a realm where vision is not possible, Homer creates a unique poetic environment where social constraints and divine prohibitions are not applicable. The resulting narrative emulates that of the Muses but is markedly distinct from it, as in Hades experimentation with and alteration of epic forms and values can be pursued, giving rise to a ‘poetics of Hades’. In the Iliad, Homer shows how this alternative poetics works through the visit of Patroclus’ shade in Achilles’ dream. The recollection offered by the shad

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33

Parncutt, Richard. Prenatal development and the phylogeny and ontogeny of music. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0020.

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This article focuses on musically relevant psychological aspects of prenatal development: the development of perception, cognition, and emotion; the relationships between them; and the musical and musicological implications of those relationships. It begins by surveying relevant foetal sensory abilities: hearing, the vestibular sense of balance and acceleration, and the proprioceptive sense of body orientation and movement. All those senses are relevant for musical development, since in all known cultures music is inseparable from bodily movement and gesture, whether real or implied. The artic

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34

Maler, Anabel. Seeing Voices. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197601976.001.0001.

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Abstract We often think of music in terms of sounds intentionally organized into patterns, but music performed in signed languages poses considerable challenges to this fundamental definition. How can we analyze and understand sign language music? And what can sign language music tell us about how humans engage with music more broadly? Seeing Voices argues that music is best understood as culturally defined, intentionally organized movement, rather than organized sound. This redefinition of music means that sign language music, rather than being peripheral or marginal to histories and theories

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35

Meyer, Christian. The Cultural Organization of Intercorporeality. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190210465.003.0006.

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This chapter addresses the question of the universality of specific forms of intercorporeality. This detailed microethnographic study of a Wolof village in Northwestern Senegal describes how different senses—eye-gaze, hearing, and touch—are used in embodied interaction and how, in turn, participation in cultural interaction patterns shapes people’s senses. These patterns are notably different than they are in those Western societies about whose micro-interactions which we have reliable information. The chapter first analyzes the cooperative pounding of millet by four women, then, in the second

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36

Hickey, Helen M. Capturing Christ’s Tears. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802648.003.0005.

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This chapter investigates the historiography of the cult of the Holy Tear of Christ, La Sainte Larme, and explores the materiality and affective life of the relic. The apocryphal narrative tells that an angel caught the tears Christ shed on hearing about Lazarus’ death and gave them to Mary Magdalene for safekeeping. Around 1040, Geoffrey Martel received the relic of the Holy Tear as a reward for his military efforts. Enshrined at the Abbey of La Trinité, Vendôme, France, the Holy Tear enjoyed a robust devotion during the Middle Ages, attracting pilgrims from all over Europe. The end point for

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37

Nelson, Louis P. Church Building and Architecture. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199644636.003.0018.

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Contrary to popular perceptions, the long eighteenth century was a period of significant church building and the architecture of the Church of England in this era played a critical role in religious vitality and theological formation. While certainly not to the expansive scale of Victorian church construction, the period was an era of significant building, in London, but also across the whole of the British Empire. Anglican churches in this era were marked not so much by stylistic questions as by programmatic concerns. The era produced the auditory church, designed to accommodate better the he

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38

Evangelista, Stefano. Literary Cosmopolitanism in the English Fin de Siècle. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198864240.001.0001.

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Derived from the ancient Greek for ‘world citizenship’, cosmopolitanism offers a radical alternative to identities and cultural practices built on the idea of the nation: cosmopolitans imagine themselves instead as part of a global community that cuts across national and linguistic boundaries. This book argues that fin-de-siècle writing in English witnessed an extensive and heated debate about cosmopolitanism, which transformed readers’ attitudes towards national identity, foreign literatures, translation, and the idea of world literature. It offers a critical examination of cosmopolitanism as

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39

Bleeker, Maaike, Adrian Kear, Joe Kelleher, and Heike Roms, eds. Thinking Through Theatre and Performance. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781472579645.

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Thinking Through Theatre and Performance presents a bold and innovative approach to the study of theatre and performance. Instead of topics, genres, histories or theories, the book starts with the questions that theatre and performance are uniquely capable of asking: How does theatre function as a place for seeing and hearing? How do not only bodies and voices but also objects and media perform? How do memories, emotions and ideas continue to do their work when the performance is over? And how can theatre and performance intervene in social, political and environmental structures and framework

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40

Whittier, Nancy. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190235994.003.0001.

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The introduction lays out a model of social movement relationships that are neither coalitions nor oppositional, including their form and outcomes. It outlines three types of relationships between feminists and conservatives: collaborative adversarial relationships, narrow neutrality, and ambivalent alliances. It gives an overview of the three case studies (pornography, child sexual abuse, and the Violence Against Women Act, or VAWA). It discusses feminist and conservative engagement with the intersections of gender and race in issues of violence and crime. It discusses mechanisms and paths of

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41

Kids and terrorism: Supporting our kids in times of crisis : hearing by the Subcommittee on Children and Families of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Seventh Congress, first session on examining the impact of the recent terrorist crisis and ongoing threats to safety and security on the psychological and emotional well-being of children, and how to better prepare for future emergencies, November 2, 2001. U.S. G.P.O., 2002.

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42

Konradi, Amanda. Taking the Stand. Praeger, 2007. http://dx.doi.org/10.5040/9798216022176.

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Rape is one of the most under-reported crimes in the U.S., and yet it is one of the most vicious, devastating, and violent of all crimes. But getting justice for victims has not always been easy. Often the victim is criminalized, demonized, sexualized, or otherwise attacked for her own part in the rape. But over the years, laws have changed and prosecuting rapists has become more common.Taking the Standdescribes the criminal prosecution of rapists from the perspective of the women who survived their violence and explores if, when, and how the criminal justice process can work for them. Walking

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43

(Editor), T. Kumazawa, L. Kruger (Editor), and K. Mizumura (Editor), eds. The Polymodal Receptor - A Gateway to Pathological Pain (Progress in Brain Research). Elsevier Science, 1996.

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