The Developmental Trajectory of Empathy and Its Association with Early Symptoms of Psychopathology in Children with and without Hearing Loss

• Published in: Journal of abnormal child psychology 2021-09, Vol.49 (9), p.1151-1164
• Main Authors: Tsou, Yung-Ting, Li, Boya, Wiefferink, Carin H, Frijns, Johan H M, Rieffe, Carolien
• Format: Article
• Language: English
• Subjects: Access; Acknowledgment; Age; Attention; Behavioral Science and Psychology; Child and School Psychology; Child development; Cochlear implants; Elementary Education; Elementary schools; Emotions; Empathy; Hearing loss; Implants; Internalization; Longitudinal studies; Maturation; Neurosciences; Prosocial behavior; Psychology; Psychopathology; Public Health
• ISSN: 2730-7166; 2730-7174
• DOI: 10.1007/s10802-021-00816-x

Empathy enables people to share, understand, and show concern for others’ emotions. However, this capacity may be more difficult to acquire for children with hearing loss, due to limited social access, and the effect of hearing on empathic maturation has been unexplored. This four-wave longitudinal study investigated the development of empathy in children with and without hearing loss, and how this development is associated with early symptoms of psychopathology. Seventy-one children with hearing loss and cochlear implants (CI), and 272 typically-hearing (TH) children, participated (aged 1–5 years at Time 1). Parents rated their children’s empathic skills (affective empathy, attention to others’ emotions, prosocial actions, and emotion acknowledgment) and psychopathological symptoms (internalizing and externalizing behaviors). Children with CI and TH children were rated similarly on most of the empathic skills. Yet, fewer prosocial actions were reported in children with CI than in TH children. In both groups, affective empathy decreased with age, while prosocial actions and emotion acknowledgment increased with age and stabilized when children entered primary schools. Attention to emotions increased with age in children with CI, yet remained stable in TH children. Moreover, higher levels of affective empathy, lower levels of emotion acknowledgment, and a larger increase in attention to emotions over time were associated with more psychopathological symptoms in both groups. These findings highlight the importance of social access from which children with CI can learn to process others’ emotions more adaptively. Notably, interventions for psychopathology that tackle empathic responses may be beneficial for both groups, alike.