This study is an attempt to determine the effective role of both parental treatment styles and peer relations in the classroom and the interaction between them on deaf children's loneliness. This research is of crucial importance because of the negative psychological influences of loneliness on the child's personality in the future. The sample consisted of 415 deaf children in the fourth, fifth, sixth, and seventh grades, and ranging in age from 8.5 to 13.2 years old.
The results of the present study may provide with much information that will be profitable in the field of children's loneliness and that may contribute much to determine which positive parental styles and peer relations in classroom that sustained low levels of children's loneliness. That may be helpful for the psychotherapy and mental health professionals, the workers in the school psychology and in education field such as teachers, psychological and social specialists, and parents and educators as well. Determining loneliness causative factors among deaf children can basically provide parents and teachers who are dealing with lonely deaf children with positive treatment methods and may help in building counseling programs for reducing loneliness feelings in deaf children. In addition to this, this study has presented some new scales for deaf children.

Adel Abdelfatah M. Elhageen
Effect of Interaction between Parental Treatment Styles and Peer Relations in Classroom on the Feelings of Loneliness among Deaf Children in Egyptian Schools
ISBN 10: 3-86573-066-3
ISBN 13: 978-3-86573-066-4
190 S. 23 EUR. 2005 (Diss.)


ACKNOWLEDGEMENTS . . . . . IX
ZUSAMMENFASSUNG . . . . . X
ABSTRACT . . . . . XIII
TABLE OF CONTENTS . . . . . XVI
LIST OF TABLES . . . . . XVIII
LIST OF FIGURES . . . . . XX

1 THEORETICAL BACKGROUND . . . . . 1

1.1. Introduction
1.2. Loneliness
1.2.1. Historical Perspectives on Loneliness
1.2.2. Definitions of Loneliness in the Light of Various Theoretical Orientations
1.2.2.1. Loneliness Concept According to the Social Needs Perspective
1.2.2.2. Loneliness Concept According to the Cognitive Processes Perspective
1.2.2.3. Loneliness Concept According to the Behavioural Approach Perspective
1.2.2.4. Loneliness Properties and the Combining of the Previous Concepts
1.2.3. Measuring Childhood Loneliness
1.2.4. Contributing Factors for Children's Loneliness
1.2.5. The Loneliness Characteristics among Children with Special Needs
1.3. Parental Treatment Styles
1.3.1. The Parental Treatment Styles and Children’s Loneliness
1.3.2. Parents' Promotion of Peer Relationships
1.4. Peer Relations
1.4.1. The Peer Interactions Inside the Classroom and Loneliness
1.4.2. Peer-Acceptance Perception and Loneliness
1.5. Interaction between the Parental Treatment Styles And Peer Relations on Loneliness and Research Rationale
1.6. Research Questions

2. METHODOLOGY . . . . . 45
2.1. Subject Sample
2.2. Measures and Instruments
2.2.1. Sociometric Peer Nomination Rating Scale
2.2.2. Parental Promotion of Peer's Relations Inventory
2.2.3. Parental Acceptance, Neglection, Rejection Questionnaire (PANRQ)
2.2.4. Parental Strictness, Indulgence Questionnaire (PSIQ)
2.2.5. Deaf Children's Loneliness Scale (DCLS)
2.3. Procedure
2.4. The Statistical Treatment

3. RESULTS and DISCUSSION . . . . . 68
3.1.1. Research Question 1
3.1.2. Research Question 2
3.1.3. Research Question 3
3.1.4. Research Question 4
3.1.5. Research Question 5
3.1.6. Research Question 6
3.1.7. Research Question 7
3.1.8. Research Question 8
3.2. Implications and Future Research

REFERENCES . . . . . 114

APPENDICES . . . . . 129

A. Sociometric Peer Nomination Rating Scale
B. Parental Promotion of Peers Relations Inventory
C. Parental Acceptance, Neglection, Rejection Questionnaire (PANRQ)
D. Parental Strictness, Indulgence Questionnaire (PSIQ)
E. Deaf Children’s Loneliness Scale (DCLS)