{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,8,2]],"date-time":"2025-08-02T14:41:14Z","timestamp":1754145674060,"version":"3.41.2"},"reference-count":67,"publisher":"Hogrefe Publishing Group","license":[{"start":{"date-parts":[[2025,6,4]],"date-time":"2025-06-04T00:00:00Z","timestamp":1748995200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Zeitschrift f\u00fcr Kinder- und Jugendpsychiatrie und Psychotherapie"],"abstract":"<jats:p> Zusammenfassung: Fragestellung: Die Kommunikation von Eltern mit ihren Kindern \u00fcber Emotionen spielt eine wichtige Rolle in der sozial-emotionalen Entwicklung von Kindern. Bei h\u00f6rgesch\u00e4digten Kindern kann diese Kommunikation durch die Auswirkungen der H\u00f6rsch\u00e4digung erschwert werden. Es wird untersucht, welche Bedeutung die Emotionskommunikation f\u00fcr die sozial-emotionale Entwicklung h\u00f6rgesch\u00e4digter Kinder und das Stresserleben der Eltern hat. Methodik: Die Eltern von 102 h\u00f6rgesch\u00e4digten Vorschulkindern im Alter von 3;0 bis 6;11 Jahren wurden schriftlich zu elterlicher Emotionskommunikation, elterlicher Responsivit\u00e4t, kommunikativer Kompetenz der Kinder, elterlichem Stress und sozial-emotionaler Entwicklung der Kinder befragt. Die Daten wurden pfadanalytisch ausgewertet. Ergebnisse: Die Ergebnisse zeigen, dass die Emotionskommunikation keine direkten Effekte auf das elterliche Stresserleben und die sozial-emotionale Entwicklung der Kinder hat. Es zeigen sich jedoch indirekte Effekte. Die Emotionskommunikation tr\u00e4gt \u00fcber die elterliche Responsivit\u00e4t zu einem geringeren elterlichen Stresserleben (\u03b2 = \u2013.06, p = .04) und zu weniger Verhaltensproblemen der Kinder (\u03b2 = \u2013.07, p = .04) bei. \u00dcber die kommunikative Kompetenz der Kinder tr\u00e4gt sie weiterhin zu besseren sozial-emotionalen Kompetenzen der Kinder bei (\u03b2 = .08, p = .04). Kinder mit zus\u00e4tzlichen Beeintr\u00e4chtigungen und ihre Familien sind besonders gef\u00e4hrdet. Es zeigen sich eine h\u00f6here elterliche Belastung (\u03b2 = .25, p &lt; .001) und geringere sozial-emotionale Kompetenzen bei den Kindern (\u03b2 = \u2013.18, p = .02). Schlussfolgerungen: Die Ergebnisse st\u00fctzen die bisher bekannten Befunde zur Rolle der elterlichen Responsivit\u00e4t und der kommunikativen Kompetenz. Im Rahmen einer familienorientierten F\u00f6rderung sollte neben diesen wichtigen Kompetenzen auch die Unterst\u00fctzung der Eltern in der Kommunikation \u00fcber Gef\u00fchle mit ihrem Kind als entwicklungsst\u00e4rkendes Moment ber\u00fccksichtigt werden. <\/jats:p>","DOI":"10.1024\/1422-4917\/a001028","type":"journal-article","created":{"date-parts":[[2025,6,4]],"date-time":"2025-06-04T04:43:31Z","timestamp":1749012211000},"source":"Crossref","is-referenced-by-count":0,"title":["Die Rolle elterlicher Emotionskommunikation f\u00fcr die                     sozial-emotionale Entwicklung h\u00f6rgesch\u00e4digter                     Vorschulkinder"],"prefix":"10.1024","author":[{"ORCID":"https:\/\/orcid.org\/0009-0000-4320-8731","authenticated-orcid":true,"given":"Manfred","family":"Hintermair","sequence":"first","affiliation":[{"name":"Institut f\u00fcr Sonderp\u00e4dagogik,                     P\u00e4dagogische Hochschule Heidelberg, Deutschland"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-2982-1019","authenticated-orcid":true,"given":"Vanessa","family":"Hoffmann","sequence":"additional","affiliation":[{"name":"Fakult\u00e4t Wirtschaft und Soziales,                     Hochschule f\u00fcr Angewandte Wissenschaften Hamburg,                         Deutschland"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9110-3827","authenticated-orcid":true,"given":"Karolin","family":"Sch\u00e4fer","sequence":"additional","affiliation":[{"name":"Institut f\u00fcr Sonderp\u00e4dagogik,                     Universit\u00e4t Duisburg-Essen, Deutschland"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"101","published-online":{"date-parts":[[2025,6,4]]},"reference":[{"key":"c1","doi-asserted-by":"publisher","DOI":"10.1097\/AUD.0000000000000209"},{"volume-title":"Social competence of deaf and hard-of-hearing children","year":"2015","author":"Antia S. 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