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TREATING THE WHOLE CHILD: WHEN IT’S MORE THAN JUST HEARING.

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Title: TREATING THE WHOLE CHILD: WHEN IT’S MORE THAN JUST HEARING. (English).
Alternate Title: EL TRATAMIENTO INTEGRAL DEL NIÑO(A): CUANDO ESTÁ EN JUEGO MUCHO MÁS QUE LA AUDICIÓN. (Spanish)
Authors: Sanchez, Chrisanda
Source: Volta Review. 2026, Vol. 126 Issue 1, p13-75. 12p.
Subjects: Treatment of hearing disorders, Interprofessional relations, Early medical intervention, Group identity, Executive function, Psychological well-being, Attitude (Psychology), Family-centered care, Child development, Academic achievement, Social skills, Family support, Interpersonal relations, Health care teams, Language acquisition, Self-perception, Children
Abstract (English): Advances in hearing technology and early identification have transformed outcomes for children who are deaf and hard of hearing (Ching et al., 2017; Yoshinaga-Itano et al., 1998). However, hearing loss affects far more than auditory access alone. Language development, educational achievement, psychosocial well-being, and family functioning may all be influenced by hearing status and access to timely intervention (Calderon & Greenberg, 2011; Hintermair, 2006; Moeller, 2000). While hearing aids, cochlear implants, and bone conduction devices are essential components of management, optimal outcomes require a broader approach that addresses the needs of the whole child and family. A whole-child model emphasizes interdisciplinary collaboration, family-centered care, and coordinated intervention across medical, developmental, educational, and psychosocial domains (Jackson et al., 2008; Joint Committee on Infant Hearing [JCIH], 2019). This article reviews the rationale for comprehensive pediatric hearing healthcare, highlights collaborative care models, and discusses practical strategies for clinicians seeking to implement whole-child principles regardless of practice setting. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): Los avances en la tecnología auditiva y en la detección precoz han transformado el pronóstico de los niños con sordera e hipoacusia (Ching et al., 2017; Yoshinaga-Itano et al., 1998). Sin embargo, la pérdida auditiva afecta a mucho más que al acceso al sonido. El desarrollo del lenguaje, el rendimiento académico, el bienestar psicosocial y el funcionamiento familiar pueden verse influidos por el estado auditivo y el acceso a una intervención temprana (Calderon y Greenberg, 2011; Hintermair, 2006; Moeller, 2000). Si bien los audífonos, los implantes cocleares y los dispositivos de conducción ósea son componentes esenciales del tratamiento, para obtener resultados óptimos se requiere un enfoque más amplio que aborde las necesidades del niño(a) en su totalidad y de su familia. Un modelo centrado en el niño(a) en su totalidad hace hincapié en la colaboración interdisciplinar, la atención centrada en la familia y la intervención coordinada en los ámbitos médico, del desarrollo, educativo y psicosocial (Jackson et al., 2008; Comité conjunto sobre la audición infantil [JCIH], 2019). En este artículo se revisan los fundamentos de una atención auditiva pediátrica integral, se destacan los modelos de atención colaborativa y se analizan estrategias prácticas para los profesionales clínicos que deseen aplicar los principios del enfoque centrado en el niño(a) en su totalidad, independientemente del entorno asistencial en el que trabajen. [ABSTRACT FROM AUTHOR]
Copyright of Volta Review is the property of Alexander Graham Bell Association for the Deaf and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: TREATING THE WHOLE CHILD: WHEN IT’S MORE THAN JUST HEARING. <i>(English). </i>
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  Data: EL TRATAMIENTO INTEGRAL DEL NIÑO(A): CUANDO ESTÁ EN JUEGO MUCHO MÁS QUE LA AUDICIÓN.<i> (Spanish)</i>
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– Name: Abstract
  Label: Abstract (English)
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  Data: Advances in hearing technology and early identification have transformed outcomes for children who are deaf and hard of hearing (Ching et al., 2017; Yoshinaga-Itano et al., 1998). However, hearing loss affects far more than auditory access alone. Language development, educational achievement, psychosocial well-being, and family functioning may all be influenced by hearing status and access to timely intervention (Calderon & Greenberg, 2011; Hintermair, 2006; Moeller, 2000). While hearing aids, cochlear implants, and bone conduction devices are essential components of management, optimal outcomes require a broader approach that addresses the needs of the whole child and family. A whole-child model emphasizes interdisciplinary collaboration, family-centered care, and coordinated intervention across medical, developmental, educational, and psychosocial domains (Jackson et al., 2008; Joint Committee on Infant Hearing [JCIH], 2019). This article reviews the rationale for comprehensive pediatric hearing healthcare, highlights collaborative care models, and discusses practical strategies for clinicians seeking to implement whole-child principles regardless of practice setting. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (Spanish)
  Group: Ab
  Data: Los avances en la tecnología auditiva y en la detección precoz han transformado el pronóstico de los niños con sordera e hipoacusia (Ching et al., 2017; Yoshinaga-Itano et al., 1998). Sin embargo, la pérdida auditiva afecta a mucho más que al acceso al sonido. El desarrollo del lenguaje, el rendimiento académico, el bienestar psicosocial y el funcionamiento familiar pueden verse influidos por el estado auditivo y el acceso a una intervención temprana (Calderon y Greenberg, 2011; Hintermair, 2006; Moeller, 2000). Si bien los audífonos, los implantes cocleares y los dispositivos de conducción ósea son componentes esenciales del tratamiento, para obtener resultados óptimos se requiere un enfoque más amplio que aborde las necesidades del niño(a) en su totalidad y de su familia. Un modelo centrado en el niño(a) en su totalidad hace hincapié en la colaboración interdisciplinar, la atención centrada en la familia y la intervención coordinada en los ámbitos médico, del desarrollo, educativo y psicosocial (Jackson et al., 2008; Comité conjunto sobre la audición infantil [JCIH], 2019). En este artículo se revisan los fundamentos de una atención auditiva pediátrica integral, se destacan los modelos de atención colaborativa y se analizan estrategias prácticas para los profesionales clínicos que deseen aplicar los principios del enfoque centrado en el niño(a) en su totalidad, independientemente del entorno asistencial en el que trabajen. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Volta Review is the property of Alexander Graham Bell Association for the Deaf and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=197579269
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.17955/tvr.126.1.symp2
    Languages:
      – Code: spa
        Text: Spanish
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 13
    Subjects:
      – SubjectFull: Treatment of hearing disorders
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Early medical intervention
        Type: general
      – SubjectFull: Group identity
        Type: general
      – SubjectFull: Executive function
        Type: general
      – SubjectFull: Psychological well-being
        Type: general
      – SubjectFull: Attitude (Psychology)
        Type: general
      – SubjectFull: Family-centered care
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Family support
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Health care teams
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Self-perception
        Type: general
      – SubjectFull: Children
        Type: general
    Titles:
      – TitleFull: TREATING THE WHOLE CHILD: WHEN IT’S MORE THAN JUST HEARING.
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              Text: 2026
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              Y: 2026
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