Theory of Mind

Due to reduced ‘incidental learning’, children who are deaf or hard of hearing miss out on social learning opportunities that contribute to the development of a Theory of Mind (ToM). This can make it more difficult for them to empathise with the feelings, thoughts, and intentions of others. A delay in Theory of Mind skills affects children's social-emotional development. These skills become especially important when children enter primary school, where they are expected to form friendships, play cooperatively, and work in groups. Early support and intervention can play a vital role in preventing future difficulties.

This book presents the ToM training programme, developed for deaf and hard of hearing children aged 5-9. It offers a programme for children and a parallel programme for parents. Through a wide variety of playful and engaging exercises, children learn to better understand themselves and others. This allows them to be more attuned to the feelings, thoughts, and intentions of others. Parents learn how to support their child effectively in everyday situations. The themes and activities in both tracks are carefully aligned and help children apply what they learn in daily life.

ABOUT THE AUTHORS

Anke van der Meijde, health care psychologist

Evelie Wesselink, speech and family therapist

Both work at Pento Centre for Early Intervention in the Netherlands.

Along with Theory of Mind – Gevoelens, gedachten en intenties (2019) (Theory of Mind – Feelings, thoughts and intentions), the authors have created a complete intervention programme for children who are deaf or hard of hearing aged 5-12.