Emotional Availability in Parent–Child Dyads Where Children are Blind

SYNOPSIS

Objective. The objective of this study was to identify the challenges experienced by parents in adapting to the information needs of their children who are blind. Both the content of what parents say and the affective qualities of their interactions are important for children who are blind and therefore dependent on these means of understanding self and others. Design. In the case studies, the play interactions of four mother–child pairs were recorded. Children were aged 18 to 19 months and were congenitally blind with no light perception. The qualities of the interaction were evaluated using the Emotional Availability Scales (EAS), and maternal language use was analyzed for references to the child and others. Results. EAS ratings of sensitivity and structuring suggest that parents experience some challenges in responding to children's information needs and structuring play to increase understanding. Analysis of maternal language use showed the prevalence of child-centered references and few references to others or to the mothers themselves. Conclusion. Without visual cues, children who are blind need explicit information about feelings and intentions of others. Evaluation of emotional availability and maternal language input serves to both highlight individual differences and to provide a sound basis for early intervention and support.

ACKNOWLEDGEMENTS

The preparation of this paper was assisted by the University of Western Sydney through a Post Graduate Research Award to Julie Campbell in 2006. We thank John Telec for his skill in filming, Kirsty Campbell and Louise Mackay for coding, Diane Hildreth and Tania Trapolini for providing independent coding reliability, and the families who participated so generously.