Effect of interaction between parental treatment styles and peer relations in classroom on the feelings of loneliness among deaf children in Egyptian schools

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.