Browsing by Autor "Liesbeth Matthijs"

Now showing 1 - 7 of 7

Analyzing language practices in mother–child interaction against the background of maternal construction of deafness
(Elsevier BV, 2013) Kimberley Mouvet; Stefan Hardonk; Liesbeth Matthijs; Martine Van Puyvelde; Gerrit Loots; Mieke Van Herreweghe
First Information Parents Receive After UNHS Detection of Their Baby's Hearing Loss
(Oxford University Press, 2012) Liesbeth Matthijs; Gerrit Loots; Kimberley Mouvet; Mieke Van Herreweghe; Stefan Hardonk; Geert Van Hove; Martine Van Puyvelde; Greg Leigh
The first information parents receive after referral through Universal Newborn Hearing Screening (UNHS) has significant consequences for later care-related decisions they take and thus for the future of the child with a hearing loss. In this study, 11 interviews were conducted with a representative sample of Flemish service providers to discover (a) the content of the information provided to parents and (b) the service providers' assumptions and beliefs concerning deafness and care. To do this, we conducted an interpretative phenomenological analysis, followed by a discourse analysis. Results showed that parents receive diverse information, depending on the reference center to which they are referred. Moreover, all service providers used a medical discourse. We suggest that there is value to be gained from closer consideration of the nature of follow-up services provided in response to UNHS in Flanders and from auditing the professional preparation of service providers that are involved in providing information to parents.
Mothers of Deaf Children in the 21st Century. Dynamic Positioning Between the Medical and Cultural–Linguistic Discourses
(Oxford University Press, 2018) Liesbeth Matthijs; Stefan Hardonk; Jasmina Sermijn; Martine Van Puyvelde; Greg Leigh; Mieke Van Herreweghe; Gerrit Loots
Mothers of Deaf Children in the 21st Century. Dynamic Positioning Between the Medical and Cultural–Linguistic Discourses
(Oxford University Press, 2017) Liesbeth Matthijs; Stefan Hardonk; Jasmina Sermijn; Martine Van Puyvelde; Greg Leigh; Mieke Van Herreweghe; Gerrit Loots
Traditional research examining the communicational choices made by families with deaf children tends to emanate from the premise that families engage with either of the two grand discourses on deafness (i.e., the medical or cultural-linguistic perspective). This study investigated hearing mother's engagement with the educational options for their child from a dynamic, poststructural perspective. Three Flemish mothers were interviewed in-depth at the child's ages of 6, 9, 12, 18, and 24 months. The data were analyzed within a theoretical model that describes the positioning process of the mothers. This method yielded alternative explanations for former findings concerning mothers' decision-making processes, especially the difficulty of learning sign language as a second language in an effort to provide a bilingual-bicultural education, and highlighted the importance of having rich experiences. It further showed that a bilingual-bicultural position was scarcely available and poorly supported for these mothers. These findings are discussed in relation to recent international consensus statements on best practices in early intervention.
SHALL WE DANCE? MUSIC AS A PORT OF ENTRANCE TO MATERNAL–INFANT INTERSUBJECTIVITY IN A CONTEXT OF POSTNATAL DEPRESSION
(Wiley, 2014) Martine Van Puyvelde; Helena Rodrigues; Gerrit Loots; Lotta De Coster; Kevin Du Ville; Liesbeth Matthijs; David C. Simcock; Nathalie Pattyn
The present study introduces the concept of a mother-infant group therapy that makes use of music, singing, and moving to establish maternal-infant intersubjectivity. It was conducted in a residential mother-baby unit for mothers with postnatal depression and their infants over a 5-week period. Maternal-infant intersubjectivity of four dyads in relation to the group dynamics were microanalyzed for Sessions 1 and 5. We made within-session (i.e., beginning-middle-end) and between-session (Session 1 vs. Session 5) comparisons for the number of intersubjectivity moments (ISMs), total time of intersubjectivity (IST), and the mean duration of ISMs on a dyadic (i.e., own mother/infant involved) and a nondyadic level (i.e., own mother/infant not involved). In addition, three ISM levels (degree of group contribution) were distinguished. The results indicated a significant increase of ISMs/IST from Session 1 to Session 5. Within-session analyses showed that ISMs/IST significantly decreased through Session 1 and remained stable throughout Session 5. Intersubjectivity occurred mainly on ISM Level 1 during Session 1 and on ISM Level 3 during Session 5, suggesting increased dyadic autonomy and self-efficacy. The results are discussed in relation to the musical characteristics of mother-infant dyads, music improvisation techniques, group processes, and intersubjective development.
The Interplay Between Tonal Synchrony and Social Engagement in Mother–Infant Interaction
(Wiley, 2013) Martine Van Puyvelde; Gerrit Loots; Bart Vinck; Lotta De Coster; Liesbeth Matthijs; Kimberley Mouvet; Nathalie Pattyn
This study explores the relationship between tonal synchrony and maternal‐infant social engagement based on free‐play recordings of 15 mothers and their 3‐month‐old infants in a laboratory setting. Moment‐by‐moment analyses on a microlevel were used to study social engagement and vocal interaction. We analysed and categorized 854 vocalization periods (mother‐only vocalizations, tonal interaction periods, nontonal interaction periods, and mutual silence). Tonal synchrony was analysed in terms of harmonic and pentatonic series based on pitch frequency analyses. Social engagement was microanalyzed in terms of matched and mismatched engagement states. ANOVA‐repeated measures revealed, most importantly, a significant relationship between TIPs and social interaction repair, which indicates the importance of tonal synchrony in the flow of social engagement in mother–infant dyads. Other significant relationships were found between (a) nTIP s/mismatch–mismatch, and, (b) MOV/affect loss. As mentioned in the discussion, the findings are suggestive for clinical applications (e.g., music therapy) and warrant further research.
The language development of a deaf child with a cochlear implant
(Elsevier BV, 2012) Kimberley Mouvet; Liesbeth Matthijs; Gerrit Loots; Miriam Taverniers; Mieke Van Herreweghe