The number of children who have received cochlear implants (CIs) has increased dramatically in the past two decades. In view of potential concerns about their psychosocial adjustment, our aim was to assess the effect of implants on the adolescents' psychosocial functioning among a group of 57 deaf adolescents with and without CIs, using published and validated measures completed by the adolescents themselves, their parents, and teachers. Adolescents with CI tended to be more hearing acculturated, whereas those without CI tended to be more Deaf acculturated. Despite some differences in background characteristics between the two groups, there were no differences between them on the psychosocial variables assessed in this study, regardless of the reporting sources. Rather than having a direct effect on the psychosocial outcomes assessed in this study, it is through the mediating effect of acculturation and school setting that CI status exerts an influence over many of this study's outcomes. Recommendations for future research are made in light of our findings.
What are Che experiences of Deaf and hard-of-hearing students in applying for predoclora! internships in professional psychology? Are internship programs aware of accessibility issues in regard to these applicants? Federal laws, accreditation guidelines of the American Psychological Association, and rules of the Association of Psychology Postdoctoral and Internship Centers require that internship training programs provide access for interns with disabilities. Compliance with these requirements is still evolving, however. Several recent examples of violations are outlined, and specific laws and ethical issues involved are discussed. Internship training centers must have information on their obligations regarding the provision of accessible services to Deaf and hard-of-heaiing trainees, the adverse impact on applicants of certain interview questions and comments, and ways to provide equal access to training for qualified Deaf and hard-of-hearing students.Internship is a required part of any clinical psychology training program. Without approved internship training, it is impossible to obtain a doctoral degree from an accredited program or to gain entry to state licensing examinations and become licensed as a clinical psychologist. The fact that the internship application process has been described as an arduous experience for any clinical psychology student is well documented (e.g., Oehlert, Lopez, &
This study involved the development and validation of the Deaf Acculturation Scale (DAS), a new measure of cultural identity for Deaf and hard-of-hearing (hh) populations. Data for this study were collected online and involved a nation-wide sample of 3,070 deaf/hh individuals. Results indicated strong internal reliabilities for all the subscales, and construct validity was established by demonstrating that the DAS could discriminate groups based on parental hearing status, school background, and use of self-labels. Construct validity was further demonstrated through factorial analyses, and findings resulted in a final 58-item measure. Directions for future research are discussed.
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Members of minority groups may face stress as they navigate between their native culture and the dominant culture. No measure exists for evaluating acculturative stress among deaf individuals in the United States. The current study examined the psychometric properties of a modified version of the 24-item Social Attitudinal Familial and Environmental Acculturative Stress Scale (SAFE; Mena, Padilla, & Maldonado, 1987) for use with deaf undergraduate students (SAFE-D). Research Method/Design: 145 (88 females and 57 males), deaf, undergraduate students (Median age ϭ 20.0; SD age ϭ 4.9) from a bilingual, multicultural university were included in the study. Seventy-four percent were White, 10.4% Hispanic/Latino, 9.7% Black/African American, 0.7% Asian, and 9% multiracial. The SAFE-D included 23 items. Ten items were modified, 2 items were deleted, and 1 item was added. Results: The SAFE-D demonstrated high internal reliability (␣ ϭ .931). Four factors were identified: Perceived Societal Barriers, Social Difficulties, Family Marginalization, and Discrimination. Evidence for construct validity was demonstrated through the association of SAFE-D scores with Deaf and Hearing acculturation. Conclusions/Implications: Levels of acculturative stress in the current sample were close to those reported among late immigrant and English as a Second Language undergraduate students. The 4 factors did not match those of the original SAFE scale but reflected a bidirectional model of acculturative stress unique to deaf individuals. These findings suggest that acculturative stress is a serious concern among deaf undergraduate students and that the SAFE-D can be used to assess deaf acculturative stress in this population. Impact and ImplicationsSimilar to other cultural minority groups, deaf individuals in the United States also experience acculturative stress when navigating between Deaf culture and Hearing culture. However, to date, there has been no scale to evaluate this experience. This study examines the use of a modified version of the Social Attitudinal Familial and Environmental Acculturative Stress Scale (SAFE) for use with deaf undergraduate students (SAFE-D). Preliminary evidence for the reliability and construct validity of the SAFE-D is outlined in this paper, and directions for future modifications and use of the scale with diverse samples of deaf individuals is discussed. Acculturative stress appears to be a serious concern within the deaf population. Considering research findings that link the experience of acculturative stress to negative mental health outcomes, it is critical that researchers continue to investigate the unique acculturative stress experiences of deaf individuals to identify risk and protective factors, as well as inform clinical practice.
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