This book considers deaf children with complex needs with clarity and sensitivity, taking account of the political and cultural issues involved. Divided into eight chapters, it looks at various needs and the considerations involved when working with these deaf children.The preface sets the tone and presents the many issues involved in dealing with deaf children with complex needs. Chapter one details the experience of diagnosis and gives a picture of the situation faced by children and their families. This prepares the reader well for reading the rest of the book. The role of the psychologist is considered in a perceptive and refl ective way. It is clear from the discussion of the impact of diagnosis on various members of the family that the systems around the child are taken into account. It also details different kinds of tests and different types of hearing loss and there is a clear presentation of the Deaf community.Chapters 2-7 discuss specifi c complex needs and how these can be addressed. These include behavioural and emotional disorders; self-concept, self-esteem and the development of identity; specifi c learning diffi culties; disorders of communication; paediatric cochlear implantation and tinnitus. A clear explanation is given of these needs and the complexities of dealing with them in deaf children are carefully considered. The relevant assessment techniques and their application to deaf children are also described. The practical use of this book is heightened further by a number of suggested questions to gain useful information on the history of the child, with relevant areas for each of these needs targeted. The book is accessible throughout and clearly presented. This is enhanced by the use of case studies to illustrate the complexities involved.The fi nal chapter considers the professional issues that need to be considered within the political context, highlighting the need for fl exibility and emphasising that one size does not fi t all. There is an informed discussion of the training implications that have led to the need for this text and the ethical issues involved.This book has carefully identifi ed a gap in the literature for psychologists dealing with these issues. The clear presentation makes it a good reference Deafness and Education International
This book offers a multidisciplinary perspective on the wide area of deafness and challenging behaviour from a range of international contributors. It brings together a number of topics and covers conceptual and contentious issues with clarity in four sections.The fi rst section provides an introduction to deafness and challenging behaviour beginning with reports from deaf service users. This use of case studies highlights the gaps in services and the complex nature of challenging behaviour. The discussion of defi nitions, models and concepts, along with an overview of the cultural, social and psychological aspects of deafness, give the reader a comprehensive grounding for future chapters. There is also a consideration of the need for increased awareness and training for those working with service users and the problems relating to diagnosis and misdiagnosis.The book then turns to look at the aetiology of challenging behaviour. It examines factors relating to parenting young deaf children; the impact of parental belief and perception; the relationship between deafness and challenging behaviour and other factors leading to challenging behaviour in young deaf children. Professionals working with challenging behaviour are considered through an exploration of the psychodynamic approach. Attention is given to the implications for deaf sign language users with autistic spectrum disorders (ASD) and the diffi culties this presents for diagnosis of both deafness and ASD. Older deaf people are also discussed, including the differing needs presented by this group and how they can be addressed.Section three of the book looks at managing challenging behaviour. The use of the National Guidelines for de-escalating situations using communication is discussed with reference to deaf people and their diverse needs. Application of generic approaches and the suitability of these for those with 114Book review special needs and the case for specialist approaches for these groups are also considered. This is followed by an examination of the historical, legal and professional context of managing behaviour and of the contentious issue of the use of physical restraint, particularly with children. The importance of BSL and communication in dealing with challenging behaviour and the need for a relationship-based treatment model are argued. This leads to a discussion of the role of deaf staff and interpreters. The identifi ed need for sign language training and the promotion of a non-threatening environment, to avoid frustration and communication breakdown, opens the debate across the health service for effective inter-regional working practices. Section four of the book examines forensic services and starts with a discussion of deaf people and the criminal justice services and the clash of cultures that can occur. This highlights the need for full and fair participation for deaf people in the legal profession. There is an interesting discussion of the 'unfi t to plead' application to deaf people and the resulting automatic incarceration in ...
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