This study uses the construct of grit, as measured by the persistence a person has to complete his or her goals, even when barriers are present (Duckworth, Peterson, Matthews, & Kelly, 2007). The population in this particular study was American Sign Language/English Interpreters, (current and inactive), and those who work in any type of setting (education and/or community). Participants were sent a demographic survey, as well as the 12-item Grit Scale developed by Duckworth et al. (2007). The author scored the Grit Scales based on the scoring guide by Duckworth et al. and measured the respondents' grit scores to see if they had remained in the interpreting profession because they were high in grit. Competing factors that would have forced the person to remain in the profession were also analysed. Tests measuring the analysis of variance were run for variables such as gender, hearing and marital status, the presence of Deaf 1 family members, ethnicity, educational level, and past and present certifications. Additional variables included whether or not the respondent was still a current practitioner, years of experience, why they got out of the profession, if they were satisfied with the profession, if they had another vocation in which they were currently working, if they were the sole income provider for their family, and percentage of their total family income came from the respondents' interpreting work. Respondents were asked if they had ever failed a test for sign language interpreters (American Sign Language/ English interpreters) in the United States. Those tests could be tests of knowledge (computer-based test used to test interpreting knowledge offered by the Registry of Interpreters for the Deaf to candidates for certification), or a performancebased test (like the one formerly offered by the National Association of the Deaf (NAD) certification, or current tests such as the Educational Interpreter Performance Assessments (EIPA), Sign Language Proficiency Interview (SLPI), or the American Sign Language Proficiency Interview (ASLPI)). Finally, qualitative analyses were assessed for the reasons respondents gave for initially choosing interpreting as a profession, as well as what motivated them to continue working as an interpreter. There were two significant findings that were predictive of grit. The first finding occurred when education was grouped in three-tiers: 1) an Associate's Degree; 2) a Bachelor's Degree; 3) a Master's Degree/ terminal degree as the highest achieved level of education. The second significant finding that was predictive of grit occurred with respondents who had NAD III certification. When qualitative responses were analysed for reasons the respondent gave for initially choosing interpreting as a profession, as well as their motivation to remain in the profession, there was a significant change in each of the following categories: intellectual, societal, and monetary.
Most deaf children in the United States are not educated in specialized schools for the deaf but in public schools. This has had a detrimental effect on these students because many public-school teachers misunderstand deafness and are unable to adjust their teaching strategies to address the needs of this population. The mission of this chapter is to educate teachers on deafness and how to better teach and relate to a child who is deaf or hard of hearing. Specifically, this chapter will provide pertinent information for helping teachers better understand deaf and hard-of-hearing students as well as provide evidence-based practices and teaching tips that can be utilized in the classroom with this group.
Orthopedic Emergencies: Expert Management for the Emergency Physician is an excellent resource for a broad spectrum of providers working in emergency medicine (EM). Whether being used as a quick bedside reference for experienced clinicians in a busy emergency department (ED) or for more in-depth reading by medical students and residents, this book truly lives up to the editors' intended purpose. This text really shines in its attention to small details, making it a handy, usable reference in the ED, from the easy-toread bullet point format, including clinical pearls and key facts for even faster review, to its convenient pocket size and spiral binding that allows it to be laid flat at the bedside when being used for procedures and splinting.This text offers a very brief table of contents and preface and then is divided into 10 chapters. It also includes a detailed index at the end of the book for quick and easy reference. The first six chapters are divided based on anatomical area of injury beginning with hand and wrist emergencies, followed by shoulder and elbow, pelvic, knee and leg, foot and ankle, and spine emergencies. The last four chapters include pediatric orthopedic emergencies, orthopedic infections and complications, procedures for orthopedic emergencies, and immobilization and splinting.Each chapter follows the same easy-to-read format. It is subdivided by types of injury or fracture. Each injury or fracture is described including "Key Facts" followed by clinical presentation, diagnostic testing, treatment, and prognosis, with some specific injuries including relevant procedure guidelines. Each of these subsections may include bolded clinical "pearls," which allow for an even quicker review of the most important things to remember about a specific injury.Most injuries or fractures described in the text include crisp, black-and-white radiographs to help aid in diagnosis as a quick reference, but also make the text easily readable and understandable for less experienced providers, such as medical students or residents. In relevant sections, pale orange tables are included and help make the included information even easier to read. For example, Chapter 2, "Shoulder and Elbow Emergencies," includes a section on upper-extremity nerve injuries. This section includes a table of upper-extremity nerve syndromes that includes the specific nerve, muscle group, motor test, and sensation. The table format allows a large amount of information to be accessed quickly and easily.Chapter 9, "Procedures for Orthopedic Emergencies," is the longest chapter in the book. It provides excellent detailed indications, contraindications, supplies needed, and procedural technique including clear, black-andwhite photographs of common orthopedic procedures. These procedures include regional blocks, fracture reductions, and joint dislocations. Chapter 10, "Immobilization and Splinting," contains indications, materials, and easy-to-follow application instructions for 11 different types of splints. Each splint comes with multiple bla...
Most deaf children in the United States are not educated in specialized schools for the deaf but in public schools. This has had a detrimental effect on these students because many public-school teachers misunderstand deafness and are unable to adjust their teaching strategies to address the needs of this population. The mission of this chapter is to educate teachers on deafness and how to better teach and relate to a child who is deaf or hard of hearing. Specifically, this chapter will provide pertinent information for helping teachers better understand deaf and hard-of-hearing students as well as provide evidence-based practices and teaching tips that can be utilized in the classroom with this group.
We conducted an interpretative phenomenological analysis of five counseling students' experiences collaborating with American Sign Language–interpreting students during counseling practice sessions. Themes were identified in developmental domains of counselor self‐awareness, counseling relationship, and advocacy interventions. Interdisciplinary collaboration led students to address cultural deficiency models and increase multicultural competency and efforts in social justice.
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