A conceptual model for a program of community psychiatry for a deaf population

Abstract

Experience in the provision of mental health services for deaf individuals and their families over the past three years has led us to the growing conviction that there is a rationale for utilization of the framework provided by the theory and practice of community psychiatry for an ongoing program for this population. Our experiences, as well as those of others (Rainer, Altshuler, & Kallmann, 1963, p. 260; Grinker, 1969), indicate that there are special needs and problems manifested by this group, plus a general absence of understanding of deafness on the part of mental health professionals and the general public. Furthermore, we have noted that there are similar vicissitudes in the life experiences of many deaf individuals which lead to similarities in life style and manifestations of problems. Our staff has found that an increased knowledge of deafness, together with a positive orientation to

Deaf adolescents in a hearing world: a review of factors affecting psychosocial adaptation

“… 72 Further, research has shown that despite their efforts, some parents who have attempted to learn sign language still do not feel comfortable enough to communicate fully. 73 Whether the deaf child eventually uses sign, speech, or both can have a large impact on their identity as a deaf person. Most commonly within the deaf community, a signed language is used to communicate.…”

Training, experience, and similarity as factors of influence in preferences of deaf students for counselors.

“…Sue et al (1982) suggested that trustworthiness also may be affected by cross-cultural differences between counselor and client, specifically, variations in communication. Schlesinger and Meadow (1972b, p. 195) believed experience working with deafness facilitates trust in hearing-impaired clients. Thus application of social influence theory to counseling with hearing-impaired individuals would suggest that variables such as the presence of deafness and the ability to sign would improve the clients' perceptions of both attractiveness and trustworthiness, and that higher levels of education and increased experience would improve the clients' perceptions of expertness.…”

Relations of social maturity, executive function, and self-efficacy among deaf university students

“…One issue concerns possible differences in social maturity between deaf and hearing learners beyond childhood. Older literature addressing social-emotional functioning among deaf children reported them to be less socially mature than hearing age-mates (Greenberg & Kusché, 1989; Schlesinger & Meadow, 1972); more recent literature has found younger deaf students to have difficulties across several social-behavioural domains (Hintermair, 2013; Peterson, 2009; Punch & Hyde, 2011). However, there is only limited evidence available concerning social-emotional functioning among older deaf learners.…”