A new dedicated mental health service for deaf children and adolescents

Wright, Barry; Walker, Robert; Holwell, Andy; Gentili, Nicoletta; Barker, Mandy; Rhys-Jones, Sara; Leach, Valerie; Hindley, Peter; Gascon-Ramos, Maria; Moore, Kate

doi:10.5172/jamh.2012.11.1.95

Cited by 12 publications

(7 citation statements)

References 2 publications

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“…There are examples of mental health services specifically tailored to meet the needs of Deaf people in the UK (Wright et al, 2012; British Society for Mental Health and Deaf People, 2020a), and the USA (Crowe, 2017;Pertz et al, 2018); however, these are few and far between. Wales is the only UK country to have no Deaf mental health service provision (Terry et al, 2021).…”

Section: Reasons Why Deaf People Experience Increased Mental Health P...mentioning

confidence: 99%

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Mental Health First Aid™ for Deaf communities: responses to a lack of national Deaf mental health service provision

Terry,

Robins-Talbot

2024

JPMH

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Purpose For over 15 years, Mental Health First Aid™ (MHFA) has successfully been delivered in Wales, United Kingdom, with growing interest in the MHFA programme and increasing course attendees. Trainers, aware of the need for support, know the importance of MHFA being accessible for different communities and learner groups. MHFA has always focused on increasing mental health literacy. One marginalised group, with lower mental health literacy than the general population, is Deaf people, a group with increased risk of mental health problems. This paper aims to provide insights about why Deaf people are twice as likely as hearing people to experience mental health problems. Design/methodology/approach During this paper, the authors have used four focal points i) exploring situational contexts for Deaf people; ii) reasons why Deaf individuals are at greater risk of mental health problems; iii) the authors explore a project, “Hear Deaf”, and implementation of MHFA Wales by Deaf MHFA trainers; and iv) initiatives to influence and impact on policymakers. Findings During the project, nine MHFA courses were delivered to Deaf communities across different locations in Wales, often with information and advertisements circulated directly to Deaf communities through Deaf clubs, resulting in 120 Deaf people trained. The authors conclude with their own reflections as a researcher and an MHFA who work predominantly with Deaf communities. Originality/value This paper provides a discussion on the specific risks for Deaf people around mental health and the importance of mental health promotion programmes for Deaf communities. Further research is needed regarding the impact of MHFA on Deaf populations.

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Section: Reasons Why Deaf People Experience Increased Mental Health P...mentioning

confidence: 99%

“…There are examples of mental health services specifically tailored to meet the needs of Deaf people in the UK (Wright et al. , 2012; British Society for Mental Health and Deaf People, 2020a), and the USA (Crowe, 2017; Pertz et al.…”

Section: Reasons Why Deaf People Experience Increased Mental Health P...mentioning

confidence: 99%

Mental Health First Aid™ for Deaf communities: responses to a lack of national Deaf mental health service provision

Terry,

Robins-Talbot

2024

JPMH

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“…Participants (parents of autistic deaf and hearing children with a clinical diagnosis of autism) were recruited by the UK Diagnostic Instruments for Autism in Deaf Children Study (DIADS) [29]-a national study to adapt and undertake initial validation of a set of standardised ASD screening and assessment measures including the Autism Diagnostic Interview-Revised (ADI-R) [30].…”

Section: Participantsmentioning

confidence: 99%

Comparison of Diagnostic Profiles of Deaf and Hearing Children with a Diagnosis of Autism

Hodkinson

Phillips

Allgar

et al. 2023

IJERPH

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There is limited research comparing the presentation of autism in deaf and hearing children and young people. These comparisons are important to facilitate accurate diagnosis, as rates of misdiagnosis and delay in diagnosis amongst deaf children and young people are high. The aim of this study was to compare diagnostic assessment profiles of a UK cohort of autistic deaf and hearing children and young people. The Autism Diagnostic Interview—Revised—Deaf 5 adaptation was completed with the parents of 106 children and young people (deaf children = 65; hearing children = 41). The majority of items explored showed no significant differences between deaf and hearing children and young people. Differences were found in peer relationships, where autistic deaf participants were less likely to respond to the approaches of other children or play imaginatively with peers. These findings need to be taken into consideration by clinicians in the assessment process.

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“…In England, DLSs work in two main contexts: education and mental health services. The current study focused on the National Deaf Child and Adolescent Mental Health Service (NDCAMHS) which works with children and young people where child, family or school difficulties with language and communication impact on children’s mental health presentation ( Wright et al., 2012 ). Around 25 DLSs currently work within NDCAMHS.…”

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confidence: 99%

Deaf Language Specialists: Delivering Language Therapy in Signed Languages

Hoskin

Herman

Woll

2022

The Journal of Deaf Studies and Deaf Education

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Deaf professionals, whom we term Deaf Language Specialists (DLS), are frequently employed to work with children and young people who have difficulties learning sign language, but there are few accounts of this work in the literature. Through questionnaires and focus groups, 23 DLSs described their work in this area. Deductive thematic analysis was used to identify how this compared to the work of professionals (typically Speech and Language Therapists/Pathologists, SLPs) working with hearing children with difficulties learning spoken language. Inductive thematic analysis resulted in the identification of two additional themes: while many practices by DLSs are similar to those of SLPs working with hearing children, a lack of training, information, and resources hampers their work; additionally, the cultural context of language and deafness makes this a complex and demanding area of work. These findings add to the limited literature on providing language interventions in the signed modality with clinical implications for meeting the needs of deaf and hard-of-hearing children who do not achieve expectations of learning a first language in their early years. The use of these initial results in two further study phases to co-deliver interventions and co-produce training for DLSs is briefly described.

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A new dedicated mental health service for deaf children and adolescents

Cited by 12 publications

References 2 publications

Mental Health First Aid™ for Deaf communities: responses to a lack of national Deaf mental health service provision

Mental Health First Aid™ for Deaf communities: responses to a lack of national Deaf mental health service provision

Comparison of Diagnostic Profiles of Deaf and Hearing Children with a Diagnosis of Autism

Deaf Language Specialists: Delivering Language Therapy in Signed Languages

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