Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing

Butler, Michelle A.; Katayama, Andrew D.; Schindling, Casey; Dials, Katherine

doi:10.1080/00220671.2016.1264052

Cited by 4 publications

(23 citation statements)

References 33 publications

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“…Some of the Johnson et al (2018) study participants reported that they recognised the families' efforts to promote these learning experiences and strengthen them in other contexts, such as school and peer groups. Butler et al (2018) state that having a family member as a reference model for the deaf child/young person with whom they can establish a trust relationship, share experiences, and get support are relevant protector factors. Parents who have acquired a strong sense of coherence and are convinced that they have the fundamental skills to raise their deaf child show lower stress levels and, consecutively, have children with less socioemotional difficulties (Hintermair, 2006).…”

Section: Resultsmentioning

confidence: 99%

“…Families are a fundamental context for promoting resilience growth in deaf children (Butler et al, 2018; Hintermair, 2006; Johnson et al, 2018; Mekonnen et al, 2015). Thus, it is necessary to promote intervention programmes to acquire specific skills to deal with their deaf children.…”

Section: Resultsmentioning

confidence: 99%

“…School is a pillar that supports and drives learning when: (1) it promotes the quality of interpersonal relationships between family, friends, and professionals (Butler et al, 2018; Johnson et al, 2018; Punch & Hyde, 2011); (2) it maintains high expectations of students and helps them to accept themselves as they are (Johnson et al, 2018; Libório et al, 2015); and (3) it is flexible and promotes a different acquisition, self‐efficacy, and optimism (Butler et al, 2018). In the school context, students mention as protective factors the following aspects: the support of teachers for the acquired skills and knowledge in different areas; the teacher–student relationship that is established with them, which encompasses trust, support, and help; strong relationships with peers; and skills for solving problems that arise in different domains.…”

Section: Resultsmentioning

confidence: 99%

“…Hindley (2005) also the need for psychological and mental health services support to optimise the well‐being of parents and, thus, the well‐being of deaf children. The school context is also a privileged setting that can promote resilience in deaf children, especially when: (1) there are opportunities for quality interpersonal relationships between family, friends, and professionals (Butler et al, 2018; Johnson et al, 2018; Punch & Hyde, 2011); (2) high expectations for all students are maintained, and staff can help them to accept themselves as they are (Johnson et al, 2018; Libório et al, 2015); (3) it is flexible and promotes the acquisition of various competences, like self‐efficacy and optimism, and (4) have teachers that support fundamental acquisitions in different areas (Butler et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Professionals, parents, and students indicate school as a fundamental foundation for success, not only in the academic plan but also in life, bearing in mind the association between academic success and the capacity to adapt to life circumstances (Butler et al, 2018). The support of the peer group is a promoter of personal, social, and linguistic development in deaf children (Johnson et al, 2018; Punch & Hyde, 2011).…”

Section: Discussionmentioning

confidence: 99%

See 4 more Smart Citations

Resilience in deaf children: A comprehensive literature review and applications for school staff

Freitas

Simões

Santos

et al. 2021

Journal Community Psychology

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Resilience is a dynamic, multidimensional complex concept that implies risk and protective factors, adaptation, and success. Communication and language are often identified as barriers in deaf children's development. However, research linking deafness in childhood and resilience is scarce. The present comprehensive literature review aims to verify which are the predominant risk factors for this group, which protective factors may be identified and if significant differences have been found between deaf and hearing children regarding resilience. A systematic search, performed in seven databases, identified 11 articles published in peer‐reviewed journals between 2000 and 2019 that met the criteria. Deaf children experience exposure to risk through obstacles in communication, language, and information failure. Consequently, differences between hearing and deaf children are related to more difficulties in emotion regulation and interpersonal relationships. Principal protective factors are a supportive family, school staff, and peers. Practical implications and recommendations for future research are provided.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Resilience in deaf children: A comprehensive literature review and applications for school staff

Freitas

Simões

Santos

et al. 2021

Journal Community Psychology

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The role of grit in thinking styles and academic major satisfaction

Cheng,

Deng,

2024

Journal of Deaf Studies and Deaf Education

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Satisfaction with one’s academic major is critical to a university student’s development. This study explores the interrelationships among thinking styles, grit, and academic major satisfaction in both deaf or hard-of-hearing (DHH) and hearing students, employing independent samples t-tests to compare the two groups, Pearson’s correlation analysis to explore relationships among the variables, and mediation analysis to understand the mediating effect of grit on the relationship between thinking styles and academic major satisfaction. The results indicated significantly higher levels of grit and consistency of interest in DHH students than hearing students, with no significant differences in perseverance of effort. A strong correlation was found between thinking styles and both grit and academic major satisfaction, particularly in DHH students. Mediation analysis revealed that grit significantly mediated the relationship between thinking styles and academic major satisfaction, underscoring its role in enhancing students’ academic experience. These findings contribute to the limited literature on DHH students’ psychological attributes and the complex interplay of psychological constructs in academic major satisfaction, offering valuable insights for tailored educational strategies.

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Resiliensi siswa tunanetra dalam kegiatan olahraga

Solihin

Ginanjar

Widyawan

2020

SPORTIF

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Salah satu faktor siswa tunanetra dapat disebabkan sejak lahir. Siswa tunenetra kurang mendapatkan kesempatan terlibat dalam berbagai aspek dalam kehidupan, khususnya dalam kegiatan olahraga. Walaupun siswa tunantera tetap mengikuti kegiatan olahraga, bagaimana resiliensi mereka agar tetap mengikuti kegiatan olahhraga. Tujuan dari penelitian ini adalah untuk mengetahui resiliensi siswa tunanetra dari lahir dalam berolahraga di Sekolah Luar Biasa (SLB). Metode penelitian yang digunakan melalui pendekatan kualitatif dengan studi kasus. Partisipan terdiri dari kepala sekolah, wakil kepala sekolah, guru pendidikan jasmani, guru kelas, dan 2 siswa tunanetra dari lahir di SLB Negeri A Citereup Kota Cimahi, sehingga partisipan yang terlibat sebanyak 5 orang partisipan. Instrummen penelitian menggunakan wawancara dan observasi. Analisi data di bantu dengan menggunakan aplikasi NVivo 12 Plus. Hasil penelitian menyatakan bahwa resiliensi siswa tunanetra dalam kegiatan olahraga hanya sebatas mengikuti instruksi dan tidak memenuhi rekomendasi aktivitas fisik. Untuk menjaga agar siswa tunanetra mau berolahraga dengan memberikan nasihat, motivasi, bimbingan konseling secara individu, dan melakukan kegiatan olahraga di waktu luang.

show abstract

Assessing resilience in students who are deaf or blind: Supplementing standardized achievement testing

Cited by 4 publications

References 33 publications

Resilience in deaf children: A comprehensive literature review and applications for school staff

Resilience in deaf children: A comprehensive literature review and applications for school staff

The role of grit in thinking styles and academic major satisfaction

Resiliensi siswa tunanetra dalam kegiatan olahraga

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