Characteristics of Psychologists Assessing Deaf and Hard of Hearing Clients

Abstract

Psychological assessment plays a large part in the practice of psychology. Over the years, steps have been taken towards ensuring ethical and culturally sensitive psychological assessment for underserved populations, but little is known about the current state of the field of assessment of deaf and hard-of-hearing (DHH) individuals. An exploratory survey of school and clinical psychologists who work with DHH clients (n = 30) was conducted to obtain a snapshot of the state of the field. The current article focuses on sociodemographic characteristics, clinical training, clinical experiences, and language abilities of clinical psychologists who work with DHH clients. Participants averaged 15 years of assessment experience and almost all participants had some type of specialized training in assessing DHH clients. More than half of participants reported their ability to use multiple languages and communication approaches as either excellent or good. Current findings were compared with a similar survey from nearly 50 years ago (Levine, E. S. (1974). Psychological tests and practices with the deaf: A survey of the state of the art. Volta Review, 76, 298–319), and significant differences were found in participants’ self-reported experience with DHH clients, training, and methods of communication.

Dialogue with the deaf: The future role of psychology.

“…Fortunately, to the present day, psychologists and other professionals who specialize in deafness from either of the two opposing communication camps have continued to adhere to McCay Vernon's more enlightened view about the mental capacities of deaf people (Du Feu & Chovaz, 2014;Fellinger et al, 2012;Glickman, 2013;Jamieson et al, 2011;Wakil et al, 2014;Wallis et al, 2004;Wilkins et al, 2022). However, in this context, it is important to note that mainstream psychology has largely ignored deaf people as far as incorporating information about the realities of deafness in teaching, research, and clinical training programmes (Pollard, 1992(Pollard, , 1996Vernon, 2006).…”