Navigating Two Cultures: Deaf Children, Self-Esteem, and Parents' Communication Patterns

Desselle, Debra D.; Pearlmutter, Lynn

doi:10.1093/cs/19.1.23

Cited by 12 publications

(8 citation statements)

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“…What is the pattern of communications in these families? (Desselle & Pearlmutter, 1997; Farrell & Krahn, 2014; Golpich, Darrodi, & Soleimanyan, 2012).…”

Section: Introductionmentioning

confidence: 99%

Family communication patterns of individuals with and without disabilities

2018

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The aim of this study was to compare family communication patterns among Iranian individuals with blindness, deafness and individuals with typically developing. The statistical population consisted of all Iranian individuals with blindness, deafness and individuals with typically developing in Shiraz, Iran. The sample consisted of 116 individuals (32 individuals with blindness, 21 individuals with deafness, and 63 individuals with typically developing). The Revised Family Communication Patterns scale was used for measuring the family communication patterns. Multivariate analysis of variance test were used for data analysis. The results showed that conversation orientation in individuals with typically developing were significantly higher than individuals with blindness and deafness (P<.001). Furthermore, conversation orientation in individuals with blindness was significantly higher than individuals with deafness (P<.001). Moreover, the findings showed that the conformity orientation in individuals with blindness and deafness were significantly higher than individuals with typically developing (P<.001). It should be noted that there was no significant difference among individuals with blindness and deafness in terms of conformity orientation. The results of the study indicated that reforming of family communication patterns is essential for individuals with blindness and deafness.

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“…What is the pattern of communications in these families? (Desselle & Pearlmutter, 1997; Farrell & Krahn, 2014; Golpich, Darrodi, & Soleimanyan, 2012).…”

Section: Introductionmentioning

confidence: 99%

Family communication patterns of individuals with and without disabilities

2018

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“…Research results further suggest that deaf children who are born to deaf parents tend to have higher self-esteem than deaf children who are born to hearing parents (Bat-Chava, 1993;Desselle, 1994, as cited in Schirmer, 2000Cates, 1991;Clymer, 1995;Deselle, 1997;Loeb, & Sarigiani, 1986). One hypothesized reason for this finding is that deaf parents do not necessarily view their child's deafness as a hindrance that may condemn their child to a life of deprivation and struggle (Prendergast & McCollum, 1996;Rasing & Duker, 1993;Searls, 1993;Spencer, Bodner-Johnson, & Gutfreund, 1992;Warren & Hasenstab, 1986).…”

Section: Emotional Social and Behavioral Challenges Of Deaf And Harmentioning

confidence: 77%

“…Children who are born deaf, or who later become deaf or experience a loss of hearing within the first few years of their lives, often have significant difficulty acquiring language and the ability to communicate with others (Allen, 1986;Bebko, 1998;Bond, 1987;Cates, 1991;DeSelle, 1994;Marshark & Clark, 1993). Difficulty in acquiring the ability to communicate and express self can greatly impact a child's cognitive, social, and emotional development (Deselle, 1994;Deselle & Pearlmutter, 1997;Furstenberg & Doyal, 1994;Hagborg, 1989;Vernon & Koh, 1970;Warren & Hasenstab, 1986). Despite the committed efforts of educators, teachers, school counselors, and other helping professionals, many deaf and hard of hearing children struggle to form satisfactory social relationships with individuals in their world, and to develop the emotional health and maturity commensurate with their hearing counterparts (Murdock & Lybarger, 1997Obrzut, Maddock, & Lee, 1999).…”

Section: Introductionmentioning

confidence: 99%

Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children

Smith¹

2010

Child‐Centered Play Therapy Research

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“…Therefore, a DHH child born into a family with typical hearing may be unable to participate adequately in family conversations with subsequent significant adverse impact on the child [ 17 ]; the adverse effects experienced by the DHH child or adolescent include feelings of excommunication during family gatherings because of communication difficulties and failure of family members with typical hearing to realize the isolation of the DHH child [ 7 ]. However, for the approximately 12% of DHH children born to DHH parents there is a different scenario [ 16 ]: their natural language is sign language, because parents communicate with them from birth with sign language [ 18 ]. Such DHH children often have better social and emotional adjustment than DHH children born to parents with typical hearing [ 19 ].…”

Section: Introductionmentioning

confidence: 99%

Quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria

Jaiyeola

Adeyemo

2018

PLoS ONE

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Quality of Life encompasses an individual’s well-being and health, social participation and satisfaction with functional daily living. Disabilities such as deafness can impact on the quality of life with spatial variance to the environment. Deafness causes communicative problems with significant consequences in cognitive, social, and emotional well-being of affected individuals. However, information relating to the quality of life of deaf and hard of hearing individuals, especially students in developing countries like Nigeria, which could be used to design special health-related interventions is sparse. This study examined the quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria. One hundred and ten deaf and hard of hearing students participated in this cross-sectional study. Participants were drawn from all four secondary schools for the Deaf in Ibadan metropolis. The 26 item Brief version of the WHO Quality of Life questionnaire was used for data collection. The data was analyzed using descriptive and inferential statistics at statistical significance of p<0.05. Majority (57.8%) of the deaf and hard of hearing students had poor quality of life. Attending the special school for the Deaf, upper socio-economic status and age (≥17years) are significantly associated with better quality of life. However, gender and age at onset of hearing loss had no significant influence on the quality of life. The Deaf community available in the special school appeared to protect against stigma and discrimination, while also promoting social interactions between deaf and hard of hearing individuals.

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Navigating Two Cultures: Deaf Children, Self-Esteem, and Parents' Communication Patterns

Cited by 12 publications

References 0 publications

Family communication patterns of individuals with and without disabilities

Family communication patterns of individuals with and without disabilities

Filial Therapy with Teachers of Deaf and Hard of Hearing Preschool Children

Quality of life of deaf and hard of hearing students in Ibadan metropolis, Nigeria

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