Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research

Aydoğdu, Bilge Nuran; Yüksel, Müge Yukay

doi:10.14689/issn.2148-624.1.7c.3s.7m

Cited by 2 publications

(1 citation statement)

References 20 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Therefore, D/HH students are at greater risk of a range of mental health problems compared to peers with typical hearing. If the mental health problems of D/HH individuals cannot be effectively dealt with, they will not only affect their physical health, but also lead to some risk behaviors such as self-injurious and suicidal behavior [8][9].…”

Section: Introductionmentioning

confidence: 99%

Psychological resilience in deaf or hard-of-hearing students and associated factors: a cross-sectional study

Xu,

Huang,

Liu

et al. 2024

Preprint

View full text Add to dashboard Cite

Aim Mental health in deaf and hard-of-hearing (D/HH) students is a severe issue. The level of psychological resilience would buffer the negative effect of mental illness. We aimed to examine the current situation of psychological resilience in D/HH students and identify the associated factors in China. Design A cross-sectional study. Methods Using multi-stage sampling, we conveniently selected two special education colleges tailored for D/HH students and randomly selected three classrooms from each grade in each college with clustering sampling. Psychological resilience was measured by the Connor - Davidson Resilience Scale. Univariate and multivariate linear regression models were applied to identify multiple levels of associated factors including individual, family, peer and social environmental factors. Results D/HH students had a middle level of psychological resilience. The results in multivariate linear regression model showed that D/HH students with leadership experience, acquired deafness, very good lip-reading ability, family annual income 120000 RMB or above, more D/HH friends or both D/HH and hearing friends, more social support demonstrated better psychological resilience. Conclusions Our study has important implications for disability nursing. The findings would inform practice and policy to identify the D/HH students who are at greater risk and develop effective intervention strategies to improve the psychological resilience and mental health in this marginal population. Patient or Public Contribution There is no patient or public contribution.

show abstract

Section: Introductionmentioning

confidence: 99%

Psychological resilience in deaf or hard-of-hearing students and associated factors: a cross-sectional study

Xu,

Huang,

Liu

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

Leadership Within the Phenomenological Structure of Teacher Creativity

Žydžiūnaitė

Butanavičius²,

Jurgilė³

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

Few studies have investigated the relationship between teachers’ leadership and creativity, and thus far, no quantitative or qualitative studies have been undertaken focusing on teacher leadership in the context of teacher creativity and, more specifically, in the context of the phenomenological structure of teacher creativity. Thus, the study presented in this article draws attention to the phenomenological relationship between teacher creativity and leadership. The research question used as a guide for this study was as follows: What does a teacher’s leadership in the phenomenological structure of teacher creativity mean? The study aimed to describe teacher leadership as a component of the phenomenological structure of teacher creativity. Phenomenology is the study of structures of consciousness as experienced from the first-person (teacher’s) point of view. In the study, integral phenomenology as a specific approach to design was applied. Unstructured in-depth phenomenological interviews were conducted with non-art discipline teachers. This means school teachers who do not teach arts (music, dance, theatre) but other subjects such as physics, mathematics, chemistry, geography, informatics, languages, biology, communication, psychology and, etc. This article presents the results of 19 analysed interviews. Findings showed that the phenomenological structure of teacher creativity consisted of eighteen themes covering specific sub-themes; one theme represented teacher leadership, encompassing innovativeness, influence, and collegiality. The teacher leadership within the phenomenological structure of teacher creativity was related to the following themes: being curious, being brave, being in relationship, being a citizen, motivating, and opening up. It could be concluded that the complex phenomenological structure of teacher creativity proves that neither teacher creativity nor leadership are individual elements or individual competencies that are acquired separately – teacher creativity is always accompanied by teacher leadership and vice versa. Findings provide opportunities to change our conceptions of teacher leadership in relation to teacher creativity. This study shows that teacher leadership does not play a key role in her/his creativity.

show abstract

Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research

Cited by 2 publications

References 20 publications

Psychological resilience in deaf or hard-of-hearing students and associated factors: a cross-sectional study

Psychological resilience in deaf or hard-of-hearing students and associated factors: a cross-sectional study

Leadership Within the Phenomenological Structure of Teacher Creativity

Contact Info

Product

Resources

About