Deaf individuals face unique challenges due to growing up in a predominantly hearing world. They need counseling services to help with development issues, problems with hearing families, and learning important skills. However, there is a lack of appropriate mental health services for the deaf community. Counselors must understand deaf culture and use visual communication to be effective. Investing in deaf counselors and incorporating deaf studies in hearing counselor training can help address this unmet need.
Areas of assessment_for_intelletual_disabilitypjeevashanthi
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
The document discusses the impact of having a child with a disability on the family. [1] It notes parents may go through stages of denial, anger, bargaining, depression and acceptance when receiving their child's diagnosis. [2] Parents must adjust their hopes and plans for the child, as the child they envisioned no longer exists. [3] Having a child with a disability can increase financial burdens and stress on the family, and impact routines and activities.
Attachment is an emotional bond between an infant and caregiver that ensures the infant's survival. Mary Ainsworth's "Strange Situation" experiment identified patterns of attachment including secure, avoidant, ambivalent/resistant, and disorganized/disoriented. Factors like parental responsiveness and infant temperament influence attachment. Lack of attachment due to deprivation can harm development, as seen in studies of institutionalized children. Child abuse and neglect are prevalent issues with serious psychological effects. Autism spectrum disorders involve social and behavioral impairments. Daycare can have positive effects but small differences were found compared to home care. Emotional development in infants involves recognizing facial expressions and developing emotions.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
AAC (augmentative and alternative communication) refers to methods of communication other than speech that are used to supplement or replace spoken language. This may include gestures, sign language, picture symbols, letter boards, and speech-generating devices. AAC is used by those with disabilities or impairments that impact their ability to communicate verbally. Effective AAC requires considering the individual's needs, abilities, environments, and interaction partners to promote meaningful communication and participation.
Theoretical Perspectives in Social PsychologyKates Grajales
The document discusses several theories of social psychology, including:
- Role Theory, which proposes that people conform to norms defined by the expectations of others in the roles they occupy.
- Reinforcement Theory, which asserts that social behavior is governed by external reinforcement and punishment of responses.
- Cognitive Theory, which emphasizes the role of cognition, perception, memory and beliefs in determining social behavior.
- Symbolic Interaction Theory, which views social behavior as emerging from communication and the negotiation of meanings between individuals.
- Evolutionary Theory, which proposes that social behaviors evolved to aid survival and reproduction of our ancestors.
The document provides overviews and key concepts of each theory, as well as some of their limitations.
Areas of assessment_for_intelletual_disabilitypjeevashanthi
The document discusses areas that are assessed to evaluate intellectual disability. A thorough assessment involves comprehensive medical exams, genetic/neurological testing, educational/family histories, psychological testing of intellectual and adaptive functioning, and interviews. Psychological tests assess IQ, learning abilities, and behaviors using standardized tests. Commonly used IQ tests include the Wechsler scales, Stanford-Binet, and McCarthy scales. Tests of adaptive functioning evaluate social/emotional maturity. Vocational assessments evaluate skills and capacities to identify strengths/weaknesses for vocational programming. The goal is to improve quality of life.
Parent management training (PMT) involves educating and coaching parents to change problematic child behaviors using behavior modification techniques. PMT teaches parents positive reinforcement methods to improve behaviors like aggression and tantrums in preschool and school-aged children. PMT has been shown to reduce disruptive child behaviors and improve parental mental health. It was initially developed in the 1960s based on principles of operant conditioning to change parenting behaviors through positive reinforcement of appropriate child behaviors and limiting attention for inappropriate behaviors. Treatment typically involves parents learning these techniques over several weekly sessions focused on monitoring, reinforcing positive behaviors and using time-outs or removal of privileges for negative behaviors.
The document discusses the impact of having a child with a disability on the family. [1] It notes parents may go through stages of denial, anger, bargaining, depression and acceptance when receiving their child's diagnosis. [2] Parents must adjust their hopes and plans for the child, as the child they envisioned no longer exists. [3] Having a child with a disability can increase financial burdens and stress on the family, and impact routines and activities.
Attachment is an emotional bond between an infant and caregiver that ensures the infant's survival. Mary Ainsworth's "Strange Situation" experiment identified patterns of attachment including secure, avoidant, ambivalent/resistant, and disorganized/disoriented. Factors like parental responsiveness and infant temperament influence attachment. Lack of attachment due to deprivation can harm development, as seen in studies of institutionalized children. Child abuse and neglect are prevalent issues with serious psychological effects. Autism spectrum disorders involve social and behavioral impairments. Daycare can have positive effects but small differences were found compared to home care. Emotional development in infants involves recognizing facial expressions and developing emotions.
This document discusses dyslexia, a learning disability that causes difficulties with reading, writing, and spelling. It defines dyslexia as a language-based condition resulting from differences in brain development and function that make it hard to match letters with sounds. The effects of dyslexia vary but include struggles with reading fluency, comprehension, spelling, writing, and sometimes math. Early identification and treatment using multisensory structured language lessons can help dyslexic individuals learn successfully. Laws like the IDEA and ADA protect dyslexic students' rights to special education services.
AAC (augmentative and alternative communication) refers to methods of communication other than speech that are used to supplement or replace spoken language. This may include gestures, sign language, picture symbols, letter boards, and speech-generating devices. AAC is used by those with disabilities or impairments that impact their ability to communicate verbally. Effective AAC requires considering the individual's needs, abilities, environments, and interaction partners to promote meaningful communication and participation.
Theoretical Perspectives in Social PsychologyKates Grajales
The document discusses several theories of social psychology, including:
- Role Theory, which proposes that people conform to norms defined by the expectations of others in the roles they occupy.
- Reinforcement Theory, which asserts that social behavior is governed by external reinforcement and punishment of responses.
- Cognitive Theory, which emphasizes the role of cognition, perception, memory and beliefs in determining social behavior.
- Symbolic Interaction Theory, which views social behavior as emerging from communication and the negotiation of meanings between individuals.
- Evolutionary Theory, which proposes that social behaviors evolved to aid survival and reproduction of our ancestors.
The document provides overviews and key concepts of each theory, as well as some of their limitations.
The document discusses the basic needs of deaf people. It identifies 10 main needs: 1) to be understood through clear communication, 2) to be treated as individuals with rights and dignity, 3) to be held to the same performance standards as hearing people and given opportunities to develop their skills, 4) to be served by true professionals in all areas, 5) to be given adequate time for communication, 6) to be considered equals and integrated into society, 7) to achieve social maturity through interaction, 8) to have opportunities according to their abilities, 9) to be accepted as partners in programs and projects, and 10) to receive equal services and opportunities. The document emphasizes clear communication, respect, high expectations, professional support
The document summarizes four historical models of disability:
1) The Charity Model (early 20th century) viewed people with disabilities (PWDs) as victims to be pitied and cared for through charity.
2) The Medical Model (mid-20th century) saw disability as a medical problem caused by disease or injury, focusing on curing or rehabilitating the individual.
3) The Social Model (late 20th century) defined disability as the result of social and environmental barriers rather than medical impairments. The response was to remove barriers through universal design.
4) The Human Rights Model (late 20th to 21st century) is based on equal opportunities and empowerment of
Dyslexia is a neurological condition that impairs a person's ability to read, write, and spell. It is caused by genetic anomalies in areas of the brain related to language processing. There are several proposed models to explain dyslexia, including a phonological model which argues dyslexics have an impaired ability to connect letters to sounds, preventing word identification and comprehension. Dyslexia is diagnosed through tests that evaluate a person's reading ability compared to their intelligence. Treatments focus on strengthening weaknesses, such as using multisensory techniques to help connect letters to sounds. There is no cure for dyslexia, but treatment plans involving specialized instruction can help dyslexic individuals learn compensatory strategies.
This document discusses physical disabilities and provides biographies of famous disabled people including Stephen Hawking, Helen Keller, and Ludwig van Beethoven. It defines disability as a physical or mental impairment that hinders normal achievement. Stephen Hawking was diagnosed with ALS but continued his work as a physicist despite being paralyzed. Helen Keller contracted an illness as a baby that left her deaf and blind, but she learned to communicate and graduated from college. Beethoven began losing his hearing in his late 20s and became completely deaf but continued composing renowned music.
The document discusses the cultural deprivation theory of underachievement in education. It outlines theories that posited middle class children performed better in school because their culture emphasized deferred gratification and long-term goals, while working class culture focused on immediate needs due to their occupations. Critics argued this theory blamed working class parents and culture rather than examining school culture and prejudice. The document also examines Sugarman's concepts of working class culture and criticisms of the cultural deprivation theory and compensatory education programs.
This document discusses babyhood development from ages 1-2 years. It covers physical, cognitive, emotional, social, and moral development during this period. Key points include rapid growth, increasing independence and mobility, establishment of eating/sleep habits, early socialization including attachment to caregivers, and learning fundamental skills like basic speech and motor control. Hazards during babyhood like illness, accidents, malnutrition, lack of stimulation or affection are also outlined.
Babyhood: meaning, characterictics and hazardsAtul Thakur
This document discusses babyhood, which refers to the first 2 years of life after infancy. It outlines the key characteristics of babyhood, including rapid growth and development, decreasing dependency, increased individuality, and the beginning of socialization. The document also details the major developmental tasks in babyhood, such as physical, psychological, social, and language development. Additionally, it examines the play patterns of babies and potential hazards during the babyhood years, including physical, psychological, social, and family relationship risks.
This document defines visual impairment and describes various types of visual impairments including their causes and challenges they present in the classroom. It discusses identifying visual impairments and making educational provisions and accommodations for students with visual impairments, including decisions around placement, curriculum, implementation and use of tools and technology. The key types of visual impairments discussed are refractive errors (myopia, hyperopia, astigmatism), color blindness, retinal conditions (retinopathy of prematurity, macular degeneration), glaucoma, diabetic retinopathy, cataracts, amblyopia and strabismus.
Policies Of Pakistan Regarding Special Education & Special PeopleMrXpertKhan
The systematic care of persons with disabilities was brought into focus in Pakistan in the 1980’s with the observance of 1981 as the United Nations International Year Of Disabled Persons.
The need was then felt for their education, rehabilitation and care both by government and by private sector and a full-fledged National Policy on the subject.
Early childhood special education has evolved from fields like education, medicine, and psychology. Pioneers like Itard, Montessori, and Piaget influenced the recognition of individual learning needs and the importance of early experiences. Major laws like the IDEA, ADA, and NCLB established rights for students with disabilities and mandated inclusive services. Current trends reflect this legislation by focusing on family-centered, collaborative care within inclusive classrooms using evidence-based practices.
Special needs education has evolved over time from segregation of disabled students to inclusion. Historically, disabled individuals were often excluded from schools and institutions provided little education. Pioneers like Itard, Seguin, Montessori, and Decroly developed new educational approaches for disabled students. Concepts like normalization, least restrictive environment, and mainstreaming/inclusion have increased pressure on education systems to integrate students with their non-disabled peers to the maximum extent appropriate. International agreements like Salamanca have established the right of all children to inclusive education.
This document discusses development in late childhood between ages 8-12. It covers physical, cognitive, emotional, social and moral development. Key points include the importance of developing skills like reading/writing, socializing with peers, gaining independence, and developing a strong sense of self through interests, personality and relationships with family. The document also outlines potential psychological and physical hazards to watch for during this stage of growth.
This document outlines learning objectives and content for a chapter on learner differences and learning needs. It discusses theories of intelligence, including labeling students and measuring intelligence. It also covers creativity, learning styles, legal protections for students with disabilities or gifts, and addressing the needs of students with learning challenges or who are gifted. The content explores concepts like multiple intelligences, stereotypes around labeling, assessing creativity, and encouraging creativity in the classroom.
This document discusses intellectual disability, including definitions, classifications, prevalence, causes, assessment, management, and issues faced by children with intellectual disability in the MENA region. It provides details on the DSM-5 and ICD-11 classifications and describes the assessment process. It notes that intellectual disability is often co-occurring with other neurological or mental health conditions. The document also discusses prevention, early intervention, education, and support services that can help children with intellectual disability and their families.
This document discusses the key characteristics and developmental milestones of babyhood. It covers six main areas: motor development, speech development, understanding, emotional development, socialization, and moral development. Motor development progresses from head to toe and from the center of the body outward. Important motor milestones include rolling over, sitting up, crawling, cruising, pulling to stand, walking while holding on, and walking independently. Speech development starts with crying and cooing before advancing to babbling and first words. Social and emotional development involve forming attachments to caregivers and learning to interact with others. Moral development occurs as babies learn rules and codes of behavior from parents and peers.
The document discusses common difficulties that gifted students may face, such as perfectionism and masked disabilities, which can lead to underachievement. Perfectionism can prevent students from taking on challenges and cause problems in relationships. Masked disabilities occur when giftedness hides disabilities, like a gifted student also having ADHD. Underachievement can be situational or chronic, requiring different levels of support. The document provides resources for parents and educators to help gifted students struggling with these issues.
This document discusses socialization and play in early childhood. It outlines key patterns of socialization like parallel, associative, and cooperative play. Important social behaviors developed include imitation, empathy, and attachment. Unsocial behaviors are also described. Companions and leaders in early childhood are examined. Play is identified as a serious and influential part of development, with variations influenced by factors like intelligence, socioeconomic status, and motor skills. Common play activities are toy play, dramatization, construction, games, and media consumption.
This document provides information about multiple disabilities in children. It defines multiple disabilities as children having two or more disabling conditions that affect learning or life functions. The prevalence is estimated between 0.2 to 0.5 per 100 children. Causes include genetic, developmental, metabolic, prenatal/perinatal complications, accidents, and infections. Early assessment of areas like movement, vision/hearing, intelligence, and adaptive behavior is suggested. Characteristics include limited communication, difficulty with physical skills, forgetting skills over time, and needing support for activities. Suggested strategies include individualized learning, adaptive skills development, physical therapy, and alternative communication methods. A team-based approach is recommended. Effects can be developmentally devastating but addressed
WILD AND ISOLATED CHILD AND CRITICAL AGE ISSUErizqy94
The document discusses wild and isolated children and the critical age issue in language learning. It provides examples of children like Oxana Malaya, known as the "Ukrainian Dog Girl" who was found living with dogs in 1991 and still struggles with speech, and Sujit Kumar from Fiji who was raised by chickens in a coop and later learned some human behaviors through rehabilitation. The cases demonstrate how early deprivation from human contact and language can negatively impact development, especially language acquisition. The critical period hypothesis suggests there is an optimal age range for language exposure.
1) The document discusses key terms and concepts related to deaf culture and identity such as the differences between Deaf, deaf, hearing, and hard of hearing.
2) It outlines important aspects of deaf culture such as American Sign Language, etiquette, technology, education approaches, deaf clubs, and perspectives on music.
3) The document encourages keeping an open mind and imagining what it would be like to be deaf without language as a way to better understand the deaf experience.
The document discusses the basic needs of deaf people. It identifies 10 main needs: 1) to be understood through clear communication, 2) to be treated as individuals with rights and dignity, 3) to be held to the same performance standards as hearing people and given opportunities to develop their skills, 4) to be served by true professionals in all areas, 5) to be given adequate time for communication, 6) to be considered equals and integrated into society, 7) to achieve social maturity through interaction, 8) to have opportunities according to their abilities, 9) to be accepted as partners in programs and projects, and 10) to receive equal services and opportunities. The document emphasizes clear communication, respect, high expectations, professional support
The document summarizes four historical models of disability:
1) The Charity Model (early 20th century) viewed people with disabilities (PWDs) as victims to be pitied and cared for through charity.
2) The Medical Model (mid-20th century) saw disability as a medical problem caused by disease or injury, focusing on curing or rehabilitating the individual.
3) The Social Model (late 20th century) defined disability as the result of social and environmental barriers rather than medical impairments. The response was to remove barriers through universal design.
4) The Human Rights Model (late 20th to 21st century) is based on equal opportunities and empowerment of
Dyslexia is a neurological condition that impairs a person's ability to read, write, and spell. It is caused by genetic anomalies in areas of the brain related to language processing. There are several proposed models to explain dyslexia, including a phonological model which argues dyslexics have an impaired ability to connect letters to sounds, preventing word identification and comprehension. Dyslexia is diagnosed through tests that evaluate a person's reading ability compared to their intelligence. Treatments focus on strengthening weaknesses, such as using multisensory techniques to help connect letters to sounds. There is no cure for dyslexia, but treatment plans involving specialized instruction can help dyslexic individuals learn compensatory strategies.
This document discusses physical disabilities and provides biographies of famous disabled people including Stephen Hawking, Helen Keller, and Ludwig van Beethoven. It defines disability as a physical or mental impairment that hinders normal achievement. Stephen Hawking was diagnosed with ALS but continued his work as a physicist despite being paralyzed. Helen Keller contracted an illness as a baby that left her deaf and blind, but she learned to communicate and graduated from college. Beethoven began losing his hearing in his late 20s and became completely deaf but continued composing renowned music.
The document discusses the cultural deprivation theory of underachievement in education. It outlines theories that posited middle class children performed better in school because their culture emphasized deferred gratification and long-term goals, while working class culture focused on immediate needs due to their occupations. Critics argued this theory blamed working class parents and culture rather than examining school culture and prejudice. The document also examines Sugarman's concepts of working class culture and criticisms of the cultural deprivation theory and compensatory education programs.
This document discusses babyhood development from ages 1-2 years. It covers physical, cognitive, emotional, social, and moral development during this period. Key points include rapid growth, increasing independence and mobility, establishment of eating/sleep habits, early socialization including attachment to caregivers, and learning fundamental skills like basic speech and motor control. Hazards during babyhood like illness, accidents, malnutrition, lack of stimulation or affection are also outlined.
Babyhood: meaning, characterictics and hazardsAtul Thakur
This document discusses babyhood, which refers to the first 2 years of life after infancy. It outlines the key characteristics of babyhood, including rapid growth and development, decreasing dependency, increased individuality, and the beginning of socialization. The document also details the major developmental tasks in babyhood, such as physical, psychological, social, and language development. Additionally, it examines the play patterns of babies and potential hazards during the babyhood years, including physical, psychological, social, and family relationship risks.
This document defines visual impairment and describes various types of visual impairments including their causes and challenges they present in the classroom. It discusses identifying visual impairments and making educational provisions and accommodations for students with visual impairments, including decisions around placement, curriculum, implementation and use of tools and technology. The key types of visual impairments discussed are refractive errors (myopia, hyperopia, astigmatism), color blindness, retinal conditions (retinopathy of prematurity, macular degeneration), glaucoma, diabetic retinopathy, cataracts, amblyopia and strabismus.
Policies Of Pakistan Regarding Special Education & Special PeopleMrXpertKhan
The systematic care of persons with disabilities was brought into focus in Pakistan in the 1980’s with the observance of 1981 as the United Nations International Year Of Disabled Persons.
The need was then felt for their education, rehabilitation and care both by government and by private sector and a full-fledged National Policy on the subject.
Early childhood special education has evolved from fields like education, medicine, and psychology. Pioneers like Itard, Montessori, and Piaget influenced the recognition of individual learning needs and the importance of early experiences. Major laws like the IDEA, ADA, and NCLB established rights for students with disabilities and mandated inclusive services. Current trends reflect this legislation by focusing on family-centered, collaborative care within inclusive classrooms using evidence-based practices.
Special needs education has evolved over time from segregation of disabled students to inclusion. Historically, disabled individuals were often excluded from schools and institutions provided little education. Pioneers like Itard, Seguin, Montessori, and Decroly developed new educational approaches for disabled students. Concepts like normalization, least restrictive environment, and mainstreaming/inclusion have increased pressure on education systems to integrate students with their non-disabled peers to the maximum extent appropriate. International agreements like Salamanca have established the right of all children to inclusive education.
This document discusses development in late childhood between ages 8-12. It covers physical, cognitive, emotional, social and moral development. Key points include the importance of developing skills like reading/writing, socializing with peers, gaining independence, and developing a strong sense of self through interests, personality and relationships with family. The document also outlines potential psychological and physical hazards to watch for during this stage of growth.
This document outlines learning objectives and content for a chapter on learner differences and learning needs. It discusses theories of intelligence, including labeling students and measuring intelligence. It also covers creativity, learning styles, legal protections for students with disabilities or gifts, and addressing the needs of students with learning challenges or who are gifted. The content explores concepts like multiple intelligences, stereotypes around labeling, assessing creativity, and encouraging creativity in the classroom.
This document discusses intellectual disability, including definitions, classifications, prevalence, causes, assessment, management, and issues faced by children with intellectual disability in the MENA region. It provides details on the DSM-5 and ICD-11 classifications and describes the assessment process. It notes that intellectual disability is often co-occurring with other neurological or mental health conditions. The document also discusses prevention, early intervention, education, and support services that can help children with intellectual disability and their families.
This document discusses the key characteristics and developmental milestones of babyhood. It covers six main areas: motor development, speech development, understanding, emotional development, socialization, and moral development. Motor development progresses from head to toe and from the center of the body outward. Important motor milestones include rolling over, sitting up, crawling, cruising, pulling to stand, walking while holding on, and walking independently. Speech development starts with crying and cooing before advancing to babbling and first words. Social and emotional development involve forming attachments to caregivers and learning to interact with others. Moral development occurs as babies learn rules and codes of behavior from parents and peers.
The document discusses common difficulties that gifted students may face, such as perfectionism and masked disabilities, which can lead to underachievement. Perfectionism can prevent students from taking on challenges and cause problems in relationships. Masked disabilities occur when giftedness hides disabilities, like a gifted student also having ADHD. Underachievement can be situational or chronic, requiring different levels of support. The document provides resources for parents and educators to help gifted students struggling with these issues.
This document discusses socialization and play in early childhood. It outlines key patterns of socialization like parallel, associative, and cooperative play. Important social behaviors developed include imitation, empathy, and attachment. Unsocial behaviors are also described. Companions and leaders in early childhood are examined. Play is identified as a serious and influential part of development, with variations influenced by factors like intelligence, socioeconomic status, and motor skills. Common play activities are toy play, dramatization, construction, games, and media consumption.
This document provides information about multiple disabilities in children. It defines multiple disabilities as children having two or more disabling conditions that affect learning or life functions. The prevalence is estimated between 0.2 to 0.5 per 100 children. Causes include genetic, developmental, metabolic, prenatal/perinatal complications, accidents, and infections. Early assessment of areas like movement, vision/hearing, intelligence, and adaptive behavior is suggested. Characteristics include limited communication, difficulty with physical skills, forgetting skills over time, and needing support for activities. Suggested strategies include individualized learning, adaptive skills development, physical therapy, and alternative communication methods. A team-based approach is recommended. Effects can be developmentally devastating but addressed
WILD AND ISOLATED CHILD AND CRITICAL AGE ISSUErizqy94
The document discusses wild and isolated children and the critical age issue in language learning. It provides examples of children like Oxana Malaya, known as the "Ukrainian Dog Girl" who was found living with dogs in 1991 and still struggles with speech, and Sujit Kumar from Fiji who was raised by chickens in a coop and later learned some human behaviors through rehabilitation. The cases demonstrate how early deprivation from human contact and language can negatively impact development, especially language acquisition. The critical period hypothesis suggests there is an optimal age range for language exposure.
1) The document discusses key terms and concepts related to deaf culture and identity such as the differences between Deaf, deaf, hearing, and hard of hearing.
2) It outlines important aspects of deaf culture such as American Sign Language, etiquette, technology, education approaches, deaf clubs, and perspectives on music.
3) The document encourages keeping an open mind and imagining what it would be like to be deaf without language as a way to better understand the deaf experience.
Presentation Hospitals and Hearing LossColeen Cook
Hospitals are still risky places for deaf patients due to communication barriers that can lead to medical errors and adverse health outcomes. About 9% of Americans have hearing loss, and hospitals are legally required to provide accommodations like sign language interpreters, written materials, and assistive devices. However, many hospitals remain unprepared and their staff is not properly trained, resulting in higher costs from preventable medical mishaps and lawsuits. As the number of deaf Americans grows with the aging population, especially baby boomers, hospitals must improve access to avoid violations of the Americans with Disabilities Act and provide safe, effective care for all patients.
1) The document discusses several cases of "wild" or isolated children who were discovered and attempts were made to teach them language, including Victor, Genie, Isabelle, Helen Keller, Oxana, and Edik.
2) It analyzes factors like the age of first language exposure, extent of trauma, and availability of social support that affected each child's ability to learn and develop language skills.
3) While Isabelle and Helen learned language relatively well despite early deprivations, others like Victor, Genie and Chelsea made limited progress, sparking debates around whether there is a critical period for acquiring first language abilities.
This document discusses techniques for counseling patients about hearing loss and fitting hearing aids. It emphasizes presenting an accurate portrayal of a patient's residual hearing ability by mapping their auditory area using thresholds and supra-threshold testing. This identifies the areas of permanent hearing loss and stimulates the remaining areas with hearing aids to provide realistic expectations of improved hearing without exceeding discomfort levels. The goal is for patients to understand the extent of their loss and be satisfied with the benefits of amplification.
The document discusses the anatomy and physiology of the ear. It describes the external, middle, and inner ear structures. The external ear collects sound waves. The middle ear contains the tympanic membrane and ossicles that transmit sound to the inner ear. The inner ear contains the cochlea for hearing and vestibular system for balance. It also discusses different types of hearing loss including conductive, sensorineural, and mixed. Common causes and treatments are provided for different types of hearing impairment such as otosclerosis, Meniere's disease, and tinnitus. Diagnostic tests including audiometry and tuning fork tests are also summarized.
The document discusses the anatomy and function of the human ear. It describes the three main parts of the ear - the outer, middle, and inner ear. The outer ear collects sound waves and directs them through the auditory canal to the eardrum. The middle ear contains three small bones that transmit vibrations from the eardrum to the inner ear. The inner ear contains the cochlea for hearing and semicircular canals for balance. It also discusses common ear ailments like infections and deafness. Proper ear care is outlined, and the story of Helen Keller is summarized as an example of overcoming challenges without senses of sight and hearing.
The document provides an overview of definitions, causes, challenges, and educational approaches related to deafness and hearing loss. It defines deaf and hard of hearing according to IDEA and discusses the debate around oral vs. manual communication methods. The document also summarizes prevalence data, the importance of early identification, challenges associated with hearing loss, and strategies for teaching students with hearing impairments.
Sensation and perception involve two processes - sensation, which is the detection of stimuli by the senses, and perception, which is the interpretation and organization of sensory information. Sensation occurs through sensory receptors in organs like the eyes, ears, and skin that detect stimuli and transmit neural signals. Perception involves higher-level cognitive processes in the brain that allow us to understand and make sense of sensory information. The document provides details on the sensory systems for vision, hearing, smell, taste, and touch and how stimuli are detected and transmitted by receptors in each system to be perceived.
The ear consists of the external, middle, and inner ear. The inner ear contains the cochlea, which is spiral-shaped and divided into three fluid-filled sections. Within the cochlea lies the organ of Corti, which transforms sound waves into neural signals. These signals travel through the cochlear nerve and into the brainstem and auditory cortex for processing. Hearing impairment can result from various causes that can be identified on imaging studies, including otitis media, cholesteatoma, fractures of the petrous bone, acoustic neuromas, and more. Treatment options depend on the underlying cause and may include surgery or use of a cochlear implant.
The human ear is divided into three parts: the outer, middle, and inner ear. The outer ear collects sound waves and directs them through the auditory canal to the eardrum. The middle ear contains three small bones (hammer, anvil, stirrup) that transmit vibrations from the eardrum to the inner ear. The inner ear contains the cochlea, which converts sound vibrations into electrical signals that are sent to the brain via the auditory nerve, allowing humans to perceive sound.
Here are the key steps an audiologist would take to help Lily and her family:
1. The doctor would refer Lily to an audiologist for hearing tests to determine the severity and type of her hearing loss.
2. The audiologist would perform behavioral and objective tests to assess Lily's hearing ability and identify if she has a partial, mild, severe or profound hearing loss.
3. If needed, the audiologist would fit Lily for hearing aids and work with the family to help Lily gradually adjust to using the aids. This would require periodic follow-ups to monitor progress.
4. The audiologist can provide guidance on communication strategies and connect the family to additional
The document provides tips for writing content for websites, including structuring text in an inverted pyramid style, employing a conversational tone, using active voice, utilizing action verbs, writing with fewer words, including one idea per paragraph, providing specific useful information, using clear headings and subheadings, formatting text appropriately, and proofreading for consistent style and correct grammar. The tips are intended to help writers adapt their work for the web in a way that is engaging, concise and easy for readers to understand and navigate.
Biokeyz is a technology company that holds the license for an advanced analysis technology in Southeast Asia called Bio-Photonic. Bio-Photonic can provide a comprehensive analysis of a person's health, intelligence, and psychological profiles using only a few strands of hair, fingernails, saliva, finger and palm scans. The analysis utilizes sampling and database techniques from the US, Germany, Russia, China, and other sources. It provides a non-invasive way to understand oneself and one's children at a deeper level in order to unlock their full potential and maximize their health, education, career opportunities, and relationships.
This document summarizes key facts about aging, mental health, and health care disparities among minority populations:
- Minorities will be the fastest growing elderly population but face greater barriers to accessing mental health services and higher risks of diseases like Alzheimer's and vascular dementia.
- Barriers include lack of knowledge about dementia, cultural beliefs that view it as normal aging, difficulty navigating the healthcare system, and mistrust of formal care.
- To address disparities, providers should develop cultural competence, communicate effectively with caregivers, provide education tailored to different cultures, and encourage research participation among minorities. Developing an understanding of diverse cultural and linguistic needs is important.
Successful Multi Generational Volunteer ProgramsKCCVS
This document summarizes information about multi-generational volunteer programs. It discusses the characteristics and defining experiences of four generations: the Silent/Veteran Generation, Baby Boomers, Generation X, and Generation Y/Nexters. It then provides tips for volunteer management, including recruitment strategies, screening, and placement of volunteers from different generations. The rest of the document outlines national service programs in the United States like AmeriCorps, Senior Corps, and Learn and Serve America. It discusses changes to these programs under the 2009 Serve America Act.
The document discusses the 1985 biographical film Mask, which depicts the life of Rocky Dennis who suffered from Craniodiaphyseal dysplasia resulting in an abnormal skull shape. Despite his medical condition and coming from a dysfunctional family, Rocky pursued his dreams. The film shows how Rocky forms a relationship with Diana, who is blind, and how her heightened senses allow her to understand people without sight. Diana is able to feel Rocky's face and ride a horse despite her blindness, showing her strong adaptive abilities despite her disability.
This document discusses children's rights and an event held by students at The Winchester School in Jebel Ali to raise awareness about children's rights. It provides information on the UN Convention on the Rights of the Child, which established specific rights for children, as well as examples of rights violations children still face around the world. The event included activities where students memorized and discussed children's rights, ranked their importance, and considered responsibilities that come with ensuring each right. The goal was to support children whose rights are being neglected and give them the lives they deserve.
Failure to Launch is a subject I recently addressed at the Innovations in Recovery Conference in April 2016.
According to Psychology Today, the term “failure to launch,” is an increasingly popular way to describe the difficulties some young adults face when transitioning into the next phase of development—a stage which involves greater independence and responsibility. Although this is how it is commonly thought of in industry, from my experience the seedling for this phenomena may have been planted in the early teen and young adult years by over-anxious and well-meaning parents (often called helicopter parents) who wanted a life much easier than they experienced for their offspring.
The effects of FTL can be clearly observed in 49-50-60 and, yes, even 70 years-old individuals who are in need of behavioral health care interventions. These individuals often still live at home or are supported by their parents and do not work. Even if they have been married and have children, they still act as if they were a child and take little responsibility for their financial well-being. My hope is that you find this presentation helpful as we work to reach this fascinating population!
Marion Steff (April 2013). Inequalities and the Voices of the Marginalised studySightsavers
This document summarizes a study on inequalities faced by older people and people with disabilities. It discusses how these groups were not included in the Millennium Development Goals and outlines the scale of disabilities and an aging population worldwide. The study aimed to gather voices of marginalized groups in Bangladesh to understand exclusion and identify actions to promote inclusion in a post-2015 framework. Peer researchers with disabilities participated and provided feedback on gaining skills but also difficulties communicating with some groups. The study will inform advocacy for a rights-based post-2015 framework that promotes participation, data disaggregation, monitoring, and universal social protection.
This document discusses providing culturally competent services to GLBTTIQQ (gay, lesbian, bisexual, transgender, transsexual, intersex, queer, and questioning) clients. It covers topics like understanding key terms, developing cultural competency, assessing for risks and needs of GLBTTIQQ clients, counseling approaches, working with families, making appropriate referrals, and advocating for GLBTTIQQ clients and employees. The goal is for organizations and professionals to be respectful, knowledgeable, and able to meet the needs of GLBTTIQQ individuals.
This document summarizes an intervention program in Kenya that provides psychosocial support to orphans and vulnerable children living in the Korogocho slum of Nairobi. It describes the challenges these children face, such as providing for their families or caring for sick parents, and the trauma of losing parents. The intervention includes behavior formation and change programs for children aged 8-18, as well as caregiver training. Activities like art therapy, games, and group discussions help children grieve and develop life skills. Evaluations found the programs helped children process grief and set goals, though transitioning back to the slums was difficult. Recommendations include continued evaluation and cooperation between organizations.
This document discusses disability ministry and provides information about starting a ministry to support those with disabilities. It notes that disability ministry aims to meet the needs of people with disabilities who often feel unwelcome or undervalued in the church. Approximately 1 in 5 Americans have some type of disability. The document then provides statistics on various disabilities in the US and discusses why churches should establish disability ministries to be more inclusive. It also addresses common needs and challenges faced by those with disabilities and their families.
This document provides information for prospective foster parents through Dungarvin, a national organization committed to foster care and services for those with developmental disabilities. It outlines Dungarvin's mission to respect individuals' choices and provide a safe environment for children. The document discusses what is expected of foster parents, the application and training process, and support offered by Dungarvin to make the right placement match for children's needs.
Nursing Shortage - PHDessay.com. (PDF) The causes and consequences of nursing shortages: A helicopter .... The Issue Of Nurse Shortage: [Essay Example], 1469 words GradesFixer. Free Nurses Shortage in the US Sample Essay.docx - Free Nurses Shortage .... Custom Essay | amazonia.fiocruz.br. Nursing Shortage Essay Sample: What Steps Can We Take? - Blog | GPALabs.com. The Implications of Nursing Shortage - Free Essay Example - 1357 Words .... Nursing Shortage Essay Example | Topics and Well Written Essays - 1250 .... Definition Of Nursing Shortage By World Health Organization - Doctor Heck. The Nurse Shortage - Dubuque - 1987 - AORN Journal - Wiley Online Library. Essay about nursing shortage. Nursing Shortage Essay. Nurse Practitioner Essay – Telegraph. Nurse Staffing Shortage Research Paper Example | Topics and Well .... The Issue of Nursing Shortage Essay Example | Topics and Well Written .... “Nursing Shortage in the Healthcare” Essay for Free - Special-Essays.com.
This document discusses diversity and sensitivity in the classroom. It provides information on cultural competence for educators, highlighting the importance of valuing diversity, self-assessment, managing differences, acquiring cultural knowledge, and adapting to student diversity. The document outlines a range of student backgrounds that may affect learning, from poverty and disability to affluence and nurturing home life. It emphasizes that educators must recognize both unique student differences and commonalities to teach effectively in a cross-cultural environment.
Hearing Parents Deaf Children RelationshipJoy Cristal
This is a presentation done on September 11, 2009 at the CAP College,(Makati) for the Deaf where more than 60 parents of college-age Deaf students attended
The Triple R Volunteer Corps utilizes disabled volunteers to provide over 160,000 hours of community service annually. The Corps has over 780 unduplicated volunteers, with 100% having a disability. Volunteers help at organizations like animal shelters, nursing homes, food banks, and with park beautification projects. Utilizing disabled volunteers benefits both the volunteers and organizations by promoting inclusion, diversity, and meaningful roles for people with disabilities.
The Triple R Volunteer Corps utilizes disabled volunteers to complete various community service activities. The Corps has over 780 volunteers, 100% of whom are disabled, and they contribute over 160,000 volunteer hours annually. Volunteering benefits the disabled by improving mental health and self-esteem while allowing them to contribute to their community. The presentation outlines best practices for organizations in recruiting and supporting disabled volunteers, including ensuring physical and communication accessibility and providing disability awareness training.
The Triple R Volunteer Corps utilizes disabled volunteers to complete various community service activities. The Corps has over 780 volunteers, 100% of whom are disabled, and they contribute over 160,000 volunteer hours annually. The presentation discusses the importance of inclusive volunteerism and providing accommodations to allow people with disabilities to volunteer. It provides tips for organizations on recruiting and retaining disabled volunteers, such as ensuring physical accessibility, clear communication, and disability awareness training for staff.
Breast cancer: Post menopausal endocrine therapyDr. Sumit KUMAR
Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
Diagnosis and Staging
The diagnosis of HR+ breast cancer begins with clinical evaluation, imaging, and biopsy. Imaging modalities such as mammography, ultrasound, and MRI help in assessing the extent of the disease. Histopathological examination and immunohistochemical staining of the biopsy sample confirm the diagnosis and hormone receptor status by identifying the presence of estrogen receptors (ER) and progesterone receptors (PR) on the tumor cells.
Staging involves determining the size of the tumor (T), the involvement of regional lymph nodes (N), and the presence of distant metastasis (M). The American Joint Committee on Cancer (AJCC) staging system is commonly used. Accurate staging is critical as it guides treatment decisions.
Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
Selective Estrogen Receptor Modulators (SERMs): Tamoxifen is a SERM that binds to estrogen receptors, blocking estrogen from stimulating breast cancer cells. It is effective but may have side effects such as increased risk of endometrial cancer and thromboembolic events.
Aromatase Inhibitors (AIs): These drugs, including anastrozole, letrozole, and exemestane, lower estrogen levels by inhibiting the aromatase enzyme, which converts androgens to estrogen in peripheral tissues. AIs are generally preferred in postmenopausal women due to their efficacy and safety profile compared to tamoxifen.
Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
Are you looking for a long-lasting solution to your missing tooth?
Dental implants are the most common type of method for replacing the missing tooth. Unlike dentures or bridges, implants are surgically placed in the jawbone. In layman’s terms, a dental implant is similar to the natural root of the tooth. It offers a stable foundation for the artificial tooth giving it the look, feel, and function similar to the natural tooth.
NAVIGATING THE HORIZONS OF TIME LAPSE EMBRYO MONITORING.pdfRahul Sen
Time-lapse embryo monitoring is an advanced imaging technique used in IVF to continuously observe embryo development. It captures high-resolution images at regular intervals, allowing embryologists to select the most viable embryos for transfer based on detailed growth patterns. This technology enhances embryo selection, potentially increasing pregnancy success rates.
Promoting Wellbeing - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Travel vaccination in Manchester offers comprehensive immunization services for individuals planning international trips. Expert healthcare providers administer vaccines tailored to your destination, ensuring you stay protected against various diseases. Conveniently located clinics and flexible appointment options make it easy to get the necessary shots before your journey. Stay healthy and travel with confidence by getting vaccinated in Manchester. Visit us: www.nxhealthcare.co.uk
These lecture slides, by Dr Sidra Arshad, offer a simplified look into the mechanisms involved in the regulation of respiration:
Learning objectives:
1. Describe the organisation of respiratory center
2. Describe the nervous control of inspiration and respiratory rhythm
3. Describe the functions of the dorsal and respiratory groups of neurons
4. Describe the influences of the Pneumotaxic and Apneustic centers
5. Explain the role of Hering-Breur inflation reflex in regulation of inspiration
6. Explain the role of central chemoreceptors in regulation of respiration
7. Explain the role of peripheral chemoreceptors in regulation of respiration
8. Explain the regulation of respiration during exercise
9. Integrate the respiratory regulatory mechanisms
10. Describe the Cheyne-Stokes breathing
Study Resources:
1. Chapter 42, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 36, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 13, Human Physiology by Lauralee Sherwood, 9th edition
Nano-gold for Cancer Therapy chemistry investigatory projectSIVAVINAYAKPK
chemistry investigatory project
The development of nanogold-based cancer therapy could revolutionize oncology by providing a more targeted, less invasive treatment option. This project contributes to the growing body of research aimed at harnessing nanotechnology for medical applications, paving the way for future clinical trials and potential commercial applications.
Cancer remains one of the leading causes of death worldwide, prompting the need for innovative treatment methods. Nanotechnology offers promising new approaches, including the use of gold nanoparticles (nanogold) for targeted cancer therapy. Nanogold particles possess unique physical and chemical properties that make them suitable for drug delivery, imaging, and photothermal therapy.
Travel Clinic Cardiff: Health Advice for International TravelersNX Healthcare
Travel Clinic Cardiff offers comprehensive travel health services, including vaccinations, travel advice, and preventive care for international travelers. Our expert team ensures you are well-prepared and protected for your journey, providing personalized consultations tailored to your destination. Conveniently located in Cardiff, we help you travel with confidence and peace of mind. Visit us: www.nxhealthcare.co.uk
low birth weight presentation. Low birth weight (LBW) infant is defined as the one whose birth weight is less than 2500g irrespective of their gestational age. Premature birth and low birth weight(LBW) is still a serious problem in newborn. Causing high morbidity and mortality rate worldwide. The nursing care provide to low birth weight babies is crucial in promoting their overall health and development. Through careful assessment, diagnosis,, planning, and evaluation plays a vital role in ensuring these vulnerable infants receive the specialize care they need. In India every third of the infant weight less than 2500g.
Birth period, socioeconomical status, nutritional and intrauterine environment are the factors influencing low birth weight
1. Counseling: Needs of the Deaf,Counseling: Needs of the Deaf,
Challenges for CounselorsChallenges for Counselors
Presenter:Presenter:
Joy L. Cristal, M.A.,R.G.C.Joy L. Cristal, M.A.,R.G.C.
joycristal@gmail.comjoycristal@gmail.com
7th
Convention on Deaf Education
May 19-21,2010 Teachers Camp, Baguio city
2. Introduction: A Deaf Child Growing in aIntroduction: A Deaf Child Growing in a
Unique EnvironmentUnique Environment
The Hearing
Family
The Hearing
Community
The Deaf Community
DEAF CHILD
3. Deaf World
The two worlds interact- the smaller world of deaf
minority where visual communication plays a vital
role & the world of speech & sounds of the
dominant & larger hearing community.
Hearing World
A deaf child is caught between two worlds.
4. The Present Scenario in Providing Mental HealthThe Present Scenario in Providing Mental Health
Services to Deaf PeopleServices to Deaf People
More than
20 million
Deaf & Hard of
Hearing
individuals
Needing mental
Health services,
yet
only 2 % of these
Individuals
Receive
appropriate
Treatment.
(Murray,2009)
Deaf children
have higher
rates of sexual
abuse but
treatment services
are inadequate
(National Child
Traumatic Stress
Network (2004).
PHILIPPINES (? )
No solid data on
Mental Health Services
for the Deaf
5. Counseling Services in theCounseling Services in the
PhilippinesPhilippines
How many
skilled
Counselors
(for the Deaf)
do we have?
How many
skilled
Deaf
counselors
Do we have?
How many
schools (public)
Have counselors
Competent to
Help deaf clients?
How many
schools
(private) have
Competent
Counselors
To help
deaf clients
NO SOLID DATA (NO RESEARCH)
BUT WE KNOW THERE ARE VERY FEW
COUNSELORS AND EXISTING GUIDANCE AND
COUNSELING SERVICES FOR THE DEAF.
6. Do deaf people need counselors andDo deaf people need counselors and
guidance and counseling services?guidance and counseling services?
YES
Deaf people are people
first and foremost with
similar problems to
Hearing people
(Napier & Corner, 2004:208)
Deaf children are at risk
of eveloping
mental health difficulties
due to being deaf in a
hearing-oriented society.
(Hindley & Kitson, 2001)
7. Do deaf people need counselors andDo deaf people need counselors and
guidance and counseling services?guidance and counseling services?
YES
Reports, experience
and the felt need to
expand the work of
non-government
Organizations providing
Formation and free counseling
Services to deaf people
ANECDOTES/STORIES
Experience of
deaf people
parents and teachers
8. Do deaf people need counselors andDo deaf people need counselors and
guidance and counseling services?guidance and counseling services?
PROFILE OF RESPONDENTS (SIGNERS)PROFILE OF RESPONDENTS (SIGNERS)
Ages:Ages: 18-44 yrs. Old18-44 yrs. Old
(64% 18-23 yrs. old)(64% 18-23 yrs. old)
Gender:Gender: Female = 64%Female = 64%
Male = 21%Male = 21%
Lesbian = 3 %Lesbian = 3 %
Gay = 11%Gay = 11%
Status:Status: Studying = 71.43 %Studying = 71.43 %
Working = 20%Working = 20%
Both = 7 %Both = 7 %
Idle = 1.43%Idle = 1.43%
YES
FROM THE
(partial) RESULTS
OF AN ON-GOING
SURVEY ON
GUIDANCE AND
COUNSELING NEEDS
of the
FILIPINO DEAF
(Cristal,2010)
9. Do deaf children in elementary schoolsDo deaf children in elementary schools
need counseling services?need counseling services?
RESPONSES of DEAF ADULTSRESPONSES of DEAF ADULTS
YESYES 73%73%
NONO 23%23%
No AnswerNo Answer 4%4%
10. Reasons Given by RespondentsReasons Given by Respondents
1. *1. * Communication problems with parentsCommunication problems with parents
2. Need to understand Deaf life and2. Need to understand Deaf life and
cultureculture
3. Need to deal w/ initial problems3. Need to deal w/ initial problems
4. Development Needs: *4. Development Needs: *socio-emotionalsocio-emotional
adjustmentadjustment, *, * self-confidenceself-confidence behaviorbehavior
changechange
5. *5. *Abuse-related issuesAbuse-related issues: abuse: abuse
experience, disclosing secrets aboutexperience, disclosing secrets about
abuse; personal safety and self-protectionabuse; personal safety and self-protection
* Issues most frequently encountered by Ms. Cristal in her professional practice
11. Do deaf high school students needDo deaf high school students need
counseling services in school?counseling services in school?
RESPONSES of DEAF ADULTSRESPONSES of DEAF ADULTS
YESYES 94 %94 %
NONO 3 %3 %
No AnswerNo Answer 3 %3 %
12. Reasons Given by RespondentsReasons Given by Respondents
1. Development issues:1. Development issues: **identity searchidentity search, self-awareness,, self-awareness,
**self-confidenceself-confidence, right attitudes, sense of responsibility,, right attitudes, sense of responsibility,
self-discipline, *self-discipline, *sexualitysexuality, *, *awareness aboutawareness about Deaf life andDeaf life and
cultureculture, values education., values education.
2. Dealing with problems:2. Dealing with problems: interpersonal conflicts, *interpersonal conflicts, *familyfamily
problems,problems, **communicationcommunication gap with parents,gap with parents, oppressiveoppressive
situations, teenage pregnancy, fraternitysituations, teenage pregnancy, fraternity
3. Learning skills:3. Learning skills: problem-solving, decision-making,problem-solving, decision-making,
independence/autonomyindependence/autonomy
4. Need for Information:4. Need for Information: college life, career opportunitiescollege life, career opportunities
for the Deaf, knowing future challengesfor the Deaf, knowing future challenges
* Issues most frequently encountered by Ms. Cristal in her professional practice.
13. Do deaf college students need counselingDo deaf college students need counseling
services in school?services in school?
RESPONSES of DEAF ADULTSRESPONSES of DEAF ADULTS
YESYES 97 %97 %
NONO 0 %0 %
No AnswerNo Answer 3 %3 %
14. ReasonsReasons
1. Development issues:1. Development issues: self-awareness, *self-awareness, * self-esteemself-esteem,,
attitude change;attitude change;
2. Learning skills:2. Learning skills: **problem-solvingproblem-solving, leadership,, leadership,
**assertivenessassertiveness, stress-management, goal-setting;, stress-management, goal-setting;
3. Career:3. Career: **opportunities for deaf peopleopportunities for deaf people, life challenges,, life challenges,
learning about work, marriage, family;learning about work, marriage, family;
4. Academic:4. Academic: **improve motivation and achievementimprove motivation and achievement
* Issues most frequently encountered by Ms. Cristal in her professional practice.
15. Reasons (FROM DEAF RESPONDENTS)Reasons (FROM DEAF RESPONDENTS)
Why Deaf People Need Counselors &Why Deaf People Need Counselors &
Guidance and Counseling ServicesGuidance and Counseling Services
THREE
MAJOR THEMES
DEAF PEOPLE
NEED
T0 DEAL WITH
PROBLEMS
WITH
HEARING
FAMILIES.
DEAF CHILDREN
AND YOUTH
NEED SUPPORT
FOR THEIR
DEVELOPMENT
ISSUES.
DEAF PEOPLE
NEED TO
LEARN CERTAIN
SKILLS AND KNOW
SOME
INFORMATION.
Lack of
COMMUNICATION &
Lack of AWARENESS
about the uniqueness
of the Deaf (culture)
•IDENTITY SEARCH
•POOR SELF-
CONCEPT
•-LACK SELF-
CONFIDENCE
•LOW SELF-ESTEEM
PROBLEM-SOLVING
17. Deafness has an impact on the family as wellDeafness has an impact on the family as well
as on the deaf child.as on the deaf child.
(Koester & Meadow-Orlans, 1990)(Koester & Meadow-Orlans, 1990)
COMMUNICATION
BARRIER
90 % of deaf children are born to
hearing parents with no knowledge
about deafness (Moores, 2001a
Poor self-image
Low self-esteem
Isolated
18. Every family with a deafEvery family with a deaf
child goes throughchild goes through
emotional adjustmentemotional adjustment
starting even at thestarting even at the
moment of meremoment of mere
suspicion of having asuspicion of having a
deaf childdeaf child..
Hearing families of deaf
children need support,
information and
awareness to deal with
the
consequences of
deafness.
19. The adjustment process is often described inThe adjustment process is often described in
terms akin to the stages of grief and dying thatterms akin to the stages of grief and dying that
Kubler-Ross first identified in 1969.Kubler-Ross first identified in 1969.
(Schirmer, 2001)(Schirmer, 2001)
WHAT
SHOULD I
DO to HELP
MY
DEAF
CHILD?
Why is my
child deaf?
“Sayang… deaf
sya…”
EXPERIENCES OF HEARING PARENTS
20. The Typical Experience of a DevelopingThe Typical Experience of a Developing
Deaf Child in a Hearing FamilyDeaf Child in a Hearing Family
D
E
A
F
HEARING
PARENTS &
SIBLINGS
PREDOMINANTLY
HEARING-SPEAKING
SOCIETY
DEAF
COMMUNITYMENTAL HEALTH DIFFICULTIES DUE to:
1) POOR SELF-IMAGE and IDENTITY
as deaf;
2) Not being part of Deaf culture
(Hindley & Kitson, 2001)
MARGINALIZED
Isolated &
Misunderstood
A Search for and A
Long Journey
Towards the Deaf
Community
21. The Deaf & the Hearing CommunityThe Deaf & the Hearing Community
DEAF
HEARING
FAMILY
HEARING COMMUNITY
The Hearing Person’s Bias
-Hearing people’s definition
& view of deafness & deaf
people;
-Hearing prescriptions on
deaf people;
-Maintain strong myths &
misconceptions about
deafness & deaf people;
-Incidence of discrimination
& abuse of deaf people;Stressed in a hearing environment;
Handicapped by the environment designed
for hearing people.
22. Establishing goodEstablishing good
self-image, identityself-image, identity
and links with deafand links with deaf
culture are seen toculture are seen to
protect againstprotect against
poor mental health.poor mental health.
(Yetman, 2002)(Yetman, 2002)
HOW IMPORTANT
IS SIGN
LANGUAGE
AND DEAF
CULTURE TO
THE MENTAL
HEALTH OF DEAF
PEOPLE?
23. Deaf culture is very real in the life of deaf people.Deaf culture is very real in the life of deaf people.
Individuals who are Deaf, like members of other cultural minorities, compose a
distinct cultural community that shares “ a common language (i.e. a natural sign
language), history, arts, beliefs, mores, behavior patters, and social institutions.
(Smith & Rush, 2007:232; cited by Whyte & Guifrida,2008)
24. Perspective on Counseling Deaf People asPerspective on Counseling Deaf People as
CROSS-CULTURAL COUNSELINGCROSS-CULTURAL COUNSELING
HEARING COUNSELOR DEAF CLIENT
Interpersonal interaction
& communication
Hearing Culture Deaf Culture
Need: Accurate/appropriate
sending/receiving of verbal/
nonverbal messages …
(Sue,1981)
Understand the life experiences/context
and worldviews of the Deaf and
communicate in the language that deaf clients
understand & most comfortable with
25. Only in learning about Deaf cultureOnly in learning about Deaf culture
and community can mental healthand community can mental health
professional appropriately serve theprofessional appropriately serve the
deaf population. (Radler, 1999)deaf population. (Radler, 1999)
26. DEAF CLIENTCOUNSELOR
1.Consider the diversity of deaf people
(including Deaf Culture;
2. BUT Careful not to generalize the deaf
community as one culture;
3. Utilize techniques/approaches based on the
realities of deaf life;
4. Respond to the communication needs of
deaf clients. (Become a fluent signer .)
27. Look into the dynamics of DEAF-DEAF
and DEAF-HEARING INTERACTIONS.
The Deaf
Community has
had a long with-
standing distrust
Of hearing
people because
the majority
group often
views them as
being sickly and
in need of cure.
(Radler, 1999)
Throughou
t a deaf
person’s
life they are
being
probed by
individuals
who have
no sense
of Deaf
culture.
(Radler,
1999)
28. Recommendations:Recommendations:
1.1.Make Guidance and Counseling aMake Guidance and Counseling a
vital program in all schools.vital program in all schools.
Curriculum
(Instruction)
Administration
Research &
Advocacy
GUIDANCE &
COUNSELING
COUNSELING
(CORE)
Deaf
Parents
Families
PSYCHO-
EDUCATIONAL
ACTIVITIES
-Parents Classes
-Formation
seminars for the
Deaf
ABUSE
PREVENTION
We need to have
COMPETENT,QUALIFIED
COUNSELORS in schools for the
Deaf or in schools where there are
deaf children.
29. Guidance and Counseling…anGuidance and Counseling…an
integral part of the educationalintegral part of the educational
system…system… (Villar,2007:27)(Villar,2007:27)
Counseling… the heart of the GuidanceCounseling… the heart of the Guidance
Program;Program;
Guidance Program …all the servicesGuidance Program …all the services
activities intended to realize the goals ofactivities intended to realize the goals of
counseling.counseling.
30. Counseling …major service for helpingCounseling …major service for helping
individuals address the changing demandsindividuals address the changing demands
of the different developmental stages,of the different developmental stages,
understand themselves and theirunderstand themselves and their
environment, resolve issues and problems,environment, resolve issues and problems,
and develop their potentials optimally.and develop their potentials optimally.
(Villar,2007:9)(Villar,2007:9)
Republic Act 9258 (Guidance Act of 2004)
stipulates a Master’s Degree in Guidance and
Counseling as a prerequisite for practice.
(Villar,2007:31)ui
31. To be effective theTo be effective the
frameworks, approachesframeworks, approaches
and strategies ofand strategies of
counselors must becounselors must be
grounded in the realitiesgrounded in the realities
of deaf people.of deaf people.
32. Recommendation:Recommendation:
2. Incorporate DEAF STUDIES into2. Incorporate DEAF STUDIES into
the training of hearing counselors.the training of hearing counselors.
DEAF STUDIES
Deaf Culture
Natural Sign
Language
Deaf
Identity
Deaf
community
Study of the
language & culture
of deaf people
(Lane1989;Kannapell,
1991)
Emerged in
1990’s
(Norman &
Gillespie,1993)
33. RecommendationRecommendation
3. Invest time, money and hope to the3. Invest time, money and hope to the
training of Deaf counselors that they maytraining of Deaf counselors that they may
later on become professional licensedlater on become professional licensed
counselor who can serve their communitycounselor who can serve their community
and effectively respond to the counselingand effectively respond to the counseling
needs of their own flock.needs of their own flock.
Deaf counselors/facilitators/formators are
indispensable (very much needed ) in any
Guidance and Counseling Program for the
Deaf.
34. Conclusion:Conclusion:
Deaf people need to avail and have a ready access to counselingDeaf people need to avail and have a ready access to counseling
services in and out of the school setting. Generally, they experienceservices in and out of the school setting. Generally, they experience
problems in relating to hearing family members due to communicationproblems in relating to hearing family members due to communication
difficulties and lack of awareness about the uniqueness and culture ofdifficulties and lack of awareness about the uniqueness and culture of
deaf people. The major development and adjustment issues that need todeaf people. The major development and adjustment issues that need to
be addressed by counselors include low self-esteem, identity search,be addressed by counselors include low self-esteem, identity search,
depression, isolation and experience of abuse. On top of the counselordepression, isolation and experience of abuse. On top of the counselor
qualities that the profession require such as keeping confidentiality andqualities that the profession require such as keeping confidentiality and
being trustworthy Deaf people put a premium on the counselor’s fluencybeing trustworthy Deaf people put a premium on the counselor’s fluency
in sign language and depth of knowledge of the culture and life context ofin sign language and depth of knowledge of the culture and life context of
deaf people. Thus, licensed Deaf counselor is more preferred than adeaf people. Thus, licensed Deaf counselor is more preferred than a
licensed hearing counselor. Creation of Guidance and Counselinglicensed hearing counselor. Creation of Guidance and Counseling
Programs in public and private schools for the Deaf is stronglyPrograms in public and private schools for the Deaf is strongly
recommended. Likewise, Deaf Studies must be incorporated into therecommended. Likewise, Deaf Studies must be incorporated into the
training of counselors. To be truly empowering and effective, counselorstraining of counselors. To be truly empowering and effective, counselors
need to become fluent in sign language, specifically in natural signneed to become fluent in sign language, specifically in natural sign
language, and to have an in-depth knowledge and understanding of thelanguage, and to have an in-depth knowledge and understanding of the
uniqueness, needs and experiences of deaf people as a linguistic minority.uniqueness, needs and experiences of deaf people as a linguistic minority.
35. References:References: BooksBooks
Anderson, G.B. & Watson,D.(1985).eds.Counseling DeafAnderson, G.B. & Watson,D.(1985).eds.Counseling Deaf
People: Research and Practice. University of Arkansas.People: Research and Practice. University of Arkansas.
Andrews,J.F.,Leigh,I.W.,Weiner,M.T. (2004). DeafAndrews,J.F.,Leigh,I.W.,Weiner,M.T. (2004). Deaf
People:Evolving Perspectives from Psychology, Education, andPeople:Evolving Perspectives from Psychology, Education, and
Sociology.Boston:Pearson Education, Inc.Sociology.Boston:Pearson Education, Inc.
Austen, S.,Crocker, Susan.(2004).eds.Deafness inAusten, S.,Crocker, Susan.(2004).eds.Deafness in
Mind.London:Whurr Publishers.Mind.London:Whurr Publishers.
Schirmer,B.R.(2001).Psychological, Social, and EducationalSchirmer,B.R.(2001).Psychological, Social, and Educational
Dimensions of Deafness. Boston: Allyn & Bacon.Dimensions of Deafness. Boston: Allyn & Bacon.
Villar, I.V.G.(2007). Implementing a Comprehensive GuidanceVillar, I.V.G.(2007). Implementing a Comprehensive Guidance
and Counseling Program in the Philippines.Makati: Alignedand Counseling Program in the Philippines.Makati: Aligned
Transformations Publications.Transformations Publications.
36. ReferencesReferences
Articles/PapersArticles/Papers
Cristal, J.L., (2009). Breaking the Silence of Deaf Survivors of Abuse: ACristal, J.L., (2009). Breaking the Silence of Deaf Survivors of Abuse: A
Counselor’s Advocacy.Paper presented at the Philippine GuidanceCounselor’s Advocacy.Paper presented at the Philippine Guidance
Counselors Association Convention, May 22,2009.Counselors Association Convention, May 22,2009.
Radler,C. Ethical Implications of Counseling the Deaf and Hearing-Radler,C. Ethical Implications of Counseling the Deaf and Hearing-
Impaired. May 18, 1999.Impaired. May 18, 1999.
Whyte, A.K. & Guiffrida,D.A. (2008). Counseling Deaf College Students:Whyte, A.K. & Guiffrida,D.A. (2008). Counseling Deaf College Students:
The Case of Shea.American Counseling Association.The Case of Shea.American Counseling Association.
LinksLinks
WWW NCTS Net.org.(2004) Facts on Trauma and Deaf childrenWWW NCTS Net.org.(2004) Facts on Trauma and Deaf children