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The psychosocial impact of 'late' deafness in adults has received little research attention. The aim of this study was to examine the views of people with experience of late deafness living in the UK. Eight participants (six male; age range 33 to 60) were interviewed by a researcher who had undergone appropriate communication skills training. In-depth, face-to-face, semi-structured interviews were conducted and transcribed. Data were analysed using framework analysis to identify themes. Becoming deafened was a devastating experience for many participants who experienced severe psychological, social, and employment consequences. They no longer felt they belonged in the hearing world, and neither did they belong in the prelingually deaf world. Onset of deafness had left them in a twilight zone between worlds and had robbed them of their identity. Whilst the support received from health and social care professionals was mixed, all participants valued the peer support and training received on an intensive rehabilitation programme delivered by deafened people. Findings provide insight into deafened peoples' psychosocial experiences and emphasize the need for support and advice.

The objective was to examine tutors' views regarding motivation to become a lay tutor on a generic, lay-led self-management programme, 'Challenging Deafness' (CD); their experience of course delivery; and the impact of being a tutor on their own lives. Eight tutors (6 male) were interviewed face-to-face. Data were analysed using content analysis. Motivation to become a tutor was associated with desire to help others and establish a new purpose in life. Tutors derived a satisfaction from sharing experiences with course participants and felt their contribution to the welfare of others was valued not only by course participants, but also by friends, family and society. Delivering CD courses reinforced tutors' own self-management, helped develop new skills (e.g. giving presentations), and enhanced confidence. Challenges associated with the tutor role included fatigue, travelling to venues, and managing some course participants. Although tutors felt supported in their role, some felt that advertising materials should reflect the psychosocial nature of the course. Several tutors suggested course modifications specific to the needs of deafened adults.

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