Therapeutic Implications for Adolescent Deaf Identity and Self-Concept

Cornell, Sherri Lester; Lyness, Kevin P.

doi:10.1300/j086v16n03_02

Cited by 11 publications

(14 citation statements)

References 15 publications

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“…Culture is defined as a system of shared values, beliefs, behaviours and artefacts passed down through generations to function in that group's world and interact with other members (Bates & Plog, 1990). Deaf culture has its own social norms, views, values, historical figures, art (Lane, 2005; Padden & Humphries, 1988), and unique forces acting on identity formation (Cornell & Lyness, 2004; Skelton & Valentine, 2003). The medium for Deaf culture is American Sign Language (ASL) (Sacks, 1989).…”

Section: Deaf Culture and The Deaf Communitymentioning

confidence: 99%

Culture and empowerment in the Deaf community: An analysis of internet weblogs

Hamill

Stein

2011

Community & Applied Soc Psy

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Although deafness is traditionally conceptualized as a medical problem or disability, about 500 000 deaf people in the United States identify as members of an ethno-linguistic minority that takes pride in being Deaf. This study examined 416 Internet weblog posts authored by nine Deaf bloggers to describe aspects of Deaf culture and individual and community level empowerment strategies expressed in weblogs. Results highlight aspects of American Deaf culture, such as the value placed on American Sign Language and equal treatment of D/deaf and hearing people. Findings also provide evidence of expressions of Deaf culture such as the use of humour and supporting the community that have been less emphasized in previous literature. Community level empowerment strategies evident in posts included disseminating information, rallying the involvement of members and advocating for social justice. Overlap between expressions of Deaf culture and empowerment strategies were also found. Present results inform a growing literature on empowerment strategies that occur without intervention by professionals. Implications of the study for community research and action are discussed.

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Section: Deaf Culture and The Deaf Communitymentioning

confidence: 99%

Culture and empowerment in the Deaf community: An analysis of internet weblogs

Hamill

Stein

2011

Community & Applied Soc Psy

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“…Of the studies on deaf identity that measured culture and identity, some included variables such as self-esteem, self-image, ethnicity, gender, sexual orientation, and disabilities in addition to deafness. For this study, the researcher reviewed the following studies that used deaf identity scales to measure deaf identity development and identification: Weinberg and Sterritt (1986), Glickman (1993), Stinson and Kluwin (1996), Bat-Chava (2000), Cornell and Lyness (2004), Ohno (2004), Hintermair (2007), and Maxwell-McCaw and Zea (2011). These studies focused on the construct of identity development within the Deaf population and best represent the focus of the present section.…”

Section: Studies Utilizing Scales To Assess Deaf Identitymentioning

confidence: 99%

“…A rationale was not given regarding inclusion or exclusion criteria for the 56 participants; thus, the limitation of this study was in the findings in relation to level of completeness and objectivity of reported results. Cornell and Lyness (2004) conducted a study seeking to identify the interrelationship between Deaf identity and self-concept. The authors reported that "very little research has explored Deaf Identity and none has explored how perceptions of fit with Deaf culture and Hearing culture influence self-concept" (p. 31), which led them to conduct their study specific to measuring the potential influence of culture on self-concept.…”

Section: Studies Utilizing Scales To Assess Deaf Identitymentioning

confidence: 99%

“…All of the participants were between the ages of 18 and 25, but only 9 (20%) were enrolled in a college. Cornell and Lyness (2004) used the DIDS constructed by Glickman (1993) to understand self-concept in their study. Two distinct categories for this measure were identification with Deaf culture and identification with Hearing (or majority) culture.…”

Section: Studies Utilizing Scales To Assess Deaf Identitymentioning

confidence: 99%

“…In addition, the researchers reported that there was no significant correlation with either hearing or immersion identification and self-concept. Cornell and Lyness (2004) explained the lack of significance of the hearing and immersion identification as follows:…”

Section: Studies Utilizing Scales To Assess Deaf Identitymentioning

confidence: 99%

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Examining the influence of the residential school for the deaf experience on deaf identity

Staten¹

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This study explored the impact of the residential school for the deaf experience on deaf identity development. The researcher utilized qualitative methodology, constant comparative analysis, and semi-structured interviews with 5 current students and 5 alumni from the Oregon School for the Deaf. The triangulation of participant interviews collectively yielded 67 textural codes and 8 structural categories in response to the four research questions: To the Staten, Booker, Tyson, and Worth families. Thank you for helping me to shape my identity and being the catalyst for wanting to understand the identities of others. If there is no struggle, there is no progress. Frederick Douglass iii ACKNOWLEDGMENTS I would like to thank my mother Remelle Staten and my father Carlton Staten for their love, guidance, and unconditional support that you have always provided. You both gave me more than you will ever know, and I will always be eternally grateful to you both. To my two siblings, thank you for all of your encouragement along the way. It helped fuel me in ways that you could not even imagine. Patricia, you have been an excellent support, and I appreciate your sage advice and unconditional regard coupled with honesty to boot. Dr. Jennifer Hill, you have made me an improved researcher, but something that I also want you to know is that you have also inspired me along the way. Thank you for all that you are and all that you do. Dr. Sharla Jones, the participants in this study, and the Oregon School for the Deaf (OSD), you are all remarkable. You have welcomed me and trusted me enough to educate me about your culture. I will never forget your kindness. I hope that you feel that the work that you read from me represents you well, and additionally, I hope that OSD remains steadfast in its mission to promote and preserve deaf education and deaf culture. Please, keep up the excellent work. The Rehabilitation and Counselor Education Department Program and faculty at the University of Iowa, thank you for teaching me about academics and how to combat life in the process. To my dissertation committee, thank you for hanging in there with me. I know that I have taken you on a journey, but you never left my side. Dr. Smiling and the Wells family, you helped me get started on this PhD path. I will always be appreciative to you for that. Napoleon Bradford, founder and proprietor of Project Excellence. You are my brother and I appreciate you more than I could ever express in words. iv The University of Tennessee and the Orientation to Deafness (OTD) Program: This program changed my life and helped to shape my research interest and focus on deafness. Long live the OTD program. Dr. Tawnya Knupp and Dr. Nykeisha Moore: You two were my bridges over troubled waters. I am indebted to you both for your unconditional regard. Lastly, Toni Wilson and the South Carolina Vocational Rehabilitation Department: You both gave me the opportunity to attend the Orientation to Deafness program at the University of Tennessee. Without this experience, this diss...

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‘Who Am I?’: An Exploratory Study of the Relationships Between Identity, Acculturation and Mental Health in Autistic Adolescents

Cresswell

Cage

2019

J Autism Dev Disord

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Autistic adolescents are at increased risk of mental health difficulties. One potential factor contributing to this is identity development, although this hypothesis has been little explored. These adolescents also have to consider how autism forms their identity, a process called acculturation. This exploratory study examined the relationships between identity, acculturation and mental health in autistic adolescents. Twenty-four participants completed measures investigating identity, acculturation and mental health. Findings suggested mental health was not related to personal identity. Mental health scores did not differ between acculturation groups, however those aligned to non-autistic culture tended to generate more positive self-statements than those aligned to neither culture. These findings suggest autistic adolescents should be encouraged to explore autistic culture and supported in constructing their identity.

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Therapeutic Implications for Adolescent Deaf Identity and Self-Concept

Cited by 11 publications

References 15 publications

Culture and empowerment in the Deaf community: An analysis of internet weblogs

Culture and empowerment in the Deaf community: An analysis of internet weblogs

Examining the influence of the residential school for the deaf experience on deaf identity

‘Who Am I?’: An Exploratory Study of the Relationships Between Identity, Acculturation and Mental Health in Autistic Adolescents

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