Trauma and Resilience Among Deaf Individuals

Abstract

Resilience in the face of trauma is an important yet elusive construct in human development. While there are prevalent data suggesting high rates of trauma among deaf individuals, valuable insight on how resilience evolves among deaf individuals within the context of trauma has yet to be explored sufficiently. This study explored the concept of resilience through semi-structured interviews with a total of 19 experienced mental health providers. Using an applied thematic analysis approach, the following five themes were identified as crucial protective factors in resilience processes: individual assets, identity development, access to language and communication, access to information, and supportive networks. Findings both confirm previous findings about resilience as well as identify unique protective factors for deaf individuals with trauma. The discussion explores those protective factors and their role as resources for social services professionals and deaf individuals in efforts to support resilience.

Resilience in deaf children: A comprehensive literature review and applications for school staff

“…Johnson et al (2018) state that support networks, including family, school, and peer group, play a fundamental role in developing the four protective factors already identified in this study: individual capacities, identity development, access to information, language, and communication.…”

“…All studies were published in English except one, which was published in Portuguese. Of these, three were carried out in the United States (Butler et al, 2018; W. C. Hall et al, 2018; Johnson et al, 2018), one in Australia (Punch & Hyde, 2011), one in Ethiopia (Mekonnen et al, 2015), one in Iran (Naeini et al, 2013), two in Germany (Hintermair, 2006; Hintermair, 2007), one in Brazil (Libório et al, 2015), and two in the Netherlands (Rieffe, 2012; Rieffe et al, 2003). The quantitative and mixed study used a different range of questionnaires focused on resilience, socioemotional competencies, and difficulties, aimed at deaf children (6), family members (2), teachers or school staff members (1), and health professionals (1).…”

“…One described social, behavioural and emotional characteristics in deaf children (Punch & Hyde, 2011). Two studies identified factors that promote resilience in people with deafness (Johnson et al, 2018; Libório et al, 2015). Only one of the studies included the implementation of a socioemotional learning programme (Naeini et al, 2013).…”

“…As risk factors, communication (Hall et al, 2018; Hintermair, 2006, 2007; Johnson et al, 2018; Libório et al, 2015; Mekonnen et al, 2015; Naeini et al, 2013; Punch & Hyde, 2011; Rieffe et al, 2003; Rieffe, 2012) and language (W. C. Hall et al, 2018; Johnson et al, 2018; Mekonnen et al, 2015; Punch & Hyde, 2011; Rieffe et al, 2003) are highlighted in these studies across all systems. These risks are obstacles that accumulate and intensify throughout the deaf children's growth (W. C. Hall et al, 2018).…”

“…Families are a fundamental context for promoting resilience growth in deaf children (Butler et al, 2018; Hintermair, 2006; Johnson et al, 2018; Mekonnen et al, 2015). Thus, it is necessary to promote intervention programmes to acquire specific skills to deal with their deaf children.…”