Historically, the diagnosis of deafness in a child has been closely associated with profound disability, including such typical outcomes as unmet potential and a life of isolation. A major shift away from this negative view has led to improved prospects for deaf children.
Resilience in Deaf Children emphasizes not only the capability of deaf individuals to withstand adversity, but also their positive adaptation through interactions with parents, peers, school, and community. In this engaging volume, leading researchers and professionals pay particular attention to such issues as attachment, self-concept, and social competence, which are crucial to the development of all young people. In addition, the volume offers strategies for family members, professionals, and others for promoting the well-being of deaf children and youth.
Attachment formation among deaf infants and their primary caregivers.
Deaf parents as sources of positive development and resilience for deaf infants.
Enhancing resilience to mental health disorders in deaf school children.
Strength-based guidelines for improving the developmental environments of deaf children and youth.
Community cultural wealth and deaf adolescents' resilience.
Self-efficacy in the management of anticipated work-family conflict as a resilience factor among young deaf adults.
Resilience in Deaf Children is essential reading for researchers, clinicians, and graduate students in clinical child, school, and developmental psychology as well as for allied researchers and professionals in such disciplines as school counseling, occupational therapy, and social work.
Dedication.- Foreword.- Acknowledgements.- Introduction.- Chapter 1. Critical Issues in the Application of Resilience Frameworks to the Experiences of Deaf Children and Young People.- Infancy & Toddlerhood.- Chapter 2. Attachment Formation Among Deaf Infants and their Primary Caregivers: Is Being Deaf a Risk Factor for Insecure Attachment?.- Chapter 3. Deaf Parents as Sources of Positive Development and Resilience for Deaf Infants.- Chapter 4. Risk and Resiliency of Infants/Toddlers who are Deaf: Assessment and Intervention Issues.- Childhood.- Chapter 5. Developing a Concept of Self and Other: Risk and Protective Factors.- Chapter 6. Risk and Resilience for Social Competence: Deaf Students in General Education Classrooms.- Chapter 7. Enhancing Resilience to Mental Health Disorders in Deaf School Children.- Chapter 8. Promoting Resilience: Suggestions for Families, Professionals and Students.- Adolescence.- Chapter 9. Whose Literacy Is It, Anyway? Strengths Based Guidelines for Transforming the Developmental Environments of Deaf Children and Adolescents.- Chapter 10. Building Resilience in Adolescence: The Influences of Individual, Family, School and Community Perspectives and Practices.- Chapter 11. Community Cultural Wealth and Deaf Adolescents' Resilience.- Chapter 12. Promoting Resilience in Deaf Adolescents.- Emerging Adulthood.- Chapter 13. Self-Efficacy in the Management of Anticipated Work-Family Conflict as a Resilience Factor Among Young Deaf.- Chapter 14. Psychological Well-Being in Emerging Adults who are Deaf.- Chapter 15. Resiliency and the Emerging Deaf Adult.- Epilogue.
"This book represents a landmark in the science on competence and resilience in individuals and families who navigate the challenges of deafness over the life course, providing an impressive overview of the theory, issues, and evidence on adaptation and development. The volume underscores the benefits and limitations of a resilience framework for integrating and applying the growing knowledge on adaptation in the context of deafness. The maturing science on development and resilience in relation to deafness has the potential to help a wide range of families, educators, practitioners and communities to appreciate and promote diverse pathways to success in life, while at the same time making unique and important contributions to the science of human development."
Ann S. Masten, Ph.D., Distinguished McKnight University Professor, Institute of Child Development, University of Minnesota
"Why deaf children? Why resilience? Applying the increasingly popular resilience-based frameworks (e.g., Walsh, 2003) to a specific group of children, those who are deaf, would appear at first glance to be both obvious and useful. If resilience is important for children who have suffered adverse circumstances, then surely interventions that promote resilience must be important for deaf children with limited or no access to the world of sound around them. Resilience in Deaf Children: Adaptation Through Emerging Adulthood , edited by Debra Zand and Katherine Pierce, shows that it is not that simple.
As the contributors point out, there is almost nothing prior to this collection that considers the concept of resilience with this group, making this a groundbreaking work. The book is arranged to follow the life course of deaf children and young people through infancy to emerging adulthood. The contributors, both Deaf and hearing, are leading researchers and professionals in the world of deafness.
For readers who themselves know little about childhood deafness, this collection may involve a steep learning curve in the specific issues that arise for the families of the 90 percent of deaf children who are born into hearing families with no previous experience of childhood deafness. Nevertheless, this book is worth the effort. The detailed discussions of deaf children and areas of general interest such as understanding of self, social competence, attachment, and the benefits of cultural capital raise ideas that are transferable across the boundaries of this specialty.
The editors bravely and wisely open the collection with a section of one chapter that highlights the limitations of the concept of resilience. The chapters that follow are then divided into sections tracking the life course of children and young people: Infancy and Toddlerhood, Childhood, Adolescence, and Emerging Adulthood.
The first chapter, by Young, Rogers, Green, and Daniels (colleagues at the University of Manchester) is based on a previously published literature review (Young, Green, & Rogers, 2008). This has clearly had a strong influence on the rest of the contributions, being cited by 11 of the other 14 authors. It is this chapter that sets the tone for the rest of the collection, and the challenges raised are frequently taken up by other authors. So what are these challenges? Among other questions the authors ask the following:
- What do we mean by resilience ? Is it inherent traits or acquired skills? Is it adaptability to disadvantageous circumstances or challenges? Is it synonymous with achieving desired outcomes?
- If resilience is a response to risk, how is risk assessed? For example, is being deaf a risk factor, or is it the results of being deaf that create the risk?
- If resilience is achieving successful outcomes in the face of adversity, do we not have first to acknowledge that successful outcomes are socially constructed? Positive outcomes might be entirely different when they are seen from the culturally different perspectives of Deaf an
Is the first book of its kind to comprehensively address positive adaptation from birth to emerging adulthood among the D/deaf and hard of hearing
Is the first edited volume that addresses both theory and empirical research
Is authored by leading experts in the field, both hearing and deaf, and their contributions respond to a growing information need among scholars for a book on this topic