Strengths of the Study

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Strengths of the study were that it looked at different experiences of deafness, the intersectionalities of identity and oppression, and the context of these experiences. It provided participants with the opportunity to reflect on their lives, and for information to be gained on the social experiences and communication needs of deaf people. Three participants said they were better able to communicate their needs in friendships or romantic relationships after the interview. I learned more about deaf people's experiences, and also reflected on my own experiences of being deaf. I learned much from the participants' positive ways of coping.

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Limitations of the Study

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A limitation of the study was that the majority of the sample were White and heterosexual, and had at least some college education. Also deaf people who were not able to read or write were excluded from the study. Future studies that explore similar topics are needed that have a more diverse sample and include other ways of obtaining information, such as through sign language, would be beneficial.

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Clinical Implications

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Psychotherapists should have an awareness of the psychological distress that deaf people may experience and help clients manage microaggressions, recover from internalized oppression, and increase well-being (Corker, 1996). Therapists should also provide safety and acceptance and validate clients' experiences of discrimination (Delich, 2014). Sign language interpreters should also be available if needed. Therapists should provide clients with information about deaf issues, role models, and community resources. They should also encourage self-awareness, strengths, and self-determination (Corker, 1996). Positive affirmations for self confidence (David, 2009), and mindfulness meditation as self-care are also beneficial if practiced in therapy.

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Research Implications

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Future research should investigate internalized oppression of deaf people, intersectionalities of oppression, and ways to manage microaggressions and stigma. It is important to investigate what types of childhood experiences and other factors can affect deaf people’s sense of coherence, besides microaggressions. Also, future research should explore ways to make environments more accessible and communication easier. Research is also needed to investigate the different types of experiences of deaf people, and situations where deaf people have felt they belonged. Research should also be done on these topics in other countries besides the U.S. and Canada.

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Training Implications

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Deaf awareness training on ways of interacting with deaf people is needed for university professors, K–12 teachers, speech therapists, mental health professionals, school administrators, medical professionals, including audiologists, and the general public. Training on the awareness of deaf issues, culture, identity, and communication and accommodation needs, such as captioning and sign language interpreters, is needed. Training on not making assumptions about deaf people is also important.

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Policy Implications

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Programs that work to prevent abuse or mistreatment of deaf people and training programs for staff in schools to be educated about child abuse, are needed (Schenkel, 2014). Medical services and early education programs should provide information to families that a deaf child learning sign language as his or her first language will help the child better learn spoken language. More funding is needed for inclusive education and total communication, as these should be the norm in education.

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Interpreters should be allowed to provide cultural interpretation as well as literal interpretation. More availability and funding for sign language interpreters, assistive devices, captioning on all video screens and monitors as a means of social inclusion, and other accommodations is needed in schools, places of employment, and events. Also, more sign language courses are needed so that more people can communicate with and interpret for Deaf people.

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General Recommendations for Social Interactions with Deaf People

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• Do not tell a deaf person they are quiet; this is a microaggression, disempowering, and implies you do not think the person has anything to say.

• If in a group, ask the person directly what they think about a topic, and what you can do to help with communication. Or say, “I don’t want to leave you out. You haven’t had a chance to say something, and I would like to hear your thoughts if you are willing” (Kruger & Casey, 2009).

• When in a group situation, each person should talk one at a time, otherwise it can be very difficult for a deaf person to hear or distinguish who is talking.

• Look at a deaf person while you are talking to them, and make sure that your mouth is visible, so the person can either read your lips or know you are talking to them and not someone else. This shows that you have the patience to communicate with the deaf person. 

• Things that can help Deaf people with communication are writing to them, learning ASL, having an interpreter, or providing information in advance of what an event or situation is about.

• Be willing to repeat yourself, and be inclusive, nonjudgmental, understanding, and willing to adapt.

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References

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Corker, M. (1996). Deaf transitions. Jessica Kingsley Publishers Ltd.

David, E. J. R. (2009). Internalized oppression, psychopathology, and cognitive

behavioral therapy among historically oppressed groups. Journal of Psychological Practice, 15(1), 71–103.

Delich, N. A. M. (2014) Spiritual direction and Deaf spirituality: Implications for

social work practice. Journal of Religion & Spirituality in Social Work:

Social Thought, 33(3–4), 317–338, doi: 10.1080/15426432.2014.930630

Krueger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for

applied research (4th ed.). Sage.

Schenkel, L. S., Rothman-Marshall, G., Schlehofer, D. A., Towne, T. L., Burnash,

D. L., & Priddy, B. M. (2014). Child maltreatment and trauma exposure among deaf and hard of hearing young adults. Child Abuse & Neglect, 38(10), 1581–1589.

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