Second Impressions Count:

Transcription

1 Second Impressions Count: The impact of using positive terminology with families of infants/toddlers who are deaf and hard of hearing Sarah Honigfeld Sarrea De Suza

2 Agenda Who s here? First Impressions Research Second Impressions Strategies for Implementation Questions?

3 Introductions Sarah Honigfeld CEIS Development Specialist at Thorn Boston Metro Early Intervention B.S. Human Services and Sociology Northeastern University Currently pursuing MA in School Counseling, Certificate in Infant, Toddlers and Families Gallaudet University Sarrea De Suza EI home based The Pennsylvania School for the Deaf B.S. Speech Language Pathology and Audiology New York University M.A. Deaf Education Gallaudet University Currently Pursuing Certificate in Infant, Toddler, and Families Gallaudet

4 What do families hear first?

5 First impressions: Hospital I m sorry Your baby failed The diagnosis is severe deafness There are communication options We offer grief counseling

6 First Impressions: Audiologist Your baby failed the hearing test, again The diagnosis is severe deafness There are communication options Your baby s hearing loss is not adequate for speech and language acquisition "This diagnosis should be viewed as a communicatively and educationally significant hearing loss" "This degree of hearing loss will interfere with speech and language development"

7 Attitudes Behind the Words Can t Failed, Disability Limited Interfere, Options Fix Options, Correct Sick Diagnosis, Grief, Loss Artwork by Nancy Rourke

8 Why are first impressions important? Impact of deafness on families (Jackson, Wegner & Turnbull, 2010) Parental stress Emotional well-being of family members Satisfaction with family life Study showed a parental emotional and psychological negative response toward initial diagnosis of child s hearing loss (Potmesil, M., Pospisil, J. 2013).

9 Family resilience Early Intervention/Involvement Family-centered It s all about relationships Contributing factors (Greef, 2012) Early identification Quick start with support in social life of family Increasing positive parental feelings toward their child, coping, and to family relationships Positive early intervention experience survey found as the second most frequent theme written about by participants (access to informational support was first) (Jackson, Wegner & Turnbull, 2010)

10 What does JCIH say? The committee noted that many of the frequently occurring terms necessary within the supplement may not reflect the most contemporary understanding and/or could convey inaccurate meaning (JCIH, 2013).

11 Do second impressions count?

12 Second Impressions: EI professional Referred for follow up after NBHS Identified as deaf/hh Hearing status, hearing levels Communication opportunities Journey Further audio and visual support encouraged for optimal language development

13 Attitudes behind the words Acceptance Identified, Capable Valuing differences Hearing status/levels Whole Child Identity, Deafhood Unlimited possibilities Journey, Opportunities Artwork by Nancy Rourke

14 Direct strategies Families: Model positive language in your own, everyday use Discuss with families different terms they have heard thus far, what impression that left with them, clarify terms you use Introduce families to other EI families or individuals familiar with using positive terminology Expose families to variety of resources that use positive terminology The Missing Link Through your Child s Eyes Nice to Meet You (BC Early Hearing Program)

15 Indirect strategies Co-workers, other EI professionals: Give presentations on positive terminology to agency staff/team members/co-workers Review intake forms and agency brochures/flyers to ensure positive language is being used Contribute to orientation for new staff with information on positive terminology

16 Indirect strategies Other EHDI professionals (audiologists, hospital staff, schools, etc): Partner with local children s hospital with pediatric audiology unit to discuss services provided Volunteer to provide trainings/presentation to agencies that manage D/HH EI cases Initiate discussion about terminology used in informational resources (websites, brochures, flyers, intakes, etc). Suggest changes

17 Indirect strategies Personal: Stay updated on current research and publications around positive terminology in the D/HH field Engage friends and family in discussions about terms they use and what they can use instead Reflect on personal biases and assumptions about deafness and how they might contribute to your vocabulary

18 Parent Response Communication is key. It s going to be okay, even amazing! That is something I understand now. There are doors that would perhaps never have opened, and a whole awesome community I never had access to before, if I hadn t seen that deafness is NOT a disability