Araştırma Makalesi
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Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research

Yıl 2019, Cilt: 7 Sayı: 3, 1062 - 1079, 31.07.2019

Öz

Deaf individuals experience a significant number of problems because of language barrier. This study aims to discover the psychological problems and needs of deaf individuals in various problem areas. The study is designed as an interpretative phenomenological research. The study group consists of 17 participants from a special education vocational school for the deaf. MaxQDA-12 program was used in analysis. During this stage, all the codes were merged into themes just after the codification. As a result of this analysis phase, five main themes were created: individual life, deaf culture, family life, social life and education life. This study reached some findings about the psychological problems and needs of the deaf individuals in different environments. Findings indicate that the psychological problems and needs stem from communication problems, not from being a deaf. It has been seen that these communication problems restrict living spaces of deaf individuals and pose a threat to their mental health.

Kaynakça

  • Adams, J. W., & Rohring, P. S. (2004). Handbook to service the deaf and hard of hearing: A bridge to accessibility. San Diego, CA: Elsevier Academic Press.
  • Antia, S., Jones, P., Reed, S., & Kreimeyer, K. (2009). Academic status and progress of deaf and hard of hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14(3), 293–311.
  • Aile ve Sosyal Politikalar Bakanlığı Engelli ve Yaşlı Hizmetleri Genel Müdürlüğü (ASPB EYHGM). (2014). Aile eğitim rehberi: İşitme engelli çocuklar. [Family education guidance: hearing impaired children]. Retrieved from http://eyh.aile.gov.tr/data/549c100e369dc526905eb409/i%C5%9Fitme%20engelli%20%C3%A7ocuklar.pdf
  • Austen, S., & Coleman, E. (2005). Controversy in deafness: Animal Farm meets Brave New World (S. Austen & S. Crocker, Eds.). In Deafness in mind: Working psychologically with deaf people across the lifespan. London: Whurr.
  • Austen, S., & Crocker, S. (2005). Deafness in mind: Working psychologically with deaf people across the lifespan. London: Whurr.
  • Ayo, O., Olufemi, A. S., & Gregory, U. G. (2013). Psychosocial Influence of Hearing Impairment on the Interpersonal Behavior of Youths with Hearing Impairment in Oyo State, Nigeria. Journal of Special Education and Rehabilitation, 14(1-2), 33-44.
  • Baines, D. (2007). Unravelling the anomally of deafness. In S. Austen & D. Jeffery (Eds.), Deafness and challenging behaviour: The 360 perspective. Chichester, England: John Wiley & Sons.
  • Berk, L. E. (2007). Development through the lifespan. Boston, MA: Allyn and Bacon.
  • Black, P., & Glickman, N. (2008). Language and learning challenges in the deaf psychiatric population. In N. Glickman (Ed.), Cognitive-Behavioral Therapy for deaf and hearing persons with language and learning challenges (pp. 1-43). New York: Routledge.
  • Bodner-Johnson, B., & Sass-Lehrer, M. (2003). The young deaf or hard of hearing child: A family-centered approach to early education. Baltimore, MD: Paul H. Brookes Publishing Co.
  • Boyd, D. R., Johnson, P. A. & Bee, H. L. (2015). Lifespan development. Toronto: Pearson Allyn & Bacon.
  • Cambra, C. (2005). Feelings and emotions in deaf adolescents. Deafness & Education International, 7(4), 195-205.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, California: Sage.
  • Debevc, M., Kosec, P., & Holzinger, A. (2010). Improving multimodal web accessibility for deaf people: sign language interpreter module. Multimedia Tools and Applications, 54(1), 181-199. doi:10.1007/s11042-010-0529-8
  • Denmark, J. C. (1994). Deafness and mental health. London: Jessica Kingsley Publishers.
  • Desselle, D. D. (1994). Self-Esteem, Family Climate, and Communication Patterns in Relation to Deafness. American Annals of the Deaf, 139(3), 322-328.
  • Eğitimde Görme Engelliler Derneği (EGED). (2016). Üniversitelerde engellilere yönelik erişilebilirlik hususunda mevcut durum analizi, 2015-2016. [Case analysis toward accessibility of disabled individuals in universities, 2015-2016].
  • Erikson, E. H. (1994). Identity: Youth and crisis. New York: W.W. Norton.
  • Frazier-Maiwald, V., & Williams, L. M. (1999). Keys to raising a deaf child. Hauppauge, NY: Barron's.
  • Foster, S., & Emerton, G. (1991). Mainstreaming the deaf student: A blessing or a curse? The Journal of Disability Policy Studies, 2, 61–76.
  • Gentzel, H. (2007). Deaf Adolescents: Finding a Place to Belong (Unpublished doctoral dissertation). Miami University.
  • Glickman, N. S. (1996). The development of culturally deaf identities (N. S. Glickman, Ed.). In M. A. Harvey (Ed.), Culturally affirmative psychotherapy with Deaf persons (pp. 115-155). Mahwan, NJ: Lawrence Erlbaum Associates, Inc.
  • Harmer, L. (1999). Health care delivery and deaf people: Practice, problems, and recommendations for change. Journal of Deaf Studies and Deaf Education, 4(2), 73 110.
  • Hauser, P., O’Hearn, A., Mckee, M., Steider, A., & Thew, D. (2010). Deaf Epistemology: Deafhood and Deafness. American Annals of the Deaf, 486-492.
  • Henderson, D., & Hendershott, A. (1991). ASL and the family system. American Annals of the Deaf, 136(4), 325-329.
  • Jackson, C. W., & Turnbull, A. (2004). Impact of deafness on Family Life: A review of the literature. Topics in Early Childhood Special Education,24(1), 15-29. doi:10.1177/02711214040240010201
  • Jackson, C. W., Traub, R. J., & Turnbull, A. P. (2008). Parents' experiences with childhood deafness: Implications for family-centered services. Communication Disorders Quarterly, 29(2), 82-98. doi:10.1177/1525740108314865.
  • Jung, D., & Bhattacharyya, N. (2012). Association of hearing loss with decreased employment and income among adults in the United States. Annals of Otology, Rhinology & Laryngology, 121(12), 771-775.
  • Kemaloğlu, Y. K., & Kemaloğlu, P. Y. (2012). The history of sign language and deaf education in Turkey. Kulak Burun Boğaz İhtisas Dergisi, 22(2), 65-76.
  • Koch, T. (1995). Interpretive approaches in nursing research: The influence of Husserl and Heidegger. Journal of Advanced Nursing, 21(5), 827-836.
  • Koester, L. S., Karkowski, A. M., & Traci, M. A. (1998). How do deaf and hearing mothers regain eye contact when their infants look away? American Annals of the Deaf, 143(1), 5-13.
  • Ladd, P. (2003). Understanding deaf culture: In search of deafhood. Clevedon, England: Multilingual Matters.
  • Leigh, I. W. (1999). Inclusive education and personal development. Journal of Deaf Studies and Deaf Education, 4(3), 236-245.
  • Liben, L. S. (1978). Deaf children: Developmental perspectives. New York: Academic Press.
  • Lundeberg, I. R., & Breivik, J. (2014). Being deaf in court. Scandinavian Journal of Disability Research, 17(1), 42-59. doi:10.1080/15017419.2014.952331.
  • Little, L. R., Olive, G. A., Ostrove, J. M., & Cassady, C. (2011). Resilience in a cohort of deaf children and adolescents: challenges, strengths, and pathways. In D. H. Zand & K. J. Pierce (Eds.), Resilience in Deaf children adaptation through emerging adulthood (pp. 251-278). New York: Springer.
  • Marschark, M. (1993). Psychological development of deaf children. New York: Oxford University Press.
  • Marschark, M. (2007). Raising and educating a deaf child: A comprehensive guide to the choices, controversies, and decisions faced by parents and educators. New York: Oxford University Press.
  • Marschark, M. & Lukomski, J. (2001). Understanding language and learning in deaf children. In M. D. Clark, M. Marschark & M. Karchmer (Ed.), Context, Cognition and Deafness (pp.71-87). Washington, D.C: Gallaudet University Press.
  • Maxwell-McCaw, D. (2001). Acculturation and Psychological Well-Being in Deaf and Hard of Hearing People. (Unpublished Dissertation) The George Washington University.
  • Meadow-Orlans, K. P., Sass-Lehrer, M., & Mertens, D. M. (2003). Parents and their deaf children: The early years. Washington, D.C.: Gallaudet University Press.
  • Middleton, A. (2010). Working with Deaf people: A handbook for healthcare professionals. Cambridge, UK: Cambridge University Press.
  • Miller, S. (2003). Analysis of phenomenological data generated with children as research participants. Nurse Research, 10(4), 68-82.
  • Mitchell, R. E., & Karchmer, M. A. (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies, 4(2), 138-163. doi:10.1353/sls.2004.0005.
  • Most, T. (2007). Speech intelligibility, loneliness, and sense of coherence among deaf and hard-of-hearing children in individual inclusion and group inclusion. Journal of Deaf Studies and Deaf Education, 12(4), 495-503.
  • Munoz-Baell, I. M., & Ruiz, M. T. (2000). Empowering the deaf. Let the deaf be deaf. Journal of Epidemiology & Community Health, 54(1), 40-44.
  • Okuyama, Y., & Iwai, M. (2011). Use of text messaging by deaf adolescents in Japan. Sign Language Studies, 11(3), 375-407.
  • Overstreet, S. V. (1999). Deaf-centered or hearing-centered: Understanding deaf identity (Unpublished doctoral dissertation). Brigham Young University.
  • Padden, C., & Humphries, T. (2005). Inside deaf culture. Cambridge, MA: Harvard University Press.
  • Peterson, C. C., O’Reilly, K., & Wellman, H. M. (2016). Deaf and hearing children’s development of theory of mind, peer popularity, and leadership during middle childhood. Journal of Experimental Child Psychology, 149, 146-158.
  • Pietkiewicz, I., & Smith, J. A. (2014). A practical guide to using interpretative phenomenological analysis in qualitative research psychology. Psychological Journal, 20(1), 7-14.
  • Punch, R., & Hyde, M. (2005). The social participation and career decision-making of hard of-hearing adolescents in regular classes. Deafness & Education International, 7(3), 122-138.
  • Ridgeway, S. M. (1993). Abuse and deaf children: Some factors to consider. Child Abuse Review, 2(3), 166-173.
  • Santrock, J. W. (2014). Adolescence (15th ed.). New York: McGraw-Hill Education.
  • Sart, Z. H. (2015). Engelli çocukların eğitim hakkı: İnsan hakları çerçevesinde kaynaştırma/ bütünleşme yoluyla eğitim. [Education rights of children with disability: Integrative education in terms of human rights]. Retrieved from http://secbir.org/tr/yayinlar/30-turkce/yay-nlar-m-z/255-proje-kitab
  • Sart, Z. H., Barış, S., Sarıışık, Y. & Düşkün Y. (2016). Engeli olan çocukların Türkiye’de eğitim erişimi: durum analizi ve öneriler. [Educational accessibility of children with disabilities: Case analysis and sugesstions]. Retrived from http://www.egitimreformugirisimi.org/tr/node/1637
  • Scheetz, N. A. (2004). Psychosocial aspects of deafness. Boston, MA: Pearson/A & B.
  • Schirmer, B. R. (2001). Psychological, social, and educational dimensions of deafness. Boston: Allyn and Bacon.
  • Schlesinger, H., & Meadow, K. (1972). Sound and sign; childhood deafness and mental health. Berkeley: University of California Press.
  • Senghas, R. J., & Monaghan, L. (2002). Signs of their times: deaf communities and the culture of language. Annu. Rev. Anthropol. Annual Review of Anthropology, 31(1), 69-97. doi:10.1146/annurev.anthro.31.020402.101302.
  • Siegel, L. (2000). The educational and communication needs of deaf and hard of hearing children: A statement of principle on fundamental educational change. American Annals of the Deaf, 145(2), 63-78. doi:10.1353/aad.2012.0813.
  • Steinbeck, K., & Kohn, M. (2013). Clinical handbook in adolescent medicine: A guide for health professionals who work with adolescents and young adults. New Jersey: World Scientific.
  • Stinson, M. S. & Kluwin, T. N. (2003). Educational consequences of alternative school placements. In M. Marschark & P.E. Spencer (Ed.), Oxford handbook of deaf studies, language, and education (pp.47-63). Oxford: Oxford University Press.
  • Türkiye İstatistik Kurumu (TÜİK). (2010). Özürlülerin sorun ve beklentileri araştırması. [The research of problems and expectations of people with disabilities]. Retrieved from http://www.tuik.gov.tr/PreTablo.do?alt_id=1017
  • Vaccari, C., & Marschark, M. (1997). Communication between parents and deaf children: Implications for social-emotional development. Journal of Child Psychology and Psychiatry, 38, 793–802.
  • Viner, R. (2005). ABC of adolescence. Malden, MA: BMJ Books/Blackwell Pub.
  • Williams, C. R., & Abeles, N. (2004). Issues and implications of deaf culture in therapy. Professional Psychology: Research and Practice, 35(6), 643-648.
  • Willig, C. (2013). Introducing qualitative research in psychology. New York: McGraw-Hill Education.
  • Young, A., Rogers, K., Green, L., & Daniels, S. (2011). Critical Issues in the application of resilience frameworks to the experiences of deaf children and young people. (D. H. Zand & K. J. Pierce, Eds.). In Resilience in deaf children adaptation through emerging adulthood (pp. 3-27). NewYork: Springer.

Ergenlik Dönemindeki İşitme Engellilerin* Psikolojik Problem ve İhtiyaç Alanları: Fenomenolojik Bir Araştırma

Yıl 2019, Cilt: 7 Sayı: 3, 1062 - 1079, 31.07.2019

Öz

Bu araştırmada, ergenlik döneminde olan işitme engelli bireylerin psikolojik problem ve ihtiyaç alanlarının belirlenmesi amaçlanmıştır. Araştırma nitel yöntemlerden olan yorumlayıcı fenomenolojik desene göre tasarlanmıştır. Araştırmanın çalışma grubu İstanbul’da bulunan özel eğitim meslek lisesindeki kendilerini sağır olarak tanımlayan 17 katılımcıdan oluşmaktadır. Veri analizi sürecinde “MaxQDA-12” bilgisayar programı kullanılmıştır. Analiz sürecinde kodlama işlemi tamamlandıktan sonra oluşan kodlar temalara dönüştürülmüştür. Temalar arasındaki bağlantılar ve ilişkiler göz önünde bulundurularak ana temalar elde edilmiştir. Yapılan bu analiz aşaması sonucunda bireysel yaşam, sağır kültürü, aile yaşamı, sosyal yaşam ve eğitim yaşamı olarak beş temel ana tema oluşmuştur. Bu çalışmada işitme güçlüğü olan bireylerin farklı yaşam alanlarındaki psikolojik problem ve ihtiyaçlarına dair bulgular elde edilmiştir. Buna göre katılımcıların sahip olduğu psikolojik problem ve ihtiyaç alanlarının temelinde işitmeme durumunun değil iletişim engellerinin yer aldığı saptanmıştır. Yaşanan bu iletişim sorunlarının katılımcıların yaşam alanlarını kısıtladığı ve ruhsal sağlıkları için tehdit oluşturduğu saptanmıştır.

Kaynakça

  • Adams, J. W., & Rohring, P. S. (2004). Handbook to service the deaf and hard of hearing: A bridge to accessibility. San Diego, CA: Elsevier Academic Press.
  • Antia, S., Jones, P., Reed, S., & Kreimeyer, K. (2009). Academic status and progress of deaf and hard of hearing students in general education classrooms. Journal of Deaf Studies and Deaf Education, 14(3), 293–311.
  • Aile ve Sosyal Politikalar Bakanlığı Engelli ve Yaşlı Hizmetleri Genel Müdürlüğü (ASPB EYHGM). (2014). Aile eğitim rehberi: İşitme engelli çocuklar. [Family education guidance: hearing impaired children]. Retrieved from http://eyh.aile.gov.tr/data/549c100e369dc526905eb409/i%C5%9Fitme%20engelli%20%C3%A7ocuklar.pdf
  • Austen, S., & Coleman, E. (2005). Controversy in deafness: Animal Farm meets Brave New World (S. Austen & S. Crocker, Eds.). In Deafness in mind: Working psychologically with deaf people across the lifespan. London: Whurr.
  • Austen, S., & Crocker, S. (2005). Deafness in mind: Working psychologically with deaf people across the lifespan. London: Whurr.
  • Ayo, O., Olufemi, A. S., & Gregory, U. G. (2013). Psychosocial Influence of Hearing Impairment on the Interpersonal Behavior of Youths with Hearing Impairment in Oyo State, Nigeria. Journal of Special Education and Rehabilitation, 14(1-2), 33-44.
  • Baines, D. (2007). Unravelling the anomally of deafness. In S. Austen & D. Jeffery (Eds.), Deafness and challenging behaviour: The 360 perspective. Chichester, England: John Wiley & Sons.
  • Berk, L. E. (2007). Development through the lifespan. Boston, MA: Allyn and Bacon.
  • Black, P., & Glickman, N. (2008). Language and learning challenges in the deaf psychiatric population. In N. Glickman (Ed.), Cognitive-Behavioral Therapy for deaf and hearing persons with language and learning challenges (pp. 1-43). New York: Routledge.
  • Bodner-Johnson, B., & Sass-Lehrer, M. (2003). The young deaf or hard of hearing child: A family-centered approach to early education. Baltimore, MD: Paul H. Brookes Publishing Co.
  • Boyd, D. R., Johnson, P. A. & Bee, H. L. (2015). Lifespan development. Toronto: Pearson Allyn & Bacon.
  • Cambra, C. (2005). Feelings and emotions in deaf adolescents. Deafness & Education International, 7(4), 195-205.
  • Creswell, J. W. (2007). Qualitative inquiry and research design: choosing among five traditions. Thousand Oaks, California: Sage.
  • Debevc, M., Kosec, P., & Holzinger, A. (2010). Improving multimodal web accessibility for deaf people: sign language interpreter module. Multimedia Tools and Applications, 54(1), 181-199. doi:10.1007/s11042-010-0529-8
  • Denmark, J. C. (1994). Deafness and mental health. London: Jessica Kingsley Publishers.
  • Desselle, D. D. (1994). Self-Esteem, Family Climate, and Communication Patterns in Relation to Deafness. American Annals of the Deaf, 139(3), 322-328.
  • Eğitimde Görme Engelliler Derneği (EGED). (2016). Üniversitelerde engellilere yönelik erişilebilirlik hususunda mevcut durum analizi, 2015-2016. [Case analysis toward accessibility of disabled individuals in universities, 2015-2016].
  • Erikson, E. H. (1994). Identity: Youth and crisis. New York: W.W. Norton.
  • Frazier-Maiwald, V., & Williams, L. M. (1999). Keys to raising a deaf child. Hauppauge, NY: Barron's.
  • Foster, S., & Emerton, G. (1991). Mainstreaming the deaf student: A blessing or a curse? The Journal of Disability Policy Studies, 2, 61–76.
  • Gentzel, H. (2007). Deaf Adolescents: Finding a Place to Belong (Unpublished doctoral dissertation). Miami University.
  • Glickman, N. S. (1996). The development of culturally deaf identities (N. S. Glickman, Ed.). In M. A. Harvey (Ed.), Culturally affirmative psychotherapy with Deaf persons (pp. 115-155). Mahwan, NJ: Lawrence Erlbaum Associates, Inc.
  • Harmer, L. (1999). Health care delivery and deaf people: Practice, problems, and recommendations for change. Journal of Deaf Studies and Deaf Education, 4(2), 73 110.
  • Hauser, P., O’Hearn, A., Mckee, M., Steider, A., & Thew, D. (2010). Deaf Epistemology: Deafhood and Deafness. American Annals of the Deaf, 486-492.
  • Henderson, D., & Hendershott, A. (1991). ASL and the family system. American Annals of the Deaf, 136(4), 325-329.
  • Jackson, C. W., & Turnbull, A. (2004). Impact of deafness on Family Life: A review of the literature. Topics in Early Childhood Special Education,24(1), 15-29. doi:10.1177/02711214040240010201
  • Jackson, C. W., Traub, R. J., & Turnbull, A. P. (2008). Parents' experiences with childhood deafness: Implications for family-centered services. Communication Disorders Quarterly, 29(2), 82-98. doi:10.1177/1525740108314865.
  • Jung, D., & Bhattacharyya, N. (2012). Association of hearing loss with decreased employment and income among adults in the United States. Annals of Otology, Rhinology & Laryngology, 121(12), 771-775.
  • Kemaloğlu, Y. K., & Kemaloğlu, P. Y. (2012). The history of sign language and deaf education in Turkey. Kulak Burun Boğaz İhtisas Dergisi, 22(2), 65-76.
  • Koch, T. (1995). Interpretive approaches in nursing research: The influence of Husserl and Heidegger. Journal of Advanced Nursing, 21(5), 827-836.
  • Koester, L. S., Karkowski, A. M., & Traci, M. A. (1998). How do deaf and hearing mothers regain eye contact when their infants look away? American Annals of the Deaf, 143(1), 5-13.
  • Ladd, P. (2003). Understanding deaf culture: In search of deafhood. Clevedon, England: Multilingual Matters.
  • Leigh, I. W. (1999). Inclusive education and personal development. Journal of Deaf Studies and Deaf Education, 4(3), 236-245.
  • Liben, L. S. (1978). Deaf children: Developmental perspectives. New York: Academic Press.
  • Lundeberg, I. R., & Breivik, J. (2014). Being deaf in court. Scandinavian Journal of Disability Research, 17(1), 42-59. doi:10.1080/15017419.2014.952331.
  • Little, L. R., Olive, G. A., Ostrove, J. M., & Cassady, C. (2011). Resilience in a cohort of deaf children and adolescents: challenges, strengths, and pathways. In D. H. Zand & K. J. Pierce (Eds.), Resilience in Deaf children adaptation through emerging adulthood (pp. 251-278). New York: Springer.
  • Marschark, M. (1993). Psychological development of deaf children. New York: Oxford University Press.
  • Marschark, M. (2007). Raising and educating a deaf child: A comprehensive guide to the choices, controversies, and decisions faced by parents and educators. New York: Oxford University Press.
  • Marschark, M. & Lukomski, J. (2001). Understanding language and learning in deaf children. In M. D. Clark, M. Marschark & M. Karchmer (Ed.), Context, Cognition and Deafness (pp.71-87). Washington, D.C: Gallaudet University Press.
  • Maxwell-McCaw, D. (2001). Acculturation and Psychological Well-Being in Deaf and Hard of Hearing People. (Unpublished Dissertation) The George Washington University.
  • Meadow-Orlans, K. P., Sass-Lehrer, M., & Mertens, D. M. (2003). Parents and their deaf children: The early years. Washington, D.C.: Gallaudet University Press.
  • Middleton, A. (2010). Working with Deaf people: A handbook for healthcare professionals. Cambridge, UK: Cambridge University Press.
  • Miller, S. (2003). Analysis of phenomenological data generated with children as research participants. Nurse Research, 10(4), 68-82.
  • Mitchell, R. E., & Karchmer, M. A. (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Language Studies, 4(2), 138-163. doi:10.1353/sls.2004.0005.
  • Most, T. (2007). Speech intelligibility, loneliness, and sense of coherence among deaf and hard-of-hearing children in individual inclusion and group inclusion. Journal of Deaf Studies and Deaf Education, 12(4), 495-503.
  • Munoz-Baell, I. M., & Ruiz, M. T. (2000). Empowering the deaf. Let the deaf be deaf. Journal of Epidemiology & Community Health, 54(1), 40-44.
  • Okuyama, Y., & Iwai, M. (2011). Use of text messaging by deaf adolescents in Japan. Sign Language Studies, 11(3), 375-407.
  • Overstreet, S. V. (1999). Deaf-centered or hearing-centered: Understanding deaf identity (Unpublished doctoral dissertation). Brigham Young University.
  • Padden, C., & Humphries, T. (2005). Inside deaf culture. Cambridge, MA: Harvard University Press.
  • Peterson, C. C., O’Reilly, K., & Wellman, H. M. (2016). Deaf and hearing children’s development of theory of mind, peer popularity, and leadership during middle childhood. Journal of Experimental Child Psychology, 149, 146-158.
  • Pietkiewicz, I., & Smith, J. A. (2014). A practical guide to using interpretative phenomenological analysis in qualitative research psychology. Psychological Journal, 20(1), 7-14.
  • Punch, R., & Hyde, M. (2005). The social participation and career decision-making of hard of-hearing adolescents in regular classes. Deafness & Education International, 7(3), 122-138.
  • Ridgeway, S. M. (1993). Abuse and deaf children: Some factors to consider. Child Abuse Review, 2(3), 166-173.
  • Santrock, J. W. (2014). Adolescence (15th ed.). New York: McGraw-Hill Education.
  • Sart, Z. H. (2015). Engelli çocukların eğitim hakkı: İnsan hakları çerçevesinde kaynaştırma/ bütünleşme yoluyla eğitim. [Education rights of children with disability: Integrative education in terms of human rights]. Retrieved from http://secbir.org/tr/yayinlar/30-turkce/yay-nlar-m-z/255-proje-kitab
  • Sart, Z. H., Barış, S., Sarıışık, Y. & Düşkün Y. (2016). Engeli olan çocukların Türkiye’de eğitim erişimi: durum analizi ve öneriler. [Educational accessibility of children with disabilities: Case analysis and sugesstions]. Retrived from http://www.egitimreformugirisimi.org/tr/node/1637
  • Scheetz, N. A. (2004). Psychosocial aspects of deafness. Boston, MA: Pearson/A & B.
  • Schirmer, B. R. (2001). Psychological, social, and educational dimensions of deafness. Boston: Allyn and Bacon.
  • Schlesinger, H., & Meadow, K. (1972). Sound and sign; childhood deafness and mental health. Berkeley: University of California Press.
  • Senghas, R. J., & Monaghan, L. (2002). Signs of their times: deaf communities and the culture of language. Annu. Rev. Anthropol. Annual Review of Anthropology, 31(1), 69-97. doi:10.1146/annurev.anthro.31.020402.101302.
  • Siegel, L. (2000). The educational and communication needs of deaf and hard of hearing children: A statement of principle on fundamental educational change. American Annals of the Deaf, 145(2), 63-78. doi:10.1353/aad.2012.0813.
  • Steinbeck, K., & Kohn, M. (2013). Clinical handbook in adolescent medicine: A guide for health professionals who work with adolescents and young adults. New Jersey: World Scientific.
  • Stinson, M. S. & Kluwin, T. N. (2003). Educational consequences of alternative school placements. In M. Marschark & P.E. Spencer (Ed.), Oxford handbook of deaf studies, language, and education (pp.47-63). Oxford: Oxford University Press.
  • Türkiye İstatistik Kurumu (TÜİK). (2010). Özürlülerin sorun ve beklentileri araştırması. [The research of problems and expectations of people with disabilities]. Retrieved from http://www.tuik.gov.tr/PreTablo.do?alt_id=1017
  • Vaccari, C., & Marschark, M. (1997). Communication between parents and deaf children: Implications for social-emotional development. Journal of Child Psychology and Psychiatry, 38, 793–802.
  • Viner, R. (2005). ABC of adolescence. Malden, MA: BMJ Books/Blackwell Pub.
  • Williams, C. R., & Abeles, N. (2004). Issues and implications of deaf culture in therapy. Professional Psychology: Research and Practice, 35(6), 643-648.
  • Willig, C. (2013). Introducing qualitative research in psychology. New York: McGraw-Hill Education.
  • Young, A., Rogers, K., Green, L., & Daniels, S. (2011). Critical Issues in the application of resilience frameworks to the experiences of deaf children and young people. (D. H. Zand & K. J. Pierce, Eds.). In Resilience in deaf children adaptation through emerging adulthood (pp. 3-27). NewYork: Springer.
Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Bilge Nuran Aydoğdu 0000-0002-1738-0682

Müge Yüksel 0000-0002-7425-2716

Yayımlanma Tarihi 31 Temmuz 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 7 Sayı: 3

Kaynak Göster

APA Aydoğdu, B. N., & Yüksel, M. (2019). Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research. Eğitimde Nitel Araştırmalar Dergisi, 7(3), 1062-1079.
AMA Aydoğdu BN, Yüksel M. Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research. Derginin Amacı ve Kapsamı. Temmuz 2019;7(3):1062-1079.
Chicago Aydoğdu, Bilge Nuran, ve Müge Yüksel. “Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research”. Eğitimde Nitel Araştırmalar Dergisi 7, sy. 3 (Temmuz 2019): 1062-79.
EndNote Aydoğdu BN, Yüksel M (01 Temmuz 2019) Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research. Eğitimde Nitel Araştırmalar Dergisi 7 3 1062–1079.
IEEE B. N. Aydoğdu ve M. Yüksel, “Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research”, Derginin Amacı ve Kapsamı, c. 7, sy. 3, ss. 1062–1079, 2019.
ISNAD Aydoğdu, Bilge Nuran - Yüksel, Müge. “Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research”. Eğitimde Nitel Araştırmalar Dergisi 7/3 (Temmuz 2019), 1062-1079.
JAMA Aydoğdu BN, Yüksel M. Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research. Derginin Amacı ve Kapsamı. 2019;7:1062–1079.
MLA Aydoğdu, Bilge Nuran ve Müge Yüksel. “Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research”. Eğitimde Nitel Araştırmalar Dergisi, c. 7, sy. 3, 2019, ss. 1062-79.
Vancouver Aydoğdu BN, Yüksel M. Psychological Problems and Needs of Deaf Adolescents: A Phenomenological Research. Derginin Amacı ve Kapsamı. 2019;7(3):1062-79.