Personal & Social Skills Development of Deaf and Hard of Hearing College Students NTID Psychological Services RIT Counseling Center
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1 Personal & Social Skills Development of Deaf and Hard of Hearing College Students NTID Psychological Services RIT Counseling Center Aimee Whyte Solomon Staff Counselor/Psychologist
2 My Personal Background I was born Deaf and my parents, sister and cousins are Deaf Mainstreamed until the age of 9, then transferred to a Deaf residential school where I graduated Attended RIT/NTID as an undergraduate student Attended Gallaudet University as a graduate student
3 Topics Social and Developmental Concerns Situational/Environmental Concerns Mental Health Issues NTID Psychological Services/RIT Counseling Center Services/Referrals Available on Campus
4 Social & Developmental Concerns Family Issues Separation from family; homesick Excessive dependence on parents, spouse, siblings or children Disturbed by problems at home Example: ACOA pathological role in family Dinner-table Syndrome and being left out of communication/interactions ( tell you later, Family communication choices Parental Expectations tell you later, not important )
5 Social & Developmental Concerns Self Concept and Identity Development Lack of self-confidence Lack of self-worth Indecisiveness Dependent on others Trouble with assertion Emotional Intelligence Self-advocacy skills Identity as a deaf/hoh person (social/cultural) Racial/Cultural identity Deaf and hoh role models
6 Social & Developmental Concerns Interpersonal, Intimate Relationships and Sexuality Unhealthy relationships Communication deficit(s) Fear of intimacy Female sexuality and body image, Male body image Difficulties in trust, social fears Relationship/domestic violence, assault, sexual assault Manipulation/game playing Passive-aggressiveness aggressiveness Difficulties in breaking up Loneliness over loss/break up Marriage problems
7 Social & Developmental Concerns Sexual Identity and Problems Sexual identity concerns Confusion with sexual orientation Concern with sex life Needing information Excessive guilt Fetish/perversion
8 Social & Developmental Concerns Social Relationship Skills Interactions with peers (past and present) Type of School experience Deaf residential school, mainstreamed, deaf program Shyness Poor communication skills Self-centered Lack of empathy Feelings of isolation or loneliness Sensitive to rejection Dorm life/roommate concerns
9 Social & Developmental Concerns Ethical or Moral Development Defining values and goals Values conflict
10 Social & Developmental Concerns Career or Academic Direction Defining direction Graduate school, employment Separating own interests and goals from parents Academic Pressures Graduation anxiety Lack of information or how to get it Accessibility to employment and opportunities Financial worries
11 Situational/Environmental Concerns Health Problems (chronic or acute illness or medical condition, accident, surgery, abortion, disability, non-stress related sleep disorders, PMS, pregnancy) Assault/Rape/Harassment (assault or relationship violence, threats, sexual assault victim, victim or crime/theft, harassment including homophobic, racial, sexual, other) Transition (school to work, adjustment to college, cultural adjustment including deaf/hearing, international student, rural/urban, racial/ethnic, age)
12 Situational/Environmental Concerns Financial Problems (inadequate resources, indebtedness, financial dependence, loss of job/income) Family Problems (illness of family member, mental illness in family, conflict with family, divorce of parent, separation of family members, substance abuse of parent, custody fights in family) Legal Problems (misdemeanors, felonies, sexual violations, campus violations, other violations, immigration)
13 Situational/Environmental Concerns Academic/Career (difficulties with a professor or instructor, choosing a career, poor performance, test anxiety, not working to ability, concentration, study stills deficit, motivation, time management, procrastination) Relationship Problems (roommate problems, isolation, issues of concern in significant relationship, dating issues) Major Loss (death of parent, sibling, close friend, family move from familiar community, break-up of significant relationship, loss of pet)
14 Mental Health Issues Psychotic Anxiety or Neurotic Pattern Depression Personality Disorders Anti-Social Social Behavior Impulsive Behaviors Sleep Disorders Post-Traumatic Stress Disorder Substance Abuse Eating Disorder Learning Disability Suicide
15 NTID Psychological Services RIT Counseling Center The Counseling Center currently has three counselors who are fluent in American Sign Language and with other modes of communication used by deaf and hard of hearing individuals. Individual counseling is available for deaf and hoh students from those counselors. Group therapy is offered when there are sufficient numbers of deaf/hoh students available to meet at a common time each week. Emergency services are available on a walk-in basis during Institute business hours (8:30 a.m. 4:30 p.m., Monday through Friday) and by calling Campus Safety after hours.
16 NTID Psychological Services RIT Counseling Center Career assessment and counseling for deaf and hoh students is offered through the NTID Department of Counseling Services. All services offered through the Counseling Center are confidential. Counseling Center staff members do have collaborative relationships with the staffs at the NTID Department of Counseling Services and on the Student Life Team. With students written permission, the professionals involved in providing services in these areas may discuss their plans in order to provide students with more coordinated and effective care.
17 The Wellness Model Depathologizes and normalizes deafness Focuses on a process of growth that proceeds according to the client s s capabilities and potential Measures a deaf/hoh person for psychological health, personal effectiveness and adjustment all within the context of the deaf/hoh person s s life, culture, group membership, socioeconomic status, communication persuasion and social opportunities and constraints (Sussman and Brauer)
18 Important Considerations Student Personal Identity: Deaf, deaf, hard of hearing, hearing impaired, deaf-blind, cochlear implant Student Communication Preference: ASL, Signed English, PSE, Oral, Voice w/o sign, Cued Speech Special Confidentiality Needs of the Deaf Community: Small Deaf World, Grapevine type of communication Culturally Affirmative Clinical Work: cultural sensitivity related to Deaf culture as well as respect for diversity in all areas
19 NTID Psychological Services RIT Counseling Center Services Individual Therapy Group Therapy and Process Groups Psycho-education and Skills Training Groups Couples Therapy Mental Health Screening Days Suicide Response Team (SRT) Stress Reduction Clinic Mindfulness Meditation Integrative Yoga Crisis Intervention and Emergency Services Consultation for Faculty, Staff, Parents
20 Services/Referrals on Campus NTID Psychological Services at the RIT Counseling Center Student Health Center and Psychiatric Services NTID Counseling Services & Academic Advising Student Life Team Substance and Alcohol Intervention Services for Deaf (SAISD) NTID Center on Employment Women s s Center Ombudsperson Office of Judicial Affairs and Mediation Services Academic Student Center (screenings, mentors, tutors)
21 NTID Psychological Services RIT Counseling Center Counseling Center Rochester Institute of Technology 114 Lomb Memorial Drive Rochester, NY (voice and tty) (fax)
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Suicide Screening Tool for School Counselors I. Risk Factors Check all that apply History of prior suicide attempts Self-injurious behaviors (past or present) Feelings of hopelessness Impulsivity Anxiety
CSL 502 Legal, Ethical, and Professional Issues. CSL 503 Human Relations Methods and Skills
CSL 501 Evaluation and Assessment This course is designed to provide students with an understanding of individual, couple, family, group and environmental/community approaches to assessment and evaluation.
NEUROPSYCHOLOGY QUESTIONNAIRE. (Please fill this out prior to your appointment and bring it with you.) Name: Date of appointment: Home address:
NEUROPSYCHOLOGY QUESTIONNAIRE (Please fill this out prior to your appointment and bring it with you.) Name: Date of appointment: Date of birth: Age: _ Home address: _ Home phone: Cell phone: Work phone:
Behavioral and Developmental Referral Center
Dear Parent, Thank you for allowing us the opportunity to serve your family. We will make every effort to best meet your needs. You will find a brief questionnaire enclosed with this letter. This information