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| Preface | |
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| The Emerging Self: A Lifelong Process | |
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| Perspectives in Psychology | |
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| Perspectives in Sociology | |
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| Personality Development | |
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| Establishing a Sense of Identity | |
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| Perspectives in Deafness | |
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| Deaf Communities | |
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| Establishing a Deaf Identity | |
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| Developing a Positive Self-Concept | |
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| Establishing a Deaf Identity: A Lifelong Process | |
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| Impact of the School Setting on Deaf Identity | |
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| Factors That Influence Self-Identity | |
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| Strategies for Enhancing the Deaf Child's Self-Concept: Enriching Self-Identity | |
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| Summary | |
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| Family Dynamics and Deafness | |
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| Variations in Family Structure | |
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| The Diversity of Families | |
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| Economic Variability and the Family Unit | |
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| Hearing Parents/Deaf Children: Cultural Conflicts | |
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| Communication: Providing Inroads into Psychosocial Development | |
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| Fostering Independence with in the Family Unit | |
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| Discipline Techniques: Working with Deaf Children | |
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| Greenspan's Emotional Milestones and Their Relationship to Deafness | |
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| Summary | |
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| Sociolinguistics and Deafness | |
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| Linguistics: A Study of Nature and the Structure of Language | |
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| Stages of Language Development | |
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| The Conversational Domain and Deafness | |
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| The Literate Domain and Deafness | |
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| The Metalinguistic Domain and Deafness | |
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| Summary | |
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| The Educational Domain: Promoting Social/Emotional Growth and Development | |
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| Characteristics of the School-Aged Population | |
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| Classrooms That Promote Social Competence | |
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| Adapting Classroom Management Approaches for Deaf and Hard-of-Hearing Students: Fostering Social and Emotional Growth and Development | |
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| Educational Interpreters: Providing the Communication Link | |
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| Classroom Participation and Emotional Security in Mainstream Settings | |
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| Psychological Development in the Residential School Setting | |
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| Enhancing Self-Esteem: Promoting Social Competence | |
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| Summary | |
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| Sexuality and the Deaf Community | |
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| Contemporary Explanations of Sexual Behavior | |
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| Acquiring Sexual Knowledge: Sources of Information | |
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| Deaf Children and the Acquisition of Sexual Information and Knowledge | |
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| School-Based Health and Sex Education Programs | |
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| Residential School-Based Health and Sexuality Education Programs | |
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| Homosexual Behavior and Gay Identity | |
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| Deafness and Homosexuality | |
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| HIV and AIDS | |
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| Designing Comprehensive Sexual Education Programs for Deaf Students | |
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| Summary | |
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| Social Development and Deafness | |
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| Social Cognitive Theory: The Work of Albert Bandura | |
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| Bronfenbrenner's Ecological Theory | |
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| Emotional Intelligence and the Work of Daniel Goleman | |
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| Agents of Socialization | |
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| Views of Deafness: Society's Perceptions and Expectations | |
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| A Look at Deafness: The Socialization Process | |
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| The Function of Play | |
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| Peer Interaction and Popularity | |
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| Developing Friendships | |
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| Summary | |
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| Identifying the Healthy Personality | |
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| Theories of Healthy Personality | |
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| Healthy Personality and Deafness | |
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| Applying the Theories: A Look at Deafness and Healthy Personality Development | |
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| Summary | |
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| Psychological Assessment of Deaf Individuals | |
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| Origins of Psychological Testing | |
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| An Overview of the Assessment Process | |
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| Assessment and the Deaf Population | |
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| Infant and Child Assessment | |
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| Assessment of School-Aged Deaf and Hard-of-Hearing Children and Adolescents | |
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| Assessment of Adults | |
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| What Test Results Show | |
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| Test Results and the School-Aged Population | |
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| Mental Health Assessment and the Deaf Population | |
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| Strategies for Interpreting Psychological Assessments | |
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| Summary | |
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| Counseling Techniques and Therapeutic Models | |
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| Mental Health Professionals | |
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| Clients Seeking Mental Health Services | |
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| The Counseling Process: Facilitating Change | |
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| Meeting the Needs of Deaf and Hard-of-Hearing Clients | |
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| Counseling within the School Setting | |
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| Counseling Techniques, Theories, and Strategies | |
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| Summary | |
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| Mental Illness and Deafness | |
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| Defining Abnormal Behavior | |
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| Factors That Contribute to Abnormal Behavior | |
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| Classifying Abnormal Behavior | |
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| Mental Status Exam | |
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| Identifying Mental Illness in Deaf and Hard-of-Hearing Individuals | |
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| Conducting Mental Status Exams with Deaf Clients | |
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| Prevalence of Mental Illness within the Deaf Population | |
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| Interpreting during the Mental Status Exam | |
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| Summary | |
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| Crisis and Intervention | |
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| The Multifaceted Nature of Abuse: Contributing Factors | |
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| Sexual Abuse of Children | |
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| Eating Disorders and the Deaf and Hard-of-Hearing Population | |
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| Alcohol and Substance Abuse and Deafness | |
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| Summary | |
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| Community Mental Health Agencies: Providing Services to Those Who Are Deaf | |
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| A Brief Historical Overview | |
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| Standards of Care Recommendations for Accessibility | |
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| Community-Based Mental Health Agencies and Deaf Consumers | |
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| Recognizing Traditionally Underserved Persons Who Are Deaf | |
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| Contemporary Problems of Service Delivery | |
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| Mental Health Service Delivery Systems | |
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| Future Directions: Focusing on Program Implementation | |
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| Summary | |
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| References | |
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| Author Index | |
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| Subject Index | |