A qualitative exploration of the role and needs of classroom teachers in supporting the mental health and well-being of deaf and hard-of-hearing children

dc.contributor.authorFurness, Emily
dc.contributor.authorLi, Ian W.
dc.contributor.authorPatterson, Lisa
dc.contributor.authorBrennan-Jones, Christopher G.
dc.contributor.authorEikelboom, Robert H.
dc.contributor.authorCross, Donna
dc.contributor.authorFisher, Colleen
dc.date.accessioned2020-07-28T08:29:21Z
dc.date.available2020-07-28T08:29:21Z
dc.date.issued2019-07
dc.description.abstractPURPOSE : Children who are deaf and hard of hearing (DHH) face a wide array of issues that can impact their mental health and well-being. This study aimed to explore the role of schools and classroom teachers in supporting the mental health and well-being of DHH children. METHOD : A qualitative study comprising telephone and semistructured interviews with 12 mainstream school classroom teachers who directly support the education and well-being of DHH children was conducted. Thematic analysis was used to analyze the data. RESULT : Classroom teachers indicated they play an important role in supporting the mental health and well-being of DHH children but identified a range of constraints to providing this support. Four themes were identified: (a) "culture of professional practice," (b) "operationalized practice," (c) "constraints to practice," and (d) "solutions for constraints." CONCLUSIONS : Classroom teachers play an important role in supporting the mental health and well-being of DHH children but face several constraints in their practice, including limited training and awareness and access to resources. While further research is needed, this study suggests that classroom resources and teacher professional development are needed to enhance classroom teachers' understanding of how to support the mental health and well-being of DHH children.en_ZA
dc.description.departmentSpeech-Language Pathology and Audiologyen_ZA
dc.description.librarianhj2020en_ZA
dc.description.sponsorshipThe West Australian Health Promotion Foundation (Healthway)en_ZA
dc.description.urihttps://pubs.asha.org/journal/lshssen_ZA
dc.identifier.citationFurness, E., Li, I.W., Patterson, L. et al. 2019, 'A qualitative exploration of the role and needs of classroom teachers in supporting the mental health and well-being of deaf and hard-of-hearing children', Language, Speech, and Hearing Services in Schools, vol. 50, no. 3, pp. 399-415.en_ZA
dc.identifier.issn0161-1461 (print)
dc.identifier.issn1558-9129 (online)
dc.identifier.other10.m44/2019_LSHSS-18-0085
dc.identifier.urihttp://hdl.handle.net/2263/75462
dc.language.isoenen_ZA
dc.publisherAmerican Speech-Language-Hearing Associationen_ZA
dc.rights© American Speech-Language-Hearing Association Jul 2019en_ZA
dc.subjectChildrenen_ZA
dc.subjectDeaf and hard of hearing (DHH)en_ZA
dc.subjectMental healthen_ZA
dc.subjectWell-beingen_ZA
dc.subjectSchoolsen_ZA
dc.subjectClassroom teachersen_ZA
dc.titleA qualitative exploration of the role and needs of classroom teachers in supporting the mental health and well-being of deaf and hard-of-hearing childrenen_ZA
dc.typePostprint Articleen_ZA

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