A hearing loss is not a mental health issue and in itself does not predispose a child to having a mental health disorder. However, there are clearly a number of risk factors associated with deafness (described earlier in this Guide) which may affect the mental health of children who are Deaf/deaf or hard of hearing. As such, parents and educators need to educate themselves about and encourage the development of skills that will promote good mental health.

Protective Factors

A proactive approach that promotes well-being for children and youth shifts the focus from risk factors and deficits to the development of protective factors that build on the family’s and the individual child’s strengths.

Protective factors are individual or environmental characteristics, conditions, or behaviours that reduce the effects of stressful life events (www.cdc.gov/healthyyouth/protective/). Protective factors which promote positive mental health in children and youth include:

Positive nurturing and attachment
Knowledge of parenting and of child and youth development
Resilience (parent, family and self)
Social connections
Concrete supports for parents
 

http://friendsnrc.org/cbcap-priority-areas/well-being-and-the-young-child/pf-young-child

How will protective factors help?

Protective factors encourage:

Clear self-concept
High self-esteem and confidence
Self-efficacy
Self-advocacy
An ability to deal with change
Skills and values that lead to efficient use of personal ability
A good range of social problem solving skills
Aspirations for the future
The feeling of having options
The feeling of being in control of one’s life

Parental reactions to the identification of hearing loss

Parents hold dreams about their baby based on assumptions including the ability to communicate fully, effectively, and intuitively without barriers, just as their parents communicated with them.

Parents’ emotional response and how they cope when they find out that their child is Deaf/deaf or hard of hearing will affect both family adjustment and child outcomes. Parents who can cope and adjust to the psychological stress precipitated by the identification can have a positive influence on their child’s development.

Risk factors

High parental stress is associated with:

Child socio-emotional problems
Child behaviour problems
Child variables including:
     children with disabilities in addition to being Deaf/deaf and hard of hearing
     late language acquisition relative to their chronological age (communicative/language competence)
Inhibited parental involvement

Protective factors

Low parental stress is associated with:

Parental access to personal and social support/resources support
Sense of meaning in one’s life
Parental involvement
 

Parents want information about accessing services, capacity-building informational resources, supports for parenting skills, and social supports. Top-ranked sources of support as indicated by parents include the following:

individual professionals with expertise in the area
other parents of children who are Deaf/deaf or hard of hearing
family support organizations
grandparents/extended-family members
opportunities to connect with mentors and role models
service providers dedicated to children who are Deaf/deaf or hard of hearing, such as VOICE (www.voicefordeafkids.com) and CHS (www.chs.ca)
 

Parents have also shared that the following factors empower families to be resilient thereby promoting better outcomes for their children:

family time and routines
social support
affirming communication attempts
developing problem-solving skills
having a religion and/or faith
providing daily love and encouragement
gathering many informational resources
having high expectations
actively searching for meaning and acceptance of the child’s Deaf/deaf or hard of hearing status