Psychological Distress of Filipino Deaf: Role of Environmental Vulnerabilities, Self-Efficacy, and Perceived Functional Social Support

Article Details

Marcella L. Sintos, marcella.sintos@benilde.edu.ph, De La Salle-College of Saint Benilde, Philippines

Journal: The Asia-Pacific Social Science Review
Volume 20 Issue 3 (Published: 2020-09-01)

Abstract

Researches on Deaf mental health shows that Deaf individuals are two to three times more vulnerable to psychological distress compared to their hearing counterparts because they have been exposed to several environmental vulnerabilities. Using the assumptions of stress-vulnerability-protective factors model of Liberman (2008), this study looked into the moderating role of protective factors (general self-efficacy and perceived functional social support) on the effect of vulnerabilities in the psychological distress of 120 self-contained Deaf college students aged 18 to 25 (M=21.83; SD=4.11). Results show that (a) there is a non-significant relationship between environmental vulnerabilities and psychological distress, and (b) general self-efficacy and perceived functional support do not act as moderators. This entails inapplicability of Liberman’s (2008) framework across Deaf sample and may be attributed to three factors: (a) normalization of environmental vulnerabilities in Deaf culture, (b) occurrence of inconsistent mediation in perceived functional social support, and (c) unique context of Deaf individuals in being in a hearing society. Limitations, together with recommendations in research and practice, are discussed to support the mandates of UNCRPD and Magna Carta for PWDs.

Keywords: Deaf, environmental vulnerabilities, psychological distress, self-efficacy, social support

DOI: https://www.dlsu.edu.ph/wp-content/uploads/pdf/research/journals/apssr/2020-September-vol20-3/5-psychological-distress-of-filipino-deaf-role-of-environmental-vulnerabilities-self-efficacy-and-perceived-functional-social-support.pdf
  References:

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Baldry, A. C., & Farrington, D. P. (2005). Protective factors as moderators of risk factors in adolescence bullying. Social Psychology of Education, 8(3), 263-–284.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-–215.

Bandura, A. (1986). Social Foundation of Action and Thought: A Social Cognitive Theory. New Jersey: Prentice Hall.

Barlow, D. H., & Durand, V. M. (1999). Abnormal psychology: An integrative approach (2nd eEd.). Pacific Grove: Brooks/Cole Publishing Company.

Bauman, S., & Pero, H. (2011). Bullying and cyberbullying among Deaf students and their hearing peers: An exploratory study. Journal of Deaf Studies and Deaf Education, 16(2), 236-–253.

Becker, G., & Arnold, R. (1986). Stigma as a social and cultural construct. In S.C. Ainlay, G. Becker., & L.M. Coleman (Eds.), The dilemma of difference: A multidisciplinary view of stigma (pp. 39-–58). New York: Plenum.

Brown, M., & Cornes, A. (2014). Mental health of deaf and hard-of-hearing adolescents: What the students say. Journal of Deaf Studies and Deaf Education, 20(1), 75-–81.

Calderon, R. (2000). Parental involvement in deaf children’s education programs as a predictor of child’s language, early reading, and social-emotional development. Journal of Deaf Studies and Deaf Education, 5(2), 140-155.

Cohen, S., Mermelstein, R., Kamarck, T., & Hoberman, H.M. (1985). Measuring the functional components of social support. In I. G. Sarason, I.G., & B. R. Sarason, B.R. (Eds.), Social support: Theory, research, and applications. The Hague, Netherlands: Martinus Niijhoff.

Cohen, S., Underwood, L. G., & Gottlieb, B. H. (2000). Social support measurement and intervention. New York: Oxford University Press.

Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological Bulletin, 98(#), 310-–357.

Critchfield, A.B. (2002). Cultural diversity series: Meeting the mental health needs of persons who are deaf [Report]. Retrieved from http://www.mh.alabama.gov/downloads/MIDS/ODS_MeetingTheMentalHealthNeedsOfPersonsWhoAreDeaf.pdf

Crocker, J., & Major, B. (1989). Social stigma and self-esteem: The self-protective properties of stigma. Psychological Review, 96(4), 608-–630.

Dammeyer, J. (2010). Psychosocial development in a Danish population of children with cochlear implants and deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 15(#), 50-–58.

Dela Rosa, E.D. (2010). Self-concept, self-efficacy beliefs and performance on operations involving fractions among diverse academic groups. Philippine Journal of Psychology, 43(1), 45-58.

Drapeau, A., Marchand, A., & Beaulieu-Prevost, D. (2012). Epidemiology of psychological distress. In A. Editor (Ed.), Mental Iillnesses: – Understanding, Pprediction and Ccontrol (Ed.pp. xx–xx). Available from http://www.intechopen.com/books/mental-illnesses-understanding-prediction-andcontrol/epidemiology-of-psychological-distress

Fellinger, J., Holzinger, D., & Pollard, R. (2012). Mental health of deaf people. Lancet, 379(#), 1037-–1044.

Fernandez, K.G. (2012). Support means direct help: Filipino adolescents’ multidimensional conceptualization of social support. Psychological Studies, 57(3), 251-–259.

Flores, E.R. (2013). Self-concept and self-efficacy beliefs as predictors of writing performance of college freshman students, presented at the Research Congress, Manila, 2013.

Garcia, E. F. (2014, March). Persons with disabilities: Status in the Philippines. Paper presented at the 1st International Conference of Public Librarians, held in Cebu, Philippines on March xx-xx. Presentation retrieved from http://web.nlp.gov.ph/nlp/sites/default/files/20Mar2014/Persons%20with%20Disabilities%20by%20Edgardo%20garcia.pdf

Glickman, N. S. (2003). Culturally affirmative mental health treatment for Deaf people: What it looks like and why it is essential. In N. S. Glickman, N.S., & S. Gulati, S. (Eds.), Mental health care of Deaf people (pp. 1-–32). Mahwah, NJ: Erlbaum.

Hardaway, C. R., Sterett-Hong, E., Larkby, C. A., & Cornelius, M. D. (2016). Family resources as protective factors for low-income youth exposed to community violence. Journal of yYouth and aAdolescence, 45(7), 1309-–1322.

Hindley, P. A. (2005). Mental health problems in Deaf children. Current Pediatrics, 15(#), 114-–119.

House, J. S. (1981). Work stress and social support. Reading, MA: Addison-Wesley.

Ingram, R. E., & Luxton, D. (2005). Vulnerability-stress models. In B. L. Hankin & J. R. Z. Abela (Eds.),. Development of psychopathology: A vulnerability-stress perspective (pp. xxx-xxx). New York: Sage.

Jones, E. G., Renger, R., & Kang, Y. (2007). Self-efficacy for health-related behaviors among deaf adults. Research in Nursing and Health, 30(2), 185-–192.

Jones, M. A. (2002). Deafness as culture: A psychosocial perspective. Disability Studies Quarterly, 22(2), 51-–60.

Katipunan ng Maykapansanan sa Pilipinas, Inc. & Disability Rights Promotion International. (2009). Monitoring the human rights of persons with disabilities: Preliminary Report – Philippines. Retrieved from http://www.yorku.ca/drpi/files/PhilippinesPrelimRep.pdf

Knoors, H., & Vervloed, M. P. J. (2003). Educational programming for Deaf children with multiple disabilities. In M. Marschark, M., & P. E. Spencer, P.E. (Eds.), Oxford handbook of Deaf studies, language, and education (pp. 82-–96). Oxford: Oxford University Press.

Kvam, M. H., Loeb, M., & Tambs, K. (2007). Mental health in deaf adults: Symptoms of anxiety and depression among hearing and deaf individuals. Journal of Deaf Studies and Deaf Education, (12)(1), 1-–7.

Lazarus, R. S. (1993). From psychological stress to emotions: A history of changing outlooks. Annual Review of Psychology, 44(1), 1-–21.

Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Guildford.

Lederberg, A. R., & Golbach, T. (2002). Parenting stress and social support in hearing mothers of Deaf and hearing children: A longitudinal study. Journal of Deaf Studies and Deaf Education, 7(4), 330-–345.

Leigh, I. W., & Pollard, R. Q. (2003). Mental health and deaf adults. In M. Marschark & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language and education (pp. 203-–215). New York: Oxford University Press.

Liberman, R. P. (2008). Principles and practices of psychiatric rehabilitation. Recovery from disability (pp. 38-–87). Arlington, VA: American Psychiatric Publishing, Inc.

Lier, F. B. (2013). Mental health in deaf and hearing impaired children and adolescents (Unpublished master’s thesis). University of Oslo, Norway.

Lerutla, A. (2001). Language, culture, and psychopathology: Conceptual and methodological issues. Psychiatry, 34(3), 291-311.

Lovibond, S. H., & Lovibond, P. F. (1995). Manual for the depression anxiety stress scales. (Psychology foundation monograph). Sydney, Australia: School of Psychology, University of New South Wales.

Luckner, J., & Bowen, S. (2006). Assessment practices of professionals serving students who are deaf or hard of hearing: An initial investigation. American Annals of the Deaf, 151(4), 410-–417.

Luszczynska, A., Scholz, U., & Schwarzer, R. (2005). The general self-efficacy scale: Multicultural validation studies. Journal of Psychology, 2005 139(5), 439-–457.

MacKinnon, D. P., Fairchild, A. J., & Fritz, M. S. (2007). Mediation analysis. Annual Review of Psychology, 58, 593-–614.

MacMillan, H., Fleming, J. E., Streiner, D. L., Lin, E., Boyle, H., Jamieson, E., Duku, E. K., Walsh, C. A., Wong, M.Y., & Beardslee, W.R. (2001). Childhood abuse and lifetime psychopathology in a community sample. The American Journal of Psychiatry, 158(#), 1878-–1883).

Marschark, M., Lang, H.G., & Albertini, J.A. (2002). Educating deaf students: From research to practice. New York: Oxford University Press.

McKenzie, S. H., & Harris, M. F. (2013). Understanding the relationship between stress, distress and healthy lifestyle behavior: A qualitative study of patients and general practitioners. BioMedCentral Family Practice, 14(166), DOI: 10.1186/1471-2296-14-166.

Michael, R., Most, T., & Cinnamon, R.G. (2013). The contribution of perceived parental support to the career self-efficacy of deaf, hard-of-hearing, and hearing adolescents. Journal of Deaf Studies and Deaf Education, 18(3), xxx–xxx.

Mirowsky, J., & Ross, C. E. (1989). Social causes of psychological distress. NY: Aldine de Gruyter.

Mirowsky, J., & Ross, C.E. (2002). Selecting outcomes for the sociology of mental health: Issues of measurement and dimensionality. Journal of Health and Social Behavior, 43, 152-170.

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.

Moog, J., & Geers, A. (1985). EPIC: A program to accelerate academic progress in profoundly hearing-impaired children. The Volta Review, 87(#), 259-–277.

Moores, D. (1987). Educating the deaf: Psychology, principles, and practices. Boston, MA: Houghton Mifflin.

National Association for the Deaf. (2003). Position statement on mental health services. Retrieved from http://www.nad.org/issues/health-care/mental-health-services/position-statement

National Institute of Mental Health. (2001). Mental health: Culture, race, and ethnicity. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK44246/

Nothcut, T. B. (2011). Personality conditions. In N. R. Heller, N.R., & A. Gitterman, A. (Eds.), Mental health and social problems: A social work perspective (pp. 404-–422). NY: Routledge.

Ohre,B., von Tetzchner, S., & Falkum, E. (2011). Deaf adults and mental health: A review of recent research on the prevalence and distribution of psychiatric symptoms and disorders in the prelingually deaf adult population. International Journal on Mental Health and Deafness, 1(1), 3-22.

Ostazewski, K., & Zimmerman, M. A. (2006). The effects of cumulative risks and promotive factors on urban adolescent alcohol and other drug use: A longitudinal study of resiliency. American Journal of Community Psychology, 38(#), 237-–249.

Phillips, M. R. (2009). Is distress a symptom of mental disorders, a marker of impairment, both, or neither? World Psychiatry, 8(#), 91-–92.

Poon, B. T., & Zaidman-Zait, A. (2014). Social support for parents of Deaf children: Moving toward contextualized understanding. Journal of Deaf Studies and Deaf Education, 19(2), 176-–188.

Postsecondary Educational Programs Network. (2015). Fastfacts: Mental health services for individuals who are Deaf or hard of hearing [PDF]. Retrieved from http://www.pepnet.org/sites/default/files/Mental-Health-DHH.pdf

Postsecondary Educational Programs Network. (n.d.). Pn2 research brief: Mental health care of DHH individuals: Needs, risk factors, and access to treatment [PDF] (Research Brief). Retrieved from http://www.pepnet.org/sites/default/files/Reseach%20Brief_Mental%20Health%20v4.pdf

Power, D. (2005). Models of deafness: Cochlear implants in the Australian daily press. Journal of Deaf Studies and Deaf Education, 10(4), 451-–459.

Quittner, A.L., Barker, D.H., Cruz, I., Snell, C., Grimley, M.E., & Botteri, M. (2010). Parenting stress among parents of Deaf and hearing children: Associations with language delays and behavior problems. Parenting, science and practice, 10(2). 136-155.

Rutter, M. (2000). Resilience reconsidered: Conceptual consideration, empirical findings, and policy implications. In J. P. Shonkoff (Ed.), Handbook of early intervention (pp. 651-–682). Cambridge: Cambridge University Press.

Santos, M.C.J., Magramo, C.S., Oguan, F., & Paat, J. (2014). Establishing the relationship between general self-efficacy and subjective well-being among college students. Asian Journal of Management Sciences and Education, 3(1),

Sarason, I. G., & Sarason, B. R. (1985). Social support – Insights from assessment and experimentation. In I. G. Sarason & B. R. Sarason (Eds.), Social support: Theory, research and applications (pp. 39-–50). Boston: Martinus Nijhoff.

Schwarzer, R., & Jerusalem, M. (1995). Generalized self-efficacy scale. In J. Weinman, S. Wright, & M. Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 35-–37). Windsor, UK: NFER-NELSON.

Sheppard, K. G. (2008). Depressive symptoms among culturally deaf adults (Doctoral Unpublished Doctoral Dissertation). University Name, Location. Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3303579).

Stock, M. R. (2001). The effects of received and perceived functional social support on the health status of HIV-positive African-American women (Unpublished doctoral dissertation). Retrieved from ProQuest Dissertations and Theses database. (UMI No. 3026138).

Sullivan, P., Brookhouser, P., & Scanlan, M. (2000). Maltreatment of Deaf and hard of hearing children. In P. A. Hindley, P.A., & N. Kitson, N. (Eds.), Mental health and deafness (pp. 185-–205). London: Whurr’s.

Szarkowski, A. & Brice, P.J. (2016). Hearing parents’ appraisals of parenting a deaf or hard-of-hearing child: Application of a positive psychology framework. Journal of Deaf Studies and Deaf Education, 21(3), 249-258.

Turner, O., Windfuhr, K., & Kapur, N. (2007). Suicide in deaf populations: A literature review. Annals of General Psychiatry, 6(26), DOI: 10.1186/1744-859X-6-26.

Tysoe, Y. (2010). Position statement: The emotional well-being and mental health of deaf children and young people [PDF]. Retrieved from http://www.ndcs.org.uk/about_us/ndcs_policies_and_position_statements/index.html#contentblock2

United Nations. (2007). Convention on the rights of persons with disabilities and optional protocol [PDF]. Retrieved from http://www.un.org/disabilities/documents/convention/convoptprot-e.pdf

Vanderbilt-Adriance, E., & Shaw, D. S. (2008). Protective factors and the development of resilience in the context of neighborhood disadvantage. Journal of Abnormal Child Psychology, 36(6), 887-–901.

Vernon, M., & Leigh, I. (2007). Mental health services for people who are Deaf. American Annals of the Deaf, 152(4), 374-–381.

Watson, D. (2009). Differentiating the mood and anxiety disorders: A quadripartite model. Annual Review of Clinical Psychology, 5, 221-–247.

Werner, E. E. (2000). Protective factors and individual resilience. In J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of early child intervention (pp. 115-–134). New York: Cambridge University Press.

Wheaton, B. (2007). The twain meets: Distress, disorder and the continuing conundrum of categories (comment on Horwitz). Health, 11(#), 303-–319.

Wilson, J. A. B., & Schild, S. (2014). Provision of mental health care services to Deaf individuals using telehealth. Professional Psychology, Research, and Practice, 45(5), 324-–331.

World Health Organization. (2012). WHO global estimates on prevalence of hearing loss [PDF]: Mortality and burden of diseases and prevention of blindness and deafness. Retrieved from http://www.who.int/pbd/deafness/WHO_GE_HL.pdf

Yazon, A.D. (2015). Self-esteem, self-efficacy and academic performance of the College of Teacher Education students at the Laguna State Polytechnic University, Los Banos campus, AY 2013-2014, presented at the 3rd Global Summit on Education, Malaysia, 2015.

Young, A., Rogers, K. D., Green, L., & Daniels, S. (2011). Critical issues in the application of resilience frameworks to the experiences of deaf children and young people. In J. H. Zand & K. J. Pierce (Eds.), Resilience in Deaf children: Adaptation through emerging adulthood (pp. 3-–24). London: Springer Science+Business Media, LLC.

  Cited by:
     None...