Date of Conferral

2-14-2024

Date of Award

February 2024

Degree

Ph.D.

School

Psychology

Advisor

Reba Glidewell

Abstract

Within the United States, 90 to 95% of Deaf individuals are born to hearing parents who have little to no experience with deafness, Deaf culture or the Deaf community. Due to a multitude of factors, these individuals typically grow up with limited access to a complete language until they reach kindergarten or later. Additionally, American Sign Language (ASL)-based resources are rare or non-existent in most areas of mainstream living. Using a phenomenological method of inquiry, the study illuminated the lived experiences of early language deprivation for Deaf American adults in relation to their ability to cope with deaf-specific trauma during adulthood. Using Sullivan’s interpersonal theory of personality, the study attempted to shed light on the lived experiences of Deaf trauma survivors who suffered early language deprivation. It also helped to determine what role early interpersonal relationships play in developing coping skills during adulthood. Five Deaf American adults who grew up with hearing parents or guardians were interviewed in a one-to-one, structured interview over Zoom and Zoom chat. Thematic coding and bracketing was then utilized to code the research data. The study revealed superordinate themes of stress, support, and coping. The target population was found to deeply rely on their social connections or interpersonal relationships as a means coping with traumatic situations, stress, and anxiety. The results of this study could provide positive social change to community health organizations, schools and Deaf activist groups with evidence supporting greater access to ASL based resources for Deaf or hard-of-hearing individuals.

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