Wellbeing in deaf children: A framework of understanding

Abstract

This article presents a description of how elements in the life of deaf children interact to promote wellbeing in the deaf child. Deaf children are known to be at much greater risk of developing mental health problems than their hearing peers (Hindley et al., 1994). A lack of opportunity to participate in social life resulting from barriers within the environment (e.g. language and communication, and social attitudes towards deafness) is regarded as major determinants of deaf children’s social and emotional development (Hindley, 2000; Schlesinger & Meadow, 1972). However, there seem to be more elements contributing to life stressors in the deaf child. A model of wellbeing (Veenhoven, 2000) will be applied to the multidisciplinary study and review of deaf children’s social and emotional development. In doing so, multiple conditions identified as sources of influence on deaf children’s wellbeing will be brought together in one single picture. The concept of developmental ecologies proposed by Bronfenbrenner (1980, 1996) will provide the theoretical grounding to explain how deaf children’s wellbeing can be promoted. This work is important in highlighting the implications that societal views on deaf people have for promoting the development and wellbeing of deaf children, and some practical implications are drawn for professionals working with deaf children and their families.