Professional Documents
Culture Documents
Presented by:
GAILA, JEAN CLARISSE
GAMIT, RODMAN
TAN, MAE DANNALYN TAN
2016
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Last 2015, there was a huge roar of triumph on Social Media among the deaf
community worldwide as Tyra Banks announced the winner of Americas Next Top
Model Cycle 22. The winner is Nyle DiMarco, a 26-year old who is the second man
and the first deaf man to win Americas Next Top Model. Nyle was an obvious favorite
from the very beginning of the show. He was able to soar through every challenges,
despite not hearing directions during shoots.
This is one of the few inspiring stories loved by parents of deaf children. To Nyles
mother, the uphill battle of raising a deaf child had finally paid off by his sons
achievement. That is, to be able to function equally as part of the society despite of
the limited comprehension towards people with hearing disabilities. Yet, it is
noteworthy to mention the parenting stress experienced by the parents throughout
the developmental life span of their deaf child. Becoming a parent of a deaf-mute
child is accompanied by stresses of various intensity.
Parents, in particular, as primary caregiver of a deaf and mute child, faces daunting
challenges in the care of the child. In the process, parents undergo difficult times to
overcome the stress and frustrations in its attempt to deal with the terrific feelings that
they are in some way responsible for the childs condition. They also have to bear the
Theoretical Framework
This study used Parenting Stress Theory (1992) as a guiding model for the
development of stress among parents, with the addition of Hills ABCX model to fully
understand how the parents adapt to stressful situations. These theoretical
foundations are described as follows;
The Parenting Stress Model
One of the groundbreaking parental stress theorists Richard Abidin, whose
Parenting Stress Theory represents a specific application of stress theory. Abidin
(1992) built on previous parenting models such as Belskys Parenting Process Model
(1984). However, Abidin (1992) thought that Belskys model, although an improvement
on previous stress research, failed to fully capture the parent as thinking, planning and
goal-oriented individual. In 1995, Abidins publication of Parenting Stress Index which
measured parenting stress have marked a significant milestone in the understanding
of this stress.
He then proposed three major domains of parenting stress: parent characteristics,
child characteristics, and situational/life demographics. These domains are reflected in
Figure 1: Shows the Parenting Stress Mdel containing its three (3) domains.
B (Family
Resources)
A (Stressor
Event)
X (Crisis
Event)
C (Familys Definition
of Stressor Event)
The birth of a child with a hearing disability would be A, the stressor event. The
family resources B would include availability of medical care. The definition of stressor
event C might be the situation is unmanageable because the familys resources are
not enough to meet the medical demands of the child. This situation would produce X,
the crisis. The ABCX model considers the interaction between B and C and how they
affect X. Factors B and C dictates how the family, especially the parents cope with the
stressful event.
Level of
Parenting Stress
Level of
Coping
Mechanism
Mother
Father
The level of parenting stress and coping mechanism among mothers and fathers
of deaf-mute children will be evaluated through employing stringent statistical methods
in finding out their difference and if such relationship exists between these two
variables. The inferences derived from this process will be attested through the
research hypothesis provided in this study.
Hypothesis
There are two hypotheses for this study such as follows;
Hypothesis 1: There will be no significant difference between Parenting Stress and
Coping Mechanisms among Mothers and Fathers of deaf-mute children.
Hypothesis 2: There is no significant relationship between Parenting Stress and
Coping Mechanism among Mothers and Fathers of deaf-mute children.
Definition of Terms
The following terms were used in this study;
Coping Mechanism: group of efforts or cognitive and behavioral activities an
individual uses to handle stressful situation in order to reduce internal and external
CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents related literatures, studies and readings which are relevant
to the research study. The researchers has gone through intensive readings of
materials, taken from libraries, resource centers (see referral letters provided on the
appendices) and from the internet both foreign and local which contain facts and
information on the research problem at hand. It also provides synthesis between
previous researches and the present work.
Related Literature
Researchers have explored how a childs disability affects the lives of their
parents. Most of them dwelt on the negative effects of childhood disability on family
life, highlighting parental sorrow, marital discord and family instability (Murphy &
Levine, 2007). Stress has been a common topic among scholars who are looking into
the effects of a childs disability on the family, especially the parents.
Most of the time, this stage show clearly when parents insist that their child can
communicate verbally or through sign language, or when the child will be wellmatched to a better communication or learning. Second, the anxiety stage where
parents learn things about their children, being of a slow learner and worry so much
about their childs future, academic abilities and capability of being employed. Thirdly,
the stage of depression, where parents tend to ask and blames themselves for their
childs disabling condition. Fourth, the stage of anger, where parents start to think that
its not fair for them to have a child with the kind of disability and that they do not
deserve to have one. Fifth, the guilt stage where parents may feel that their childs
hearing loss is the result of something that they did, lack thereof. Lastly, the
acceptance stage where at this point, parents learn about their childs deafness.
They become acquainted with others in the deaf community, and see that their child
could live a normal and fulfilling life (Berke, Jamie, 2009).
The authors of the book entitled, Multicultural Perspectives in Working with
Families, the general reaction that parents experience when they learn about their
childs deafness or hearing impairment is a grief reaction, similar to mourning process.
Foreign Studies
Numerous problems confront parents of deaf children. They face greater
challenges that make it necessary for them to be involved in extra ordinary care giving
routines and specialized help and services (Carney, 2006). These problems lead to
parenting stress and family functioning is especially compromised (Dyson, 2005).
Higher demands are placed on parents with deaf children, particularly on their time
and resources (Forgays et al., 2005).
A study reported that stressors of mothers of deaf children include diagnosis of
hearing loss, learning communication method, more involvement in decision making
and increased contact with professionals from various disciplines, and especially the
everyday experiences of having a child who communicates in a different and
complicated manner.
Deaf parents may be more accepting of hearing loss, adept at visual communication
and sensitive to the needs of deaf children (Marschark, et al., 2006).
Hearing loss make parents feel awkward and deal with their grief by investing a
lot of time with the deaf child in an attempt to make it a positive experience. The more
anxiety a parent feels, the more time they spend with the deaf child (Bat-Chava &
Psychologically, they showed high levels of stress as they endured emotional crises..
Some of these studies even pointed out parental disadvantage in the area of their
social life.
On the other hand, it is noteworthy to mention that the available literature
only focuses according to the mothers perspectives. And that, local studies about
hearing impairment and families specifically cases of deafness appeared to be scarce
and underdeveloped. Furthermore, it seems that mothers have been studied in the
area of parenting a child with hearing disability. As seen in the method used by
CHAPTER 3
METHODOLOGY
This chapter will be dedicated to the description of the methods and procedures
that will be done in order to obtain the data, how they will be analyzed, interpreted,
and how the conclusion will be met. This section is to justify the means in which the
study was obtained and will help in giving it purpose and strength as it will then be
truthful and analytical. All these will help in the processing of the data and the
formulation of conclusions. Specifically, this chapter deals with the methods of
research that will be used in the present study, the sample and sampling technique,
having a severe to profound hearing loss. The respondents for this study will compose
of 30 qualified set of parents where both mothers and fathers will answer
questionnaires provided by the researchers.
A permission to conduct a study will be obtained from the school principals, head
of the organization and from the parents. The names of the parents will be withheld for
confidentiality purposes.
Sampling Technique
A purposive sampling method will be used in the selection of the respondents in
this study. In this regard, the respondents for this study will be based on the criteria set
by the researchers such that the respondents within the population sample will have
meaning for the data that will be gathered.
Research Instruments
In this study, the respondents will be given of questionnaires to fill in. This
questionnaires
will
be
the
main
data-gathering
instrument.
The
research
questionnaires will be comprised of two sets namely--- Parental Stress Scale and
Coping Health Inventory for Parents, where both aimed to measure the parenting
An apparent strength of the scale lies in its ability to isolate and examine the
stress that occurs as a result of the parenting role, without confounding those results
with marital, financial, or other general life stress.
Coping Health Inventory for Parents
The Coping Health Inventory for Parents (CHIP) was designed to measure
parental coping patterns. This 45-item questionnaire is a valid and reliable measure by
which parents rate their perception of how useful certain coping behaviors are by way
of a four-point Likert scale from not helpful (0) to extremely helpful (3). These coping
behaviors are grouped into three patterns. The first coping pattern is Maintaining
family integration, cooperation, and an optimistic definition of the situation (19 items,
maximum score = 57), which refers to, for example parents participating in activities
with other family members or getting other family members to help with chores and
tasks at home. The second coping pattern is Maintaining social support, self esteem,
and psychological stability (18 items, maximum score = 54), which refers to, for
example parents getting away from the home care tasks and responsibilities for some
relief or talking to someone about how they feel. The third coping pattern is
References:
Books:
Cronin, Sarah and many (2015). Parents and Stress: Understanding Experiences
Context and Responses. Childrens Mental Health EReview.
Retrieved from: http://www.extension.umn.edu
Congress, Elaine and Gonzales, Manny (2005). Multicultural Perspectives in
Working
With Families. Springer Publishing Company Inc.
Retrieved from: www.books.google.com
Deater-Deckard, K. (2008). Parenting Stress. New Haven, CT: Yale Univ. Press.
Retrieved from: https://books.google.com.ph
Fielder C., Simpson, R. & Clark, D. (2007). Parents and Families of Children with
Disabilities: Effective School-based Support Services. Pearson
Merrill/Prentice
Hall. Retrieved from: https://books.google.com.ph/books
Fox, W. & Bayat, M.S (2007) A Guide to Managing Research.
Retrieved from: http://research-methodology.net
Halbahan Daniel P. and Kauffman James M. (2005). Exceptional Learners:
Introduction