Texas Deafblind Project - Interactions and Connections

Interaction is a fundamental part of being human, and it’s for everyone. We engage in it at every stage of life, regardless of our vision, hearing, sensory differences, disabilities, or medical conditions. It’s deeply ingrained in us to seek connection and strive to make interactions meaningful and enjoyable. This innate drive stems from our essential need for safety and belonging. Watch to learn how to create meaningful interactions and foster deep connections in the deafblind community.

Trauma and the Deaf Child

Normal - What Does that Even Look Like?

Why does my deaf child behave that way? Does my child’s deafness cause bad behaviors? What do those behaviors mean? Will my deaf child be normal? Let’s take a moment and examine these concerns. Understanding what causes these behaviors and what the behaviors mean can lead to a better understanding of your deaf child’s emotions, needs, challenges, and social-emotional learning. How we respond, provide, support, and utilize appropriate strategies is the key to enhancing a sense of self-sufficiency and self-advocacy.

Normal - Just a Setting on the Dryer

Navigating the Unknown: Reducing Trauma When Reporting to DFPS

Ms. Murphy discusses the importance of utilizing Child Protective Services to ensure

child safety and prevent potential trauma by providing guidelines about what to expect

when working with DFPS and how to make the reporting process effective. This webinar

will also address the possibility of Secondary Traumatic Stress and the importance of self-care, as well as how to advocate for the child during the reporting process.

Virtual Peer Learning Groups for Youth who are Deafblind

Understanding ADHD

Language Deprivation

Playful Parenting Building Connections and Raising Children with Play

Step Out of the Storm: Navigating Crisis

Fostering Corrective, Family-Centered Experiences

In addition to the numerous barriers known to prevent DHH and DB youth from accessing mental health care services, families of these youth, particularly those students educated in mainstreamed settings, are also at heighted of risk of being isolated from other key community resources and connections and may not know where to turn to access specialized, linguistically- and culturally affirming mental health care in support of their child. This presentation will outline how a family-centered, therapeutic model of mental health assessment for youth was established at one pediatric hospital outpatient mental health clinic. This presentation will describe referral pipelines as well and common referral questions and concerns held by parents. This poster will describe key domains and measures included in the assessment process and how deaf-specific experiences such as dinner table syndrome, communication anxiety, and listening fatigue are identified as an underlying mechanism to DHH and DB youth’s mental health symptoms. Approaches to assessment feedback, recommendations, and avenues to increase family’s social capital will be described.

Mental Health Symposium 2021

A virtual symposium for families and professionals, focusing on mental health for deaf and deaf-blind students. Some topics include information on state legislation updates, informed trauma care, and professional ethics.

[Pre-Recorded] Day 1: Becoming Trauma Responsive When Working with Children and Families

Bio: Malibu has worked in different Deaf schools as a school counselor, and also at SAFE (Stop Abuse For Everyone) in Austin, TX as a counselor, educator, and outreach specialist, focusing on Deaf children and adults of all identities who need support for current or past domestic and/or sexual violence. She continues to educate, advocate, and collaborate with communities and schools to practice transformative justice and creating trauma-informed care environments in all places in our community.

Presentation Description: The experience of trauma goes beyond the person. The trauma is alive and real when the child is in the classroom, home, and everywhere they go. It can look like a child who is fearful, constantly on the go, a hard worker, and/or appears that the chaos seems to follow the child. We, as a parent or educator, feel overwhelmed trying to manage the child at home or classroom, rather than viewing their behaviors as a form of communication. However, people can transcend trauma when they experience physical, psychological, and emotional safety. Therefore, it is important for us to develop healthy and meaningful relationships and practice trauma informed care in order to create space for each and every child to navigate their world while healing from their trauma, in the classroom and at home. Additionally, this workshop will cover symptoms of children with trauma and the nuts and bolts for the child to heal in the trauma-informed environment.

Providing Informed Trauma Care

Bio: Leisha is a Licensed Professional Counselor- Supervisor, a Certified School Counselor, and a Sign Language Interpreter. Leisha provides school counseling services, and parent supports to Deaf and Hard of Hearing children. In addition, she delivers private psychotherapy to consumers within the Greater Houston area. Leisha specializes in assisting clients in recovering from trauma, addressing their Mental Health and Wellness needs, overcoming barriers to access in a hearing environment, and maximizing their own personal growth in order to successfully reach their goals. After over 20 years of experience, working with the Deaf and Hard of Hearing community, Leisha is passionate about educating Mental Health clinicians in providing trauma informed care to their clients.

Bio: Cynthia De Los Santos is a native Houstonian, and has been in the counseling/psychotherapy field for more than 15 years. She has earned her Bachelor's degree of Science in Psychology in 2000, a Master of Arts degree in Marriage and Family Therapy in 2004, and holds a license in Marriage and Family Therapy since 2007. She has worked with a wide range of individuals, couples, children, and families, as well as cases involved with Family Protective Services in her private practice work. She specializes in working with the deaf population providing communication access in using American Sign Language and with an in-depth systematic perspective of the issues surrounding deafness/hearing loss and in their relationships. She also has vast experience in working with individuals of various disability related barriers as a former vocational rehabilitation counselor and in her current position as an American Disability Act Counselor at Houston Community College-Northeast.

Presentation Description: This presentation will address the special challenges of treating Deaf and Hard of Hearing individuals, who have experienced trauma. The various aspects, as well as possible barriers, that should be considered when Mental Health clinicians are providing Trauma Informed care for Deaf and Hard of Hearing clients will be discussed.

Deaf Mental Health Care: Where We’ve Been and Where We’re Going

Bio: Melissa is a Gallaudet-trained psychologist and clinical researcher who strives to provide accessible behavioral healthcare to members of the U.S. Deaf community. Melissa is Co-Director of the Stakeholder Engagement Program in the UMass Medical School Implementation Science & Practice Advances Research Center (iSPARC) and Director of the DeafYES! Center for Deaf Empowerment and Recovery. Melissa’s career within the Deaf community has only been successful because of the participatory action nature of her work. Her team’s clinical services and research studies are co-led by Deaf professionals and Deaf laypersons, ensuring that the work they do is relevant and accessible. In addition to this community co- leadership model, Melissa’s team continuously infuses the voice of Deaf community members into their work via ongoing qualitative interviews, focus groups, and community forums.

Presentation Description: During this keynote presentation, Dr. Anderson will provide a brief overview of the current state of Deaf mental health research and Deaf mental health services in the U.S. Topics to be covered include past-decade gains in awareness of mental health disparities between Deaf and hearing youth and adults; recognition of the impact of early developmental trauma on later health and mental health outcomes (e.g., adverse childhood experiences (ACEs), attachment disruption, language deprivation); and, a number of preliminary efforts to design culturally and linguistically accessible evidence-based mental health services for Deaf youth and adults. Leveraging the momentum of this recent progress, Dr. Anderson will then outline proposed next steps and strategies for continuing to move the field of Deaf mental health forward in the coming years.

[Recorded at Symposium] Day 1: A Mother and Son’s Journey

Bio: Trish is currently working at the Texas School for the Deaf as a school counselor with early childhood and elementary age students. She has been a school counselor for 19 years at TSD. Trish has also been a certified MANDT instructor since 2006. Trish has worked for a total of 33 years in both the education and human service fields. Additionally, she volunteers with Combat Veterans Motorcycle Association to assist veterans to integrate back into civilian life as well as provide support to veterans dealing with post-traumatic stress syndrome.

Presentation Description: Trish will be sharing a mother’s testimony about her son’s trauma and mental health impacts to this day since he was born. She will also share what the mother and the family have endured throughout this lifelong journey with this son. This real-life story is meant to be heartfelt and to be inspirational in such a way that somehow hope can prevail and overcome the lack of mental health resources here in Texas.

[Pre-Recorded] Day 2: State of the State

Bio: Darrel D. Spinks is the Executive Director of the Texas Behavioral Health Executive Council, having previously served as the Executive Director and General Counsel for the Texas State Board of Examiners of Psychologists. Prior to working for the state, Mr. Spinks was in private practice for over nine years, during which time he handled a wide variety of both civil and criminal litigation in state and federal court. Mr. Spinks is a graduate of Howard Payne University in Brownwood, Texas, and Baylor Law School in Waco, Texas.

Presentation Description: This presentation is intended to inform attendees about the Council and its functions, the significant rule changes and issues pending before the agency, and the significant bills pending in the 87th Legislature that directly impact the agency and its licensees.

[Recorded at Symposium] Day 2: Entering the World of Deaf Mental Health Care

Bio: Kerry specializes in Trauma-Focused Cognitive Behavioral Therapy with children and adolescents, deaf mental health, and divorced/divorcing family issues, as well as providing supervision to other licensed counselors. He has been in the field of mental health therapy since 2005 with experience in parenting classes and training, anger management, being an expert witness in court for child abuse and custody cases, trauma-focused therapy for children and adolescents, deaf mental health services, and general counseling related to mood, family and behavioral problems. He is a Licensed Professional Counselor in Arkansas.

Presentation Description: Working with the Deaf community to provide effective mental health services can be confusing, overwhelming, and complex for those that are not prepared for the challenge. The challenges are not only due to the lack of Deaf mental health training programs being available but are also caused by cross-cultural conflicts, lack of funding for programs, as well as professionals being unwilling to use humility to learn something new. The Deaf community can experience a multitude of symptoms that, without specialized training, a hearing clinician cannot acquire the knowledge and skills needed to provide effective mental health services to the Deaf community. This closing keynote will use the speaker’s personal experiences from working with Deaf clients, introduce the new law he wrote that established standards of care for the Deaf community in Arkansas, and discuss effective strategies that clinicians can use when entering the field of Deaf Mental Health care.

Quarantine Toolbox for Parents and Guardians

A seven-part video series that provides tips and tricks during this difficult time for addressing moments of conflict or behavior management challenges.

A Quarantine Tool Box for Parents and Guardians of Children who are Deaf/Hard of Hearing: This 7-part series of short videos provides “tips and tricks” during this difficult time for addressing moments of conflict or behavior management challenges. Videos are done by Trish Grooms, a seasoned counselor who has worked with families and students who are Deaf/Hard of Hearing for decades.

Introduction

Trish Grooms introduces herself and shares the purpose of this series as well as a couple other important messages such as getting help and accessing resources.

Different Types of Communication

Trish shares the importance of communication regardless of the modality and model samples of different types of communication that can be used in place of signing such as drawing pictures, gestures/mime/roleplaying, pointing/showing. (All ages)

Communication Barriers and Breakdowns

This video briefly discusses language deprivation, information overload, perceptions, inattention, and emotions; and how they could be considered barriers at different ages. Trish Grooms shares that communication barriers can be considered a trigger in frustration levels increasing leading to possible negative consequences.

Identifying Triggers

Trish shares how to examine your own emotional triggers as well as your child or children’s. She also gives examples of other possible triggers that could lead to escalating behaviors or increasing frustration and stress such as communication barriers, family friction, or events such as difficult news or financial stress, etc...

De-escalating Situations

This video discusses strategies of de-escalating aggressive or irrational behaviors. Trish gives examples at different age levels. It is important to be safe and provide strategies for instilling a sense of well-being and security in your children, assuring them that you want them to feel and be safe.

Composure and Self Care

Trish shares the importance of picking your battles and gaining composure bringing feelings of anger, frustration, etc. under control. She briefly discusses the possible consequences when adults are not able to control themselves when addressing child behaviors. She explains to parents that everyone has limitations and thresholds for dealing with things. That being said, self-care is important. She also provides examples for parents of different self care activities.

Fun Things to Do as a Family While Quarantined (without signing)

Trish shares different ideas of activities families can do without having to sign. She also provides some tips on how to modify activities to fit your family.

Brain Development and Deafness

A three-part video series on the effect of language exposure and hearing levels on brain development.

Brain Development and Deafness

Steven Greene, Ph.D.

Stephen Greene, Ph.D. is a clinical psychologist licensed in both Maine and South Dakota. He has extensive training and experience evaluating and treating complex trauma, PTSD, and attachment disorders. He is fluent in American Sign Language and for more than 35 years he has served Deaf and hard of hearing children, their families, and service providers. He has provided a range of services through his private therapy practice as well as in his role as a consultant for public school deaf education programs as well as state schools for the deaf. He has also provided services supporting deaf and hard of hearing individuals in social service agencies, group homes, treatment/foster care programs, hospitals, and correctional facilities. He has presented on a variety of topics including deafness, attachment disorders, trauma, problems of self-regulation, and brain development.

How Brains Develop, How Deafness affects it, What is needed - Part 1: Brain Science

How Brains Develop, How Deafness affects it, What is needed - Part 2: Attachment

How Brains Develop, How Deafness affects it, What is needed - Part 3A: Impact of Deafness

How Brains Develop, How Deafness affects it, What is needed - Part 3B: Impact of Deafness

Trauma / Adverse Childhood Experiences (ACEs) Impact Mental Health

An overview of the ACES study and how trauma impacts an individual, leading to the discussion of the trauma-informed classroom.

Tricia Grooms, LMSW

Learn about betrayal and acute episodic trauma, the ACES study, and how the results are now used to determine trauma history. The effects of trauma and ACES on an individual's system, behaviors, and ability or inability to adapt are covered, as is the importance of having a trauma informed classroom and how to use this knowledge to enhance the classroom experience.

Guide for Clinicians Providing Mental Health Services for Deaf and Hard of Hearing Clients

A three-part video series designed to provide introductory information and strategies for working with deaf or hard of hearing children.

Leisha Campbell M. Ed., LPC-S, BEI-Advanced, Psychotherapist

This 3-part webinar series is designed for use by school and community clinicians who may provide services and supports to deaf or hard of hearing youth but have not had training specific to this population. The presenter provides an overview of characteristics unique to children who are deaf or hard of hearing, strategies for initiating a therapy session and challenges and obstacles that must be overcome in order to be effective in a therapeutic session.

Part One

Part Two

Part Three

Deaf Adopted Children: Trauma, Loss and Grief

A three-part video series discussing different types of adoption, trauma, or neglect these children face and its impact on the adopted child’s learning.

Deaf Adopted Children: The Big Picture

Part 1 will provide an overview of types of adoption, to include international and domestic, interracial, foster and special needs.

Deaf Adopted Children: Trauma and Neglect

Part two will address trauma and neglect and the impact on the brain in deaf children who have been adopted.

Deaf Adopted Children: Loss, Grief and Attachment

Part three will address grief, loss and attachment issues, and the impact on the education of deaf children.

Deaf Culture and Mental Health of Deaf People

A discussion on the importance of incorporating deaf culture characteristics and role models into mental health strategies.

Thomas K. Holcomb, Ph.D.

Thomas K. Holcomb is a Professor of Deaf Studies at Ohlone College in Fremont, California where he teaches courses related to Deaf Culture to both deaf and hearing students. Previously, he taught at San Jose State University and National Technical Institute for the Deaf at Rochester Institute of Technology.

Roger C. Williams, LMSW, QMHI-S, CT, NAD V

Mr. Williams is the Director for Deaf Services with the South Carolina Department of Mental Health. He received his B.S.W. from the Rochester Institute of Technology, his M.S.W., specializing in community mental health, from the University of Illinois, and is currently a doctoral candidate at the University of South Carolina, College of Social Work. Mr. Williams is a S.C. Licensed Master Social Worker and holds an RID Certificate of Transliteration and an SCAD/NAD IAP Level 5 and has been recognized at the state and national level for his leadership in mental health services within the deaf community.

Here are a few questions for subsequent conversation:
1)   What are the different ways people have thought about the relationship between language and thought?
2)   When does language start?
3)   Do hearing and deaf children learn language at the same rate? Why or Why not?
4)   What advantages does fluency in spoken language provide to children?
5)   What percentage of deaf children develop speech skills sufficient for full educational access?
6)   What does the research tell us about cochlear implants?
7)   What do we know works for children?
8)   What is the difference between disfluency and dysfluency?
9)   What is a language disorder and what are the causes?

Additional information on this topic:

Gournaris, M. J., Hamerdinger, S., & Williams, R. C. (2010). Promising practices of statewide mental health models serving consumers who are deaf: How to advocate for your model in your home state. JADARA, 43(3), 152-182.
Gournaris, M. J., Hamerdinger, S., & Williams, R. C. (2012). Creating a culturally affirmative continuum of mental health services: The experience of three states. In N. Glickman (Ed.) Deaf Mental Health Care. New York, NY. Routledge.
How Deaf Children Learn: What Parents and Teachers Need to Know by Marc Marschark, Peter C. Hauser

Introduction to Counseling Deaf People with Language and Learning Challenges

Information and suggestions about working with deaf people of varying language and learning proficiencies.

Neil Glickman, Ph.D.

In this third in the series of three videos, Dr. Glickman presents information about deaf individuals that can and does impact providing counseling services to this population. He covers a number of issues including language deprivation, appropriate communication support, development, and others. He also provides some very specific information and suggestions for working with this population in the counseling setting.

Dr. Glickman's Books

Glickman, N. (Ed.) (2013). Deaf mental health care. New York: Routledge.
Glickman, Neil. (2009). Cognitive behavioral therapy for deaf and hearing persons with language and learning challenges. New York: Routledge.
Glickman, N. & Gulati. S. (Eds.). (2003). Mental health care of Deaf persons: A culturally affirmative approach. Mahwah, New Jersey: Lawrence Earlbaum Associates.
Glickman, N. & Harvey, M. (Eds.). (1996). Culturally affirmative psychotherapy with Deaf persons. Mahwah, New Jersey: Lawrence Earlbaum Associates.
Glickman, Neil. (2017) Preparing deaf and hearing persons with language and learning challenges for CBT: A Pre-therapy workbook. Routledge.

Suicide Risks and Prevention

Clinical Suicide Assessment for Deaf and Hard of Hearing Students

A two-part series outlining the strategies for identifying the various factors that lead to suicide ideation, threats, and/or suicidal attempts in a clinical assessment and developing a student safety and intervention plan.

Tricia Grooms, LMSW

Part One

Part Two

Recommended Websites:

Recommended Reading for Session:

Self-Paced Video Learning