Relevant bibliographies by topics / Counseling in education of the deaf

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Counseling in education of the deaf'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Counseling in education of the deaf"

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Nugroho, Puguh Setyo, Agustinus Agustinus, William William, Eko Budi Siswidiyanto, Nur Rohmah, and Zakiyatul Faizah. "NATURAL DEAF EDUCATION FOR THE COMMUNITY." Jurnal Layanan Masyarakat (Journal of Public Services) 6, no. 1 (March 29, 2022): 69–76. http://dx.doi.org/10.20473/jlm.v6i1.2022.69-76.

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Congenital deafness will impact the quality of life of affected individuals if they do not obtain early detection and intervention. Socialization of congenital deafness is needed, thereby the community can engage in early detection and intervention efforts. Socializing about the early detection and intervention of congenital deafness. Educational activities are carried out with counseling using the lecture method, discussion, and pretest and posttest. The average pretest result was 62.03 (± 11.51) and the posttest average was 88.39 (± 13.41). Based on the comparison between the pretest and posttest results, we found a significant difference (p < 0.0001) statistically. Public knowledge of congenital deafness needs to be improved in order to increase community participation in terms of early detection and intervention.
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Appenzeller, Margo C., and Stephanie J. Gardiner-Walsh. "Confronting Genetic Research and Genetic Counseling in Historical Deaf Research." American Annals of the Deaf 167, no. 4 (September 2022): 533–42. http://dx.doi.org/10.1353/aad.2022.0048.

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Shackleton, Joanna. "Exploring Perceptions of Deaf Persons for Recommendations towards Effective HIV/AIDS Programming in Nairobi." Développement Humain, Handicap et Changement Social 18, no. 2 (March 23, 2022): 59–76. http://dx.doi.org/10.7202/1087624ar.

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Purpose: To assess barriers encountered by Deaf persons from Nairobi’s informal settlements, such as language, in obtaining information and treatment services related to HIV and AIDS. Method: Upon completion of a literature review, consultation with Deaf Empowerment Kenya, two focus group discussions with Deaf community members, a quantitative questionnaire was designed and administered to 32 Deaf participants from Dandora, Haruma and Kayole. Results: Although the results from the questionnaires represent a small sample of Deaf adults in Kenya, it offers important insight into the perspectives of Deaf persons in the context of HIV and AIDS. Future programming should continue to be offered in Kenyan Sign Language (KSL), the Deaf community’s primary language - whether through seminars with interpreters and Deaf lecturers, Voluntary Counseling and Testing (VCT) HIV testing and counseling in KSL, or a new innovation: educational videos with Deaf actors. Written materials should be complementary and not the means to an end, and supplemented with clear illustrations. Conclusions: It is recommended that Deaf persons are empowered and involved in the development of learning materials to suit their unique needs, and create a sense of ownership of future education, treatment, care and support programs.
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Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 7, no. 1 (December 30, 2017): I. http://dx.doi.org/10.18844/gjgc.v7i1.2939.

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Dear Readers,It is a great honour for us to publish Volume 7, Issue 1, of the Global Journal of Guidance andCounseling: Current Perspectives. The journal welcomes original empirical investigations and literaturereview articles on current issues in guidance and counseling. The journal is published quarterly andserves as an international platform for discussing new developments in guidance and counselling. Thejournal focuses on, but is not limited to, the following major fields as they relate to guidance andcounseling: child and adolescent counseling, adult and elder counseling, family counseling, schoolcounseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling,cyber counseling, psychology education, inter-disciplinary approaches to psychology, counseling andguidance, rehabilitation counseling, technology usage in psychology, counseling and guidance, andspecial education.
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Moore, Corey L. "Comparative Competitive Employment Levels for Latinos and Non-Latinos Without 12 Years of Education." Journal of Applied Rehabilitation Counseling 33, no. 1 (March 1, 2002): 13–18. http://dx.doi.org/10.1891/0047-2220.33.1.13.

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The purpose of this research was to identify disparities in proportions of cases “successfully closed” (status 26 only) into competitive jobs based on ethnicity (Latino vs. non-Latino). Case records (n=1 ,224) from the RSA-911 database, fiscal year 1997, were obtained and evaluated for consumers who were deaf with less than 12 years of education. A logistic regression analysis and chi-square tests were utilized to investigate potential relationships. Results indicated that significantly more non-Latino consumers who were deaf achieved competitive jobs compared to Latino consumers who were deaf. Findings also indicated that a significantly greater proportion of those consumers who were deaf provided with counseling and job placement services achieved competitive jobs compared to consumers who did not receive these services. Finally, results suggested that a significantly lower proportion of those vocational rehabilitation services found to be significantly associated with competitive jobs (i.e., job placement) were provided to Latino consumers who were deaf. Results are presented for competitive jobs and the implications of findings for service and research are discussed.
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Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 7, no. 2 (December 30, 2017): I. http://dx.doi.org/10.18844/gjgc.v7i2.2943.

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Dear Readers, It is a great honour for us to publish Volume 7, Issue 2, of the Global Journal of Guidance and Counseling: Current Perspectives. The journal welcomes original empirical investigations and literature review articles on current issues in guidance and counseling. The journal is published quarterly and serves as an international platform for discussing new developments in guidance and counselling. The journal focuses on, but is not limited to, the following major fields as they relate to guidance and counseling: child and adolescent counseling, adult and elder counseling, family counseling, school counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance, and special education. A total number of six (6) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of two (2) high quality research papers were selected and accepted for publication.
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Zedan Zaien, Sahar, Amira Abdallah El-Houfey, Hanadi Alqahtani, Hanan Abd Elwahab El Sayed, Wafaa Taha Elgzar, Rasha Mohamed Essa, Hala Bayomy, and Heba Abdel-Fatah Ibrahim. "Predictors of premarital screening and genetic counseling knowledge and attitude among deaf and hard hearing females in Tabuk, Saudi Arabia." Journal of Medicine and Life 15, no. 3 (March 2022): 379–86. http://dx.doi.org/10.25122/jml-2021-0165.

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According to Saudi Arabia's 2030 vision, research should be directed to prevention, early detection, and intervention to reduce all types of disability. The current study aimed to investigate the predictors of Premarital Screening and Genetic Counseling (PMSGC) knowledge and attitude among deaf and hard hearing females' in Tabuk, Saudi Arabia. Descriptive correlational design was conducted on a convenience sample of 67 deaf and hard hearing students from the Tabuk region. Data were collected by an electronic questionnaire elaborated to the participants using sign language. The results revealed that most participants had incorrect answers regarding most PMSGC questions. Around two-thirds (68.7%, 65.7%, and 71.6%) of them strongly agree that PMSGC is very important, compatible with Islamic principles, and prevents family social and psychological problems, respectively. Older, urban area residents and university-educated participants have significantly higher knowledge and attitude scores than their peers (t=2.239, 4.887, 4.790 & p<0.05), respectively. Multiple regression shows that age (b=0.302, t=-2.795, p=0.007), education (b=0.336, t=2.425, p=0.019), mothers' education (b=0.314, t=2.345, p=0.023), and monthly income (b=-0.337, t=-2.503, p=0.015), are significant predictors of PMSGC knowledge. Furthermore, age (b=0.659, t=4.024, p=0.000), residence (b=0.293, t=2.233, p=0.030), education (b=-0.395, t=3.028, p=0.004), and type of disability (b=-0.443, t=-3.763, p=0.000) are significant predictors of PMSGC attitude. Although most deaf and hard hearing females have incorrect knowledge regarding PMSGC, most have a positive attitude. The study concluded that participants' education, mothers' education, and monthly income are significant predictors of PMSGC knowledge. Moreover, age, residence, education, and type of disability were significant predictors of higher PMSGC attitudes.
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Beha, Admira. "Examining the Influencing Factors on Deaf Children in Treatment Procedure and Family Environment." Iranian Rehabilitation Journal 20, no. 3 (September 1, 2022): 387–96. http://dx.doi.org/10.32598/irj.20.3.1637.1.

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Objectives: This paper aims to determine the factors that affect the position of deaf children within the professional treatment procedure and family environment. Methods: The sample consisted of 217 respondents, of which 94 were parents of deaf and hard-of-hearing children and 123 respondents were professionals. Qualitative and quantitative analyses were applied for processing the results. Testing was performed with Wilks lambda, and the tested significance in the discriminant analysis was done via the F test at the statistical significance of 0.01. Results: The results demonstrated a relationship between the influence of the communication system and the attitude of the environment toward deaf children where the communication discriminatory factor was isolated. Insufficient information from the experts and decision-making factors in the education and rehabilitation processes are also isolated. Discussion: The obtained results indicated that it is necessary to carry out a series of systematic activities to improve and enhance the cooperation between parents and professionals to increase the level of information of professionals and to develop better models of counseling, education, and working with parents.
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Maree, Prof Dr Kobus. "Message from Editor." Global Journal of Guidance and Counseling in Schools: Current Perspectives 6, no. 2 (November 20, 2016): 29. http://dx.doi.org/10.18844/gjgc.v6i2.1212.

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Dear Readers,It is the great honor for us to publish sixth volume, first issue of Global Journal of Guidance and Counseling: Current Perspectives.Global Journal of Guidance and Counseling: Current Perspectives welcomes original empirical investigations and comprehensive literature review articles focusing on current issues related with the area of guidance and counselling. The journal is published quarterly and it is devoted to be a joint platform for presenting and discussing the emerging developments on guidance and counseling in an international arena.The scope of the journal includes, but is not limited to the following major areas as they relate to guidance and counseling; child and adolescent counseling, adult and elder counseling, family counseling, school counseling, higher education counseling, health counseling, crisis and risk counseling, occupational counseling, industrial counseling, cyber counseling, psychology education and occupational issues, inter-disciplinary approaches to psychology, counseling and guidance, rehabilitation counseling, technology usage in psychology, counseling and guidance and special education.Problems of parents who have children needing special education, computerized system of pedagogical orientation and relationship between resilience, life satisfaction and general self-efficacy topics have been included into this issue. The topics of the next issue will be different. You can make sure that we will be trying to serve you with our journal with a rich knowledge in which different kinds of topics are discussed in 2016 Volume. A total number of ten (10) manuscripts were submitted for this issue and each paper has been subjected to double-blind peer review process by the reviewers specialized in the related field. At the end of the review process, a total number of three (3) high quality research papers were selected and accepted for publication.We present many thanks to all the contributors who helped us to publish this issue.Best regards,Prof. Dr. Kobus MareeEditor – in Chief
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Backenroth, G. "Counselling with the psycho-socially isolated deaf." International Journal for the Advancement of Counselling 9, no. 2 (1986): 125–31. http://dx.doi.org/10.1007/bf00129407.

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Dissertations / Theses on the topic "Counseling in education of the deaf"

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Geiser, Kathleen Ann 1959. "The assessment of acculturation patterns in a Deaf Navajo Indian through an examination of art work, accompanying narratives, and interview data: A case study." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/278059.

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The purpose of this study was to explore the feasibility of determining acculturation in a Deaf Navajo Indian through an assessment of art work, accompanying narratives, and interview data. It was concluded that the cultural characteristics of the subject examined in this case study were reflected in his art work and stories, with his Navajo identity revealed as the primary cultural affiliation. Interview data indicated the presence of a significant, albeit less predominant, Deafness cultural affiliation that was not notably reflected in the art pieces or accompanying narratives. Art therapy alone was not established as a reliable medium through which to assess acculturation. However, used in concert with the interview and the subject's own narratives, art therapy proved to be of value in the assessment of acculturation patterns in a Deaf Navajo Indian.
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Alajlan, Mohammed. "Knowledge and Attitudes of Faculty Members at a Saudi University Toward Deaf and Hard of Hearing Students in Higher Education." ScholarWorks@UNO, 2017. http://scholarworks.uno.edu/td/2288.

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In Saudi Arabia, deaf and hard of hearing (D/HH) individuals rarely gain admission to Saudi universities, even though there is a law (i.e. the Disability Code) passed in 2000 to ensure that people with disabilities have equal access to post-secondary educational opportunities as their non-disabled peers. In the 16 years since the passage of this law, some attempts were made to enroll D/HH students in Saudi universities. Unfortunately, most of these attempts failed and therefore the actual enrollment of D/HH students in higher education is still limited. Possible reasons may include faculty members’ insufficient knowledge about, and negative attitudes toward, people who are deaf and hard of hearing. A literature review revealed few studies investigating faculty members’ knowledge and attitudes toward D/HH students. This study is designed to investigate the level of knowledge and the attitudes Saudi faculty members have about deaf and hard of hearing students. Data were collected through a convenience survey of selected faculty members in a single Saudi university. All participants in the study were faculty members (N=224) in the Humanities Colleges and Scientific Colleges at the university. A quantitative descriptive correlational analysis on the data revealed that faculty members who participated in the study generally have adequate knowledge about hearing loss and positive attitudes towards enrollment and instruction of this population of students. However, age, college type, academic rank and length of teaching experience were found to have significant effects on the knowledge and attitudes of faculty members, whereas gender was not a discriminating factor. Implications for deaf education in higher education institutions and recommendations for further study are provided based on the results of this study.
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Voorhies, Leah. "Existing Practice and Proposed Changes in Cognitive Assessment of Utah Students Identified as Deaf and Hard Hearing." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2223.pdf.

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Peery, Karolyn King. "Matthew's Gift: Teaching Parents of Children With Disabilities To Deal Effectively With Their Child's Problem Behavior." BYU ScholarsArchive, 2005. https://scholarsarchive.byu.edu/etd/282.

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This study represents a unique collaboration between the State of Utah's Division of Services for People with Disabilities (DSPD) and Brigham Young University's Department of Counseling Psychology and Special Education (CPSE) and the Family Studies Center. Families with children with disabilities and problem behaviors may spend 5 to 10 years on the Utah DSPD Family Support waiting list before receiving support services. Families with children with disabilities and problem behavior experience difficult challenges with limited amounts of resources. CPSE graduate students offered behavioral education to 17 families on the DSPD waiting list in the family's homes for 10 weeks. Positive Behavior Support (PBS) provided the framework for the behavioral education. PBS takes a positive view of children with disabilities, including those with problem behavior, as they live with their families. Graduate students taught parents to use functional behavior assessment in developing a behavior support plan for their child with disabilities and problem behavior. Parents implemented the behavior plan, and taught their child appropriate alternative behaviors. Using pre- and post-assessments, significant gains were seen in lowering the severity of the children's inattentive, withdrawn, and uncooperative problem behaviors.
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Bartoszuk, Karin, Brian J. Maxson, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4162.

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Bartoszuk, Karin, Scott Kirby, and D. Magee. "Meet the Deans: Getting into Graduate School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4160.

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Mpuang, Kerileng D. "Deaf education teachers' perceptions of issues in deaf education in Botswana." CardinalScholar 1.0, 2009. http://liblink.bsu.edu/uhtbin/catkey/1536754.

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Geeslin, Joseph David. "Deaf bilingual education a comparison of the academic performance of deaf children of deaf parents and deaf children of hearing parents /." [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3287372.

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Thesis (Ed.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4582. Adviser: Khaula Murtadha. Title from dissertation home page (viewed May 21, 2008).
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Staten, Frederick Douglass. "Examining the influence of the residential school for the deaf experience on deaf identity." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2773.

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This study explored the impact of the residential school for the deaf experience on deaf identity development. The researcher utilized qualitative methodology, constant comparative analysis, and semi-structured interviews with 5 current students and 5 alumni from the Oregon School for the Deaf. The triangulation of participant interviews collectively yielded 67 textural codes and 8 structural categories in response to the four research questions: 1. Were there experiential factors that contributed to current students and alumni making the decision to attend the residential school for the deaf? 2. What, if any, is the impact of the residential school for the deaf on the identities of those who experience it? 3. How do the participants perceive their experience at the residential school for the deaf as preparation for life after graduation? 4. Based on participants' experiences with helping professionals, are there competencies, from their perspective, that helping professionals need in order to best serve individuals who are deaf? The data in the form of participant responses revealed that the immersive nature of the residential school for the deaf experience led to unfettered communication and comfort through sign language, thus making their educational experience more comfortable; increased personal and social Deaf cultural identification; and perceived readiness for life after graduation. In reference to helping professional competencies, participants reported professionals need to know the language and culture of the individuals who are being served.
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Tswane, Silvesta Sisonke. "An analysis of how university management and administration staff deal with the social, cultural, economic and political differences that exist between urban and rural first year male students: an NMMU case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020898.

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This study is a qualitative review to identify factors impacting on the management of student development and support at Nelson Mandela Metropolitan University in a developing country. For the purpose of the study student development and support includes all developmental and supportive services and interventions for rural and urban students within an institution of higher learning, regardless of the current structuring of the functions. The study first contextualises the scenario of a developing country in terms of the socio-economic, political, higher education, labour and other factors that set the scene for student development and support and then continues with a systematic exposition of factors that have direct relevance and impact on the future of student development and support. A systematic investigation of NMMU by means of interviews with student affairs professionals make it possible to identify factors that have direct relevance and impact on the future management and provision of student development and support. The result of the study is a construction of the specific factors identified on the international, national and institutional levels as well as the intricate relationships between rural and urban students. This research provides a potential framework for future management and provision of strategic focus areas for student development and support functions within NMMU and higher education in a developing country to ensure that it effectively positions the function within higher education as a key component of the core agenda.
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Books on the topic "Counseling in education of the deaf"

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Corker, Mairian. Counselling--the deaf challenge. London: J. Kingsley Publishers, 1995.

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A, Winston Elizabeth, ed. Educational interpreting: How it can succeed. Washington, D.C: Gallaudet University Press, 2005.

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Services, Alberta Special Educational. Counselling for hearing impaired students: A manual for use by teachers and counsellors. Edmonton, Alta: Special Educational Services, Alberta Education, 1986.

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Helen, Sonnet, ed. Helping children deal with bullying. Cambridge: LDA, 2006.

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Freeman, King J., ed. Introduction to deaf education: A deaf perspective. Hillsboro, Or: Butte Publications, 2001.

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1942-, Ahlgren Inger, and Hyltenstam Kenneth, eds. Bilingualism in deaf education. Hamburg: Signum, 1994.

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Kennedy, Emmet. Abbé Sicard’s Deaf Education. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137512864.

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Counseling the deaf substance abuser. Chicago: Adams Press, 1998.

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Fansher, Rick. Deaf mosaic. Washington, D.C: Gallaudet University, Dept. of Television, Film & Photography, 1988.

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Fansher, Rick. Deaf mosaic. Washington, D.C: Gallaudet University, Dept. of Television, Film & Photography, 1988.

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Book chapters on the topic "Counseling in education of the deaf"

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Reagan, Timothy. "Bilingual Deaf Education." In The Handbook of Bilingual and Multilingual Education, 391–408. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118533406.ch23.

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Fleischer, Flavia, Will Garrow, and Rachel Friedman Narr. "Developing Deaf Education." In What Really Works in Secondary Education, 289–305. 2455 Teller Road, Thousand Oaks California 91320: Corwin | A SAGE Company, 2015. http://dx.doi.org/10.4135/9781071800782.n19.

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Gibson, H., A. Small, and D. Mason. "Deaf Bilingual Bicultural Education." In Bilingual Education, 231–40. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_23.

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Scarboro, Jennifer. "What Deaf Children Think about Deaf Education." In The SAGE Handbook of Global Childhoods, 595–607. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529757194.n49.

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van den Bogaerde, Beppie, Marjolein Buré, and Connie Fortgens. "Bilingualism and deaf education." In The Linguistics of Sign Languages, 325–36. Amsterdam: John Benjamins Publishing Company, 2016. http://dx.doi.org/10.1075/z.199.14bog.

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Kennedy, Emmet. "The Ascent to Paris." In Abbé Sicard’s Deaf Education, 1–21. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137512864_1.

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Kennedy, Emmet. "Passport through the Terror." In Abbé Sicard’s Deaf Education, 23–44. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137512864_2.

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Kennedy, Emmet. "A Refractory Priest in the Republic of Professors." In Abbé Sicard’s Deaf Education, 45–71. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137512864_3.

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Kennedy, Emmet. "Sicard and Napoleon." In Abbé Sicard’s Deaf Education, 73–99. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137512864_4.

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Kennedy, Emmet. "International Signing during the Restoration." In Abbé Sicard’s Deaf Education, 101–29. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137512864_5.

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Conference papers on the topic "Counseling in education of the deaf"

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Bubniak, Fabiana, Saionara Santos, Bruno Velloso, Laíse Moraes, and Douglas Kaminski. "DEAF FILM CLUB: AESTHETICS EXPRESSION AND SUBJECTIVITY IN DEAF FILMS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0594.

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Tong, Xin, Shichen Zhang, and Bo Sun. "The Influence of Group Counseling on Deaf College Student s Occupation Self-efficacy." In International Academic Workshop on Social Science (IAW-SC-13). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/iaw-sc.2013.180.

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Almager, Irma. "Learning to Lead Deaf Education: Engaging Schools in Understanding/Implementing Education Access for Deaf Children." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444386.

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Guba, Natalya, and Natalya Mosol. "Perinatal psychological support, counseling and education." In III INTERNATIONAL CONFERENCE ON MENTAL HEALTH CARE “Mental Health: Global challenges of XXI century”. NDSAN (MFC - coordinator of the NDSAN), 2019. http://dx.doi.org/10.32437/pscproceedings.issue-2019.gm.18.

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Silvennoinen, Minna, Antti Pirhonen, and Johanna Maksimainen. "Designing patient education and counseling practices." In 2013 IEEE 2nd International Conference on Serious Games and Applications for Health (SeGAH). IEEE, 2013. http://dx.doi.org/10.1109/segah.2013.6665298.

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S. Pamplona, Myla Pilar, and Cecilia B. Banaag. "Counseling Innovation for Teenage Depression." In 2nd International Conference on Social Science, Humanities and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icshe.2019.06.317.

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Vallejos-Villanueva, Melissa, Luis Naranjo-Zeledon, and Mario Chacon-Rivas. "Deaf Community Integration: Sociotechnical Systems." In 2019 International Conference on Inclusive Technologies and Education (CONTIE). IEEE, 2019. http://dx.doi.org/10.1109/contie49246.2019.00045.

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Devaner do Nascimento, Marcos, Francisco Carlos de M. B. Oliveira, Shara Shami Araujo Alves, Adriano Tavares de Freitas, Luiz Alexandre C. B. Gomes, and Anderson Severo de Matos. "A comparative study of deaf and non-deaf students' performance when using a Visual Java Debugger." In 2017 IEEE Frontiers in Education Conference (FIE). IEEE, 2017. http://dx.doi.org/10.1109/fie.2017.8190514.

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Sengkey, Marssel Michael, Mint Husen Raya Aditama, and Tellma Mona Tiwa. "Social Interaction and Communication in Multicultural Counseling." In 4th Asian Education Symposium (AES 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200513.041.

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Mahyatun, Baiq. "Preventing Bullying Through Group Counseling." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.17.

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Reports on the topic "Counseling in education of the deaf"

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Linkov, V. V., and I. A. Katashev. DIRECTIONS OF DEVELOPING PROFESSIONAL EDUCATION IN DEAF AND DUMB PEDAGOGY. Pedagogy and psychology of education, 2019. http://dx.doi.org/10.18411/0131-5226-2019-20111.

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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.
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Nassar, Sylvia C., and Aisha Al-Qimlass. Career Builders: Key Components for Effective Global Youth Career and Workforce Development. RTI Press, September 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0045.1709.

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Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
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Mims, Eddie R. A Comparative Analysis of the Amount of Counseling Time Provided by Education Services Officers and their Staffs to the Number of Graduates of the CCAF (Community College of the Air Force). Fort Belvoir, VA: Defense Technical Information Center, February 1988. http://dx.doi.org/10.21236/ada194919.

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Cameroon: Peer education and youth-friendly media reduce risky sexual behavior. Population Council, 2003. http://dx.doi.org/10.31899/rh2003.1009.

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Cameroonian researchers at the Institute of Behavioral Studies and Research (IRESCO), with support from FRONTIERS, conducted an operations research project between 2000 and 2002 to assess strategies to encourage abstinence, increase contraceptive use, and reduce sexually transmitted infection (STI) rates among sexually active youth. The intervention combined peer-education strategies with media campaigns to promote healthy behavior among youth in the Mokolo neighborhood of Yaoundé. IRESCO trained 49 peer educators aged 19–25 in reproductive health (RH) communication strategies. The team coordinated educational talks, counseling sessions, conferences, and cultural and athletic events; produced comic books and brochures; and sold French and English editions of Among Youth magazine, featuring celebrity interviews and information on RH, unwanted pregnancy, and STI transmission. IRESCO evaluated the intervention’s impact through baseline and endline surveys of 2,500 youth in Mokolo and the control site, New Bell, in Douala. This brief concludes that urban youth in Cameroon are knowledgeable about HIV/AIDS and the risks of early pregnancy, but their behavior often fails to reflect their knowledge. Peer-education programs targeting youth through one-on-one counseling, theatrical performances, youth magazines, and sporting events increases abstinence and fidelity and improves consistent and correct condom use.
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HIV and partner violence: Implications for HIV voluntary counseling and testing. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1006.

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An important component of HIV voluntary counseling and testing (VCT) programs is encouraging clients to inform partners of their serostatus, yet many clients do not do so. Studies have found that a serious barrier to disclosure for women is fear of a violent reaction by male partners and that HIV-infected women are at increased risk for partner violence. Building on previous research, this study explored the links between HIV infection, serostatus disclosure, and partner violence among women attending the Muhimbili Health Information Center (MHIC), a VCT clinic in Dar es Salaam, Tanzania. As noted in this summary, the study first collected qualitative data from women, men, and couples (n=67) who were MHIC clients. In the second phase, researchers enrolled 340 women after pre-test counseling and prior to collection of test results, and 245 women were interviewed three months after enrollment and testing. Nearly a third of the sample were HIV-positive, almost half were married, and 50 percent were between the ages of 18 and 29 and had less than seven years of education. The study followed WHO ethical and safety protocols for conducting research on violence against women.
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Nutrition Science for Health and Longevity: What Every Clinician Needs to Know. Gaples Institute, 2021. http://dx.doi.org/10.51150/gaples1.

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This online nutrition course for clinicians, approved for 4 hours of continuing medical education, is designed to provide a solid foundation of clinically relevant nutrition knowledge, and outlines practical strategies to incorporate nutritional counseling into a busy clinical practice. Course elements include: 1) Clickable links to more than 100 key references; 2) Sections on clinician self-care, fad diets, screening for patients with food insecurity, and motivational interviewing; 3) Over 20 immersive clinical scenarios; 4) Downloadable summaries of each section with key takeaways.
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A comprehensive model to address reproductive health and family planning needs of factory workers in Port Said [Arabic]. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1042.

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This infographic describes interventions conducted in Port Said, Egypt, aimed at increasing demand for private family planning health (FP/RH) services among young men and women (aged 18-35 years). The intervention was aimed at young garment factory workers, where selected factory workers were trained to serve as peer educators and to provide FP/RH messages to their co-workers, referring them to the infirmary nurse for more information and counseling, as needed. This nurse referred those who desired more services or FP methods to trained physicians and pharmacists. The infographic provides an overview of the interventions, perspectives from study participants, and lessons learned for integrating FP/RH into workers' health education programs.
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A comprehensive model to address reproductive health and family planning needs of factory workers in Port Said. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1041.

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This infographic describes interventions conducted in Port Said, Egypt, aimed at increasing demand for private family planning health (FP/RH) services among young men and women (aged 18-35 years). The intervention was aimed at young garment factory workers, where selected factory workers were trained to serve as peer educators and to provide FP/RH messages to their co-workers, referring them to the infirmary nurse for more information and counseling, as needed. This nurse referred those who desired more services or FP methods to trained physicians and pharmacists. The infographic provides an overview of the interventions, perspectives from study participants, and lessons learned for integrating FP/RH into workers' health education programs.
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