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Addressing trauma among underserved deaf and hard of hearing children.Making a way for new innovations, treatment, and training.Closing the gap between mental health services and accessibility.
The Deaf and Hard of Hearing Child Resilience Center was created to address the gap between these children who have experienced trauma and the mental health services they deserve.
Deaf and hard of hearing children and youth are typically at a higher risk for trauma exposure than the general child population due to the unique trauma experienced from everyday communication barriers.
Yet, the number of trauma-informed and linguistically accessible treatments and mental health measures for deaf and hard of hearing remain severely limited. We’re here to change that.
The Child Resilience Center addresses these disparities by adapting and translating child behavioral and trauma measures, developing a new screening measure of language deprivation, adapting evidence-based treatments, and providing training and ongoing consultation for clinicians.
We’ve developed a multi-tier approach to improve the outcome of services and to eliminate health disparities for traumatized deaf children, adolescents, and their families.
The goals our center is focused around:
Our programs and services are supported by a grant from the Substance Abuse and Mental Health Services Administration (SAMHSA) and are designed to evolve in order to reflect the most pressing needs in our community.
Lori oversees the Center’s project activities and leads the adaptation and training work planned for Parent-Child Interaction Therapy (PCIT).
Dr. Day is a licensed psychologist and Professor in the Department of Psychology at Gallaudet University. She is engaged in training the next generation of psychologists to support the behavioral health of deaf people. As the Director of the Parent-Child Interaction Therapy Research and Training Clinic, she has developed guidance on adapting this intervention for deaf families, utilizing this framework to support accessible clinical services and clinician training.
Patrick oversees the cultural adaptation and translation process for the Deaf and Hard of Hearing Child Resilience Center.
Dr. Boudreault is a Deaf scholar and Manager at Gallaudet University’s Knowledge Translation: Gesture, Sign Languages, and Digital Technologies. He is multilingual and multimodal and well versed in technology and multimedia production for the bilingual needs of the Deaf community.
He has worked on many projects, including grant-funded activities, across Deaf Studies, American Sign Language, and Translation.
Kasey is responsible for developing SMART materials for deaf clients and dissemination to agencies that serve deaf clients.
Ms. Pendexter is a licensed master’s-level clinician with completion of formal SMART training and experience implementing SMART in residential programs. Her clinical experience includes providing SMART to trauma-impacted deaf youth in residential settings.
Elizabeth is the Deaf and Hard of Hearing Child Resilience Center’s SMART expert. She provides training, consultation, and information on how to adapt and use SMART for deaf children.
Elizabeth is responsible for developing and disseminating Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) materials for deaf and hard of hearing (DHH) clients to agencies that serve deaf clients.
Dr. Romero is a licensed psychologist at Clinical Psychologist, Attention, Behavior, Cognition: Counseling and Psychological Services, LLC and an adjunct professor at Assumption College.
Judith provides expertise related to TF-CBT and how to adapt TF-CBT for deaf children.
As the co-developer of TF-CBT, Dr. Cohen has led the NCTSN’s efforts to develop TF-CBT applications for different populations and settings. Additionally, she has led the NCTSN Child Sexual Abuse Committee in developing many products related to the impact and treatment of sexual abuse and has extensive experience in NCTSN product development.
Danielle supports the treatment adaptations and trainings for TF-CBT and PCIT. Dr. Previ is a licensed psychologist at the Kennedy Krieger Institute with formal training in TF-CBT and PCIT and experience providing clinical services to deaf children.
Wyatte is responsible for contributing scientific knowledge and expertise about language deprivation.
Dr. Hall is a Research Assistant Professor of Obstetrics & Gynecology, Public Health Sciences, Pediatrics, and Neurology at the University of Rochester Medical Center. He is also a faculty fellow in the University of Rochester’s Office of Equity & Inclusion. He is a deaf population health researcher and focuses on language acquisition as a social determinant of health, emphasizing mental health and trauma. He is part of an emerging generation of deaf-focused academics working to prevent and reduce the social epidemic of language deprivation in deaf people.
Sharon serves as the Center’s external evaluator. Her experience includes 25 years as Director and Applied Professor of Deaf Education at the University of Tulsa. Dr. Baker’s research focuses on language acquisition and prevention of language delays in young deaf children. She is a co-developer of the standardized Visual Communication and Sign Language checklist, the only standardized measure of sign language acquisition in children 0-5. Additionally, she is an experienced grant writer and evaluator. She has served as a Project Director of grants funded by the US Dept of Education, participated in grant evaluation training through the CDC, and has evaluated state-level health initiatives involving the adult deaf population. Over the past twenty years, she has evaluated federal projects led by deaf PIs or deaf-owned companies for the US Department of Education and the US Department of Commerce
Jonathan Henner, PhD, is responsible for overseeing the research design and analysis for the measures that are being developed and/or adapted across this project. Dr. Henner is an Assistant Professor in the Specialized Education Services Department at the University of North Carolina Greensboro. His work includes examining how different factors impact the development of language and cognitive skills in deaf and hard of hearing children; looking at how to best assess and measure the language skills of deaf and hard of hearing populations; and examining the experiences that deaf academics have in academia and how scientists interact with deaf people.
Dollar amount of federal funds awarded: $580,813 from September 30, 2021 through September 29, 2022Percentage total cost of the program financed with federal funding: 100%Percentage and dollar amount of the total costs funded by non-governmental sources: 0%
Gallaudet University is a federally chartered private and premier university for the deaf and hard of hearing since 1864.
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Spring 2021 – Dec 12Fall 2021 – May 15