The deaf community encompasses a rich tapestry of diversity, encompassing individuals of varying ages, genders, degrees of hearing loss, and modes of communication. Despite this diversity, research specifically examining the nuanced factors influencing the psychosocial well-being of deaf individuals has been limited. However, a groundbreaking Ph.D. thesis conducted by Amaia Jauregi-Orbe at the University of the Basque Country sheds light on this complex landscape, offering valuable insights into the factors that shape the psychological and social experiences of deaf adults.
Understanding Psychosocial Well-Being: Psychosocial well-being encompasses a broad spectrum of factors, including self-concept, self-esteem, perception of social support, and feelings of loneliness. Jauregi-Orbe’s research sought to comprehensively assess these dimensions within the deaf community, recognizing the multifaceted nature of individual experiences.
Surprising Findings: One of the most striking revelations from the study is the discovery that women within the deaf community exhibit higher levels of personal growth compared to their male counterparts. This unexpected finding challenges preconceived notions and underscores the importance of exploring the unique social dynamics and empowerment mechanisms that contribute to women’s resilience and autonomy within the deaf community.
Age and Education: The research also uncovered significant associations between age and psychosocial well-being. Individuals under 30 years of age demonstrated higher levels of self-esteem, perceived social support, and personal growth compared to older age groups. Jauregi-Orbe posits that inclusive education may play a pivotal role in fostering positive psychological outcomes among younger deaf individuals, highlighting the importance of educational inclusivity in shaping self-perception and social integration.
Educational Context: Furthermore, the study identified correlations between educational background and psychosocial well-being. Deaf individuals who received education in mainstream schools exhibited higher self-esteem than those educated in special schools. Additionally, participants with university education reported greater levels of self-esteem, personal growth, and social well-being compared to those with primary education or lower. These findings underscore the transformative impact of inclusive educational environments on shaping positive self-concept and social adaptation among deaf individuals.
Intersectionality of Variables: While linguistic-cultural and occupational factors did not emerge as direct predictors of psychosocial well-being, Jauregi-Orbe emphasizes the importance of exploring the intersectionality of variables in future research. By examining the complex interplay between various factors, researchers can gain a more nuanced understanding of the multifaceted experiences of deaf individuals and identify targeted interventions to support their well-being.
Research Design and Procedure: A key strength of the study lies in its rigorous research design and methodology, which addressed the unique challenges inherent in studying deaf populations. By ensuring a representative sample of participants and adapting assessment instruments to accommodate diverse linguistic and cultural needs, Jauregi-Orbe’s research exemplifies a holistic approach to understanding psychosocial well-being among deaf adults.
The findings of Amaia Jauregi-Orbe’s Ph.D. thesis offer invaluable insights into the psychosocial dynamics of the deaf community, shedding light on the factors that shape individual well-being. By illuminating the influence of gender, age, education, and educational context, the research paves the way for targeted interventions and inclusive policies aimed at promoting resilience, empowerment, and social integration among deaf individuals. As we continue to explore the complexities of deaf identity and experiences, Jauregi-Orbe’s work serves as a cornerstone for future research and advocacy efforts in the field of deaf studies.
