An Attributional Analysis of Aggression Among Children who are Deaf

This exploratory study applied attribution theory to explain aggressive behaviors using a sample of thirty children who are deaf, ages 9-12. Students were shown four hypothetical scenarios of a child causing another child minor harm, such as bumping into him or her in the hall. The intention of the provocateur was ambiguous. Participants were instructed to pretend they were the child who had been harmed. Subsequently, they were questioned about the provocateur\u27s intentions, their own emotional responses, and their likely behavioral response. Consistent with our predictions, many children demonstrated hostile (i.e., hostile) attributional biases. Moreover, the results support the cognition, emotion, behavior sequence posited by attribution theory: the more intent participants ascribed to the provocateur, the angrier they reported being, and the more likely they were to anticipate responding aggressively. The relation between hostile attributions and aggressive responding was mediated by emotion. The findings underscore some potential cognitive and emotional antecedents of behavioral problems in a deaf population

Providing Chemical Dependency Treatment to the Deaf or Hard of Hearing Mentally Ill Client

The Minnesota Chemical Dependency Program for Deaf and Hard of Hearing Individuals is an inpatient chemical dependency treatment program designed to meet the cultural and communication needs of deaf or hard of hearing people seeking treatment services for alcohol or other drug dependency. Over 75% of the clients served have chemical dependency and additional mental illness- related disorders. This paper discusses treatment strategies and approaches used with dually- diagnosed clients, as well as considerations for effectively dealing with various psychiatric disorders including depression, borderline personality disorder, antisocial personality disorder, post-traumatic stress disorder, and developmental disorder

An Attributional Analysis of Aggression Among Children who are Deaf

This exploratory study applied attribution theory to explain aggressive behaviors using a sample of thirty children who are deaf, ages 9-12. Students were shown four hypothetical scenarios of a child causing another child minor harm, such as bumping into him or her in the hall. The intention of the provocateur was ambiguous. Participants were instructed to pretend they were the child who had been harmed. Subsequently, they were questioned about the provocateur\u27s intentions, their own emotional responses, and their likely behavioral response. Consistent with our predictions, many children demonstrated hostile (i.e., hostile) attributional biases. Moreover, the results support the cognition, emotion, behavior sequence posited by attribution theory: the more intent participants ascribed to the provocateur, the angrier they reported being, and the more likely they were to anticipate responding aggressively. The relation between hostile attributions and aggressive responding was mediated by emotion. The findings underscore some potential cognitive and emotional antecedents of behavioral problems in a deaf population

Providing Chemical Dependency Treatment to the Deaf or Hard of Hearing Mentally Ill Client

The Minnesota Chemical Dependency Program for Deaf and Hard of Hearing Individuals is an inpatient chemical dependency treatment program designed to meet the cultural and communication needs of deaf or hard of hearing people seeking treatment services for alcohol or other drug dependency. Over 75% of the clients served have chemical dependency and additional mental illness- related disorders. This paper discusses treatment strategies and approaches used with dually- diagnosed clients, as well as considerations for effectively dealing with various psychiatric disorders including depression, borderline personality disorder, antisocial personality disorder, post-traumatic stress disorder, and developmental disorder