Title
A Literature Review of Deaf Patients with Psychotic Disorders Who Report Auditory Hallucinations
Authors
Amilcar A. Tirado, M.D., M.B.A. and Marieliz Alonso, M.D.
Abstract
Deafness is not a uniform phenomenon but exists to varying degrees, ranging from profound prelingual deafness, in which the person has had no experience of hearing sound at all (acquired prior to 3 years of age), to restricted hearing only in those frequencies required for verbal communication, to central auditory processing deficits in which a person has the full frequency range of hearing but cannot meaningfully process these sounds (1,2,3).
A deaf patient’s ability to communicate may be hampered by language dysfluency. The most common cause of language dysfluency in deaf patients is language deprivation due to late and inadequate exposure to American Sign Language (4). Language dysfluency can make it also challenging for health providers and sign interpreters to identify whether a deaf patient is experiencing psychosis as opposed to limitations with communication (5). Very few studies of the deaf
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When profoundly prelingually deaf people with psychosis report hearing voices, it is unlikely that they are referring to the same experience that hearing people with psychosis have, simply because they do not have the same framework for “hearing” (1). People with schizophrenia who are profoundly deaf from birth do not describe experiences of sound-based “voices” and cannot describe pitch, loudness, or volume characteristics of the “voices”. The subvocal articulation hypothesis suggests that auditory-hallucinations result from the misattribution of inner speech to an external locus of control (7). The subvocal hypothesis posits that the form of the hallucination mirrors subvocal thought processes, which in hearing individuals are predominantly speech-based
Is acquired deafness more traumatic psychologically than developmental? Does being deaf have positive characteristics? How does being deaf affect relationships with family and
Rago, C. (1994, Nov 04). PETER COOK'S `YOUR EYES MY HANDS' PUTS DEAFNESS IN SPOTLIGHT. Chicago Tribune (Pre-1997 Fulltext). Retrieved from http://search.proquest.com/docview/283834665?accountid=26459
Language does not only mean oral communication, there are many other forms of communicating however oral communication is the only one considered “normal.” The book “Deaf Like Me” follows a little girl Lynn throughout her early years of life and relates to us the struggles she endured while trying to fit into the mold of being normal. The story written by her father Thomas Spradley and her uncle James Spradley is an exceptional and moving story walking us through the early attempts of Lynn’s family trying to get her to learn the oral language despite her deafness that did not allow her to develop language by listening to the people around her.
Maybe you were labeled a jock, or a mean girl, a goth or a geek. Each of these labels lead to bring treated differently somehow, however for many of us this was just a faze, something we grew out of after high school. However, Deafness is not something that you grow out of, anymore then you can grow out of your skin.
Tanner, D.C. (2003). Chapter 6: Hearing Loss and Deafness. In Exploring communication disorders: A 21st century introduction through literature and media (2nd ed., p.192). Boston, Massachusetts: Allyn and Bacon.
Marie Jean Philip was born on April 20, 1953, in Worchester, Massachusetts. She was the first-born child. Although she was born to deaf parents, Marie’s deafness came as a surprise for her parents. She had two sisters whom were also deaf. Deafness was hereditary in her family, however not everyone in her family was deaf. Marie’s father had one sister who was deaf and her mother had two siblings who were also deaf. When Marie was 11 months her parents noticed that she wasn’t responding to all noises. Her parents decided to test her hearing one day by creating noises behind Marie to see if she would respond. When Marie responded only to the loudest of noises, such as pots banging together, they found that at times she could hear with her right ear, but she could not hear anything out of her left.
Deaf and hearing impaired individuals are know longer an out cast group. They now have there own deaf community. Deaf individuals do not consider themselves having an impairment, handicap, or any type of disability. They believe that through the use of sign language, other communication skills, and technology that there deafness is the way they are supposed to be. Many people who have perfect hearing can not understand deaf people and why they embrace there deafness instead of trying to receive hearing and get rid of there handicap. However not all deaf people have th...
In the United States today, approximately 4500 children are born deaf each year, and numerous other individuals suffer injuries or illnesses that can cause partial or total loss of hearing, making them the largest “disability” segment in the country. Although, those in the medical field focus solely on the medical aspects of hearing loss and deafness, members of the deaf community find this unwarranted focus limiting and restrictive; because of its failure to adequately delineate the sociological aspects and implications of the deaf and their culture. Present day members of deaf culture reject classifications such as “deaf mute” or “deaf and dumb”, as marginalizing them because of their allusions to a presumed disability. (Edwards, 2012, p. 26-30)
From a deafness-as-defect mindset, many well-meaning hearing doctors, audiologists, and teachers work passionately to make deaf children speak; to make these children "un-deaf." They try hearing aids, lip-reading, speech coaches, and surgical implants. In the meantime, many deaf children grow out of the crucial language acquisition phase. They become disabled by people who are anxious to make them "normal." Their lack of language, not of hearing, becomes their most severe handicap. While I support any method that works to give a child a richer life, I think a system which focuses on abilities rather than deficiencies is far more valuable. Deaf people have taught me that a lack of hearing need not be disabling. In fact, it shouldn?t be considered a lack at all. As a h...
Bahan, Ben. Hoffmeister, Robert. Lane, Harlan. A Journey into the Deaf World. USA: Dawn Sign Press.
The visualisation was presented in the form of a pair of headphones which suggested the idea that once a person has a pair of headphones either in their ears or covering their ears and music is playing then it is only them that can hear what is being played. In relation to the topic of hearing voices, the particular voices that an individual may experience can never usually be heard by another person and are often unique to that one individual, just like the music playing through the headphones would be the choice of that one individual. A question was established with the primary focus being on the management of hearing voices and what can be done to continue living life normally without this experience causing negative effects to the individual. This idea will be linked to the harsh topic of stigmatisation and labelling and how this can affect an individual’s ability to manage the voices to an extent that they feel comfortable with. This assignment will aim to create a greater understanding of hearing voices and consider the idea that not everybody who hears voices is diagnosed as being mentally ill, yet they can still experience the same signs and symptoms that can often be associated with mental illness....
National Institute of Health. (2011). National Institute on Deafness and other communication disorders: Improving the lives of people who have communication disorders. National Institute on
The search for the most effective way to educate deaf students has long been filled with controversy, due to strong advocacy for conflicting approaches. The bilingual model of deaf education has been in place in many schools for the deaf for the past 20 years (Drasgow, 1998), and while many advocates of a strictly oral approach to deaf education discount its success, it is still a viable and appropriate option for deaf students with severe to profound hearing loss. In this paper I will describe historical perspectives around deaf education and discuss hearing loss and language acquisition for deaf children. I will provide justification for the continued use of the bilingual model against arguments in favour of a strictly oral approach. In addition, l will address challenges inherent to the bilingual model and conclude with suggested changes that may benefit deaf students’ language learning and literacy outcomes.
This essay will explore the medical model of disability as well as the social model of disability by providing an in depth analysis of the views and explanations that outline each perspective. It will examine and establish the connection of the two models in relation to Deaf people. Furthermore it will illustrate how Deaf people are defined according to each outlook, as well as the issues and concerns that arise from these perceptions. This essay will consider the medical model and the social model to compare the ideas and objectives of the given articles; Caught in the Deaf Trap by Karen Van Rooyen, A Brave New World of Sound by Thandi Skade, Fake Interpreters: A Violation of Human Rights and lastly Professor Graham Turner’s; 10 lessons from the tale of the ‘fake’ interpreter.
Imagine seeing people speaking, moving their mouths and not being able to hear anything. Welcome to the world of deafness. The journey for someone who is deaf can be challenging, but those challenges can be overcome with perseverance. Today I am going to share with you the story of my journey with deafness and see that if I am my disability. It is an experience that has shaped my life through body, mind, and spiritual matter.