Critical Review #2

Healthy Families of Children who are Deaf

EPSE 521
Joy Gong
Instructor: Dr. Janet Jamieson
June 19, 2016
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The article by Luckner and Velaski (2004) raises important points in their study,

Healthy Families of Children who are Deaf, by focusing on factors related to the concept of

families with deaf children and how their family dynamic affects their health and relationship.

Using the criteria of family defined as two or more people who regard themselves as a

familywho perform some of the functions that families typically perform (Luckner & Velaski,

2004, p.325) along with the concept of contributing factors in what makes a healthy family

especially with deaf children. This article will discuss the addressed topics, authors stance and

methodological approach, discussions and implications, and personal recommendations.

Targeting the readership of families, parents, and professionals, the authors purpose of

this study was to identify and interview healthy families of children who were deaf (Luckner

& Velaski, 2004, p. 325). The purpose of the study stemmed from Luckner and Velaski (2004)

following [r]esearchers who study families [that] have illustrated the merit of studying healthy,

successful families to identify valuable information for other families and professionals (p.325),

and finding out that none of the research focused specifically on families of children who were

deaf. Luckner and Velaski (2004) wanted to investigate the possibility of similar issues in family

dynamics in families with deaf children and comparing them with typically hearing families.

Using the information obtained through research, the authors hoped to solicit suggestions for

other families with children who were deaf, as well as for professionals in the field of deaf

education (Luckner & Velaski, 2004, p. 325). Keeping in mind of the audiences, the researchers

noted the changes in ways of thinking that may have led to healthier mindsets in families of deaf

children:

many professionals in the fields of special education and deaf education have

become uncomfortable with the focus on pathology and family dysfunctiongrowing

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numbers of professionals have shifted perspectives, to one that looks at families

internal strengths and use of external resources. Families are no longer viewed as

pathological and unhealthy (Luckner & Velaski, 2004, p. 325).

The article outlined certain themes in the literature review, demonstrating likely concerns

with deaf children influencing family dynamics, but also listed contributing elements to healthy

families. Parenting issues are likely to occur in every family, but additional issues that are

evident in families with deaf children are: most children with hearing loss are born to hearing

parents who, likely, have very little understanding of hearing loss; hearing parents will

experience a range of reactions and challenges, such as understanding the impact of a hearing

loss, finding appropriate services and support, and developing strategies for communicating with

their child (Luckner & Velaski, 2004, p. 325). Additionally, professionals, such as audiologist

or teacher of the deaf and hard of hearing, that enter the home and chang[es] the familys

boundaries and often offering information and advice that sometimes inadvertently undermines

the parents authority (Luckner & Velaski, 2004, p. 325). In addition to the issues presented, the

authors clearly laid out the five elements associated with the concept of healthy family:

1. Clear and direct communication between all members in the family.

2. Roles and responsibilities between family members are clearly established, and
there is flexibility in the changing roles.
3. Family members readily accepted possible limitations as necessary means of
conflict resolution
4. Intimacy was prevalent and was a function of frequent transactions between
equally empowered individuals.
5. Change and maintenance of stability remained in a healthy balance among family
members.
(Luckner & Velaski, 2004, p. 326)
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When looking at the background literature, the authors mostly referenced other researchers that

aligned with their own research, or used their examples to support their own research study.

There was no mention of critique or conflict between the authors studies and other peoples

research. With no visible bias, the researchers clearly discussed issues surrounding families with

deaf children, and the positive elements seen in healthy families; which will be beneficial for

professionals and families looking to implement certain practices to promote family health.

In regards to the methodological approach, the researchers explored the topic of healthy

families using qualitative approach. The data collection used for this research was done through

an interview process by e-mail, phone, and in-person (Luckner & Velaski, 2004, p. 326). The

tables were used to represent the participant demographic information. Main data structure was

arranged in a way that the overlapping responses to one interview question from the families

were compiled into one section with some differences were listed, and responses to another

interview question was combined in another section. While evaluating the implications in this

research, some concerns arose such as, with the purpose of the study explained to the family, is

the interviewee likely to be subjected to bias when answering the questions? If the information

was obtained by interview through phone or email, does that affect the quality of the

interviewees answers? Also, in the compilation of interview responses, many of the overlapping

responses were provided, with some differences listed. It would have been helpful to see more

varied responses between the different families with further examples or comments included. If

given more variations in responses, it will be helpful for other families with deaf children and

professionals to see the different possibilities and strategies that the healthy families have put to

practice.
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In this study, seven interview questions were used: contributing factors to success in a

healthy family; challenges to overcome; how were professionals helpful; in what ways have a

professional set the family back; advice for other families with deaf children; and any additional

comments. The following are responses to the interview questions, listed in order:

a) Commitment to the family, learning to sign, accepting support from professional

and extended family members and high expectations for the deaf child

b) Finding good educational programs, finances, finding good friendships for their

deaf child; and helping others understand deafness

c) [H]ighly positive relationships with educational professionals, including teachers,

audiologists, and interpreters

d) [L]ack of knowledge on the part of members of the medical professional, and

professionals who had biases towards communication approaches

e) Being proactive in information gathering and resources, involvement in your

childs education

f) Being supportive, understanding, and encouraging; parents know best when it

comes to their child and family needs; get to know the child

g) Many participants shared how blessed they felt in their lives with enrichment and

financial stability; and reminded other families to love their child unconditionally

(Luckner & Velaski, 2004, p.327-332)

When reviewing the discussion section in the article, the authors stated they asked the families

to reflect on the factors that helped them to be healthy, the challenges they dealt with, and their

interactions with professionals, and to provide advice for other families with deaf children as

well as for professionals (Luckner & Velaski, 2004, p. 333). The above statement is consistent
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with the purpose of the study, to identify and interview healthy families of children who were

deaf. Luckner and Velaski (2004), listed suggestions and strategies that are likely to be helpful

for families with deaf children in the future, along with limitations, evidence of overarching

themes, and background information. Among the listed suggestions provided by the researchers

at the end, from an evidence-based practice perspective, were: how professionals could better

support the families; the families ability to be proactive; acquiring effective communication

modes; and family involvement (Luckner & Velaski, 2004, p. 333-334). Taking into account of

the responses provided by families in regards to interview questions, the authors suggestions for

the parents and teachers are helpful, and do take into consideration of the necessary

accommodations when working with deaf children. Since this research is inquiry based with a

qualitative approach, the conclusion supports the findings as discussed in the study. At the same

time, another goal for the authors was to identify healthy families with the hope of collecting

suggestions and advices meant to help other families with deaf children and professionals in the

field of deaf education.

The Luckner and Velaski (2004) article will be recommended for Teachers of the Deaf

and Hard of Hearing, other educational professionals working with families with deaf children,

as well as the families themselves. There are many helpful strategies that are practiced by healthy

hearing families, but the article also highlights whats necessary for deaf child(ren) to thrive in

their families such as communication and family involvement. However, I also think that more

research will develop this study even further, and potentially become incorporated as general

practices for overall achievement in healthy families with deaf children. In addition, as the

article mentions: future research, will better position families and professionals to form

partnerships to help children who are deaf or hard of hearing learn to communicate, to think
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independently, and to master the knowledge and skills necessary for surviving and thriving

(Luckner & Velaski, 2004, p. 335).

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Reference
Luckner, J. L., & Velaski, A. (2004). Healthy families of children who are deaf. American
Annals of the Deaf, 149(4), p. 324-335.