Thesis (MEdPsych (Educational Psychology))--Stellenbosch University, 2008. / Cochlear implants are electronic devices implanted in the ear, which can give
children with severe to profound hearing loss, access to sound and the opportunity
to aquire spoken language. Such implants are achieved via a delicate surgical
procedure, followed by an intensive rehabilitation program. Parents are intimately
involved in this entire process and play a pivotal role in terms of decision-making,
the surgery and the child’s language development. Research has shown that this
procedure causes increased stress levels in parents, as well as an initial experience
of mixed emotions. They also have to consider that some cochlear implants are not
successful and thus do not provide all children with access to sound and the
possibility of learning spoken language. Parents’ first contact with professional
services/persons is generally doctors, ear, nose and throat specialists, audiologists,
speech therapists and social workers. Further research shows that the relationship
between such professionals and parents is not always satisfactory. As mothers
often work closest with professionals, the following research questions arose: How
do mothers experience the emotional support they receive during the diagnosis,
implantation procedure and rehabilitation, and what are their emotional needs during
this time? Because of a lack of literature concerning the role of educational
psychologists in this process, a third question arose: What role can the educational
psychologist play during the diagnosis of deafness and the cochlear implant
process?
The purpose of this generic qualitative study, therefore, was to analyze, describe
and explain the experience of eight mothers of children with cochlear implants, with
regard to support and support needs. The study was conducted within the
interpretive paradigm, which guided the qualitative research design. Data was
collected by means of semi-structured interviews. The interview data were
transcribed and analyzed. The data analysis was done by using aspects of
grounded theory. The findings show that mothers’ experiences of the process were
unique, as the situation of each family differed. The eight mothers’ needs for
emotional support also differed because of their unique experiences. Furthermore, a
lack of support to parents after the rehabilitation process, just before children start
primary school, was identified, and it was established that the educational
psychologist can play a role in this phase and transition phases. Recommendations
were made to improve the support mothers receive from professional services or
people.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/1997 |
| Date | 12 1900 |
| Creators | Du Toit, Tania |
| Contributors | Swart, Estelle, Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Rights | Stellenbosch University |
Page generated in 0.0024 seconds