19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
3/10/2020 | 8:00 AM - 9:00 AM | Putting Ourselves into the Story: Promoting Resilience for Children Who are DHH and their Families | Exhibit Hall Section B
Putting Ourselves into the Story: Promoting Resilience for Children Who are DHH and their Families
What would happen if we enter radical relationships, pursue relentless collaborations, commit to dismantling harmful systems and structures, and envision an equitable future for all children who are deaf/hard of hearing (DHH) irrespective of race, family income, place of residence, language, gender, or social status? Examining the outcomes of the most vulnerable among us, we can see that our intervention systems have a long way to go to meet the needs of all children and families in our care. Yet, as early hearing detection and intervention (EHDI) stakeholders we must remain hopeful and committed to the individual and systems change required to achieve a future where all children and families can achieve their full potential.
This presentation will describe and define sources of adversity and the subsequent impact on child development. The Adverse Childhood Experiences Survey will be presented to appraise those sources of adversity and trauma which impact the children and families encountering EHDI systems. The impact of sustained early adversity on children and families will be examined through both neuro-developmental and family-systems approaches. Resources to aid in individual and systems change will be offered, including opportunities to identify one’s own bias, build authentic relationships, assess family-needs, provide short- and long-term resources, advocate, and promote the highest educational outcomes. EHDI participants will be called up on to name opportunities they have to influence family resilience and build organizational capacity within their own spheres of influence. After considering the systems designed to support learners who are DHH, participants are challenged to consider how child and family adversity is attended to, or not, in their own service delivery models.
How might we engage in honest self-reflection and open dialogue with one another, so we can create more equitable EHDI systems of support for children who are DHH and their families?
- Define and describe sources of adversity, including poverty, trauma, child maltreatment, physical and mental health, violence, substance abuse, family instability, and systems of oppression.
- Identify effective practices and associated resources to promote resilience for those children and families experiencing adversity while engaged in EHDI systems.
- Reflect upon one’s own sphere of influence to create a personal professional improvement plan, including specific strategies to support children and families experiencing adversity.
Presentation:
This presentation has not yet been uploaded.
Handouts:
21060_13082JennaVoss.pdf
Transcripts:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
Jenna Voss
(), Fontbonne University, jvoss@fontbonne.edu;
Jenna Voss, PhD, CED, LSLS Cert AVEd, is an Associate Professor at Fontbonne University. She received her undergraduate degree in Deaf Education, and her master’s degree in Early Intervention in Deaf Education from Fontbonne University. She completed her PhD in Speech and Hearing Sciences at Washington University in St. Louis. She holds teaching certification in Missouri in Deaf Education and Early Childhood Special Education. Her research interests include: health disparity among children and families living in poverty, primary prevention of abuse and neglect for children with disabilities, provider use of strategies and techniques in family-centered practice, and the application of research in cognitive psychology to the field of deaf education to improve pre-service instruction. Voss is co-author of two texts: Small Talk: Bringing Listening and Spoken Language to Your Young Child With Hearing Loss & Case Studies in Deaf Education: Inquiry, Application and Resources.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Fontbonne University - CDDE.
Nonfinancial -
• Has a Professional (AG Bell Academy Board Member)
relationship for Board membership.
• Has a Professional
relationship for Board membership.