2022 Early Hearing Detection & Intervention Virtual Conference
March 13 - 15, 2022
3/15/2022 | 1:15 PM - 1:40 PM | More Than a Feeling: The Science Behind Fostering Joy | Room 12
More Than a Feeling: The Science Behind Fostering Joy
The Fostering Joy movement has been motivating families and professionals alike to emphasize the moments of joy in raising and supporting children who are deaf or hard of hearing (DHH) or DHH with disabilities (DHH Plus). Fostering Joy is comprised of parent leaders alongside an interdisciplinary group of professionals passionate about JOY. In this presentation, we will delve into the science to about how we understand joy and how we can facilitate it in our lives and interactions.
Joy is a distinct positive emotion. While it is related to gratitude and well-being, joy holds its own place in our emotions and our experiences (Watkins et al., 2020). Joy is not the same as happiness. Whereas happiness might be arise when an experience is happening to a person, joy often stems from one’s sense of agency in making an experience happen (Emmons, 2020). Joy increases when we recognize that our actions and our responses lead to a desired outcome. By looking for positives in a situation, we increase the chances that we can find and experience joy (Cappellen, 2020). Experiencing joy serves an adaptive function as it increases our motivation to continue to do things that are challenging (Kreibig, 2014). Since joy is not "attained once and then maintained," we need to continually prioritize and seek opportunities to find and cultivate joy. Fortunately, repeated experiences of joy seem to build people’s resources; the more we consciously focus on joy, the better we become at "being joyful" (Fredrickson, 2009: Johnson, 2020). Science has identified several “gates to joy” that will be shared with participants in this presentation (Casioppo, 2020; Kornfield, 2019). Come to learn about how the science of joy can relate to the DHH and DHH Plus children in your life. You will leave with practical, science-informed suggestions for fostering joy.
- 1. Define “joy” and describe two ways that joy differs from happiness.
- 2. Describe at least two benefits to “focusing on joy” in challenging times or circumstances.
- 3. Identify at least one strategy for talking to families and co-workers about Fostering Joy and one strategy for incorporating lessons learned about joy into one’s own life/work.
Presentation:
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Handouts:
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Transcripts:
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Presenters/Authors
Amy Szarkowski
(Virtual), Children's Center for Communication/Beverly School for the Deaf, Amy.Szarkowski@childrens.harvard.edu;
Amy Szarkowski, PhD, is the Director of The Institute and The Clinic at the Children's Center for Communication/ Beverly School for the Deaf (CCCBSD), and faculty for LEND (Leadership Education in Neurodevelopmental and related Disabilities), at Boston Children's Hospital. Dr. Szarkowski holds an academic appointment as Assistant Professor in the Department of Psychiatry at Harvard Medical School. She is also an adjunct instructor for the Infants, Toddlers and Families (ITF) Interdisciplinary program at Gallaudet University.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Boston Children's Hospital/Harvard Medical School.
• Receives Salary for Employment from CCCBSD.
• Receives Salary for Employment from Gallaudet University.
Nonfinancial -
No relevant nonfinancial relationship exist.
Jennifer Clark
(), Hawaii Department of Health Early Intervention, Jennifer.Blohm@doh.hawaii.gov;
Jennifer Clark received her Bachelor’s Degree in Communication Disorders and Deaf Studies: Sign Language Interpreting, from California State University, Fresno and her Master’s Degree from Gallaudet University in Deaf Education: Family Centered Early Education. Since 2010, Jennifer has been working with D/HH/DB children (birth-3) as the Early Intervention Deaf and Hard-of-Hearing Specialist for the Hawaii Department of Health.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Carrie Davenport
(), The Ohio State University College of Medicine, carrie.davenport@osumc.edu;
Carrie Davenport, Ph.D., is a Postdoctoral Researcher in the Department of Otolaryngology at The Ohio State University Wexner Medical Center. Carrie is a teacher of the deaf by training with a Master's degree in Family-Centered Early Education from Gallaudet University. She earned her doctorate in special education at OSU in 2017. Prior to entering the PhD program at OSU, she was the Early Childhood Consultant for the Center for Outreach Services at the Ohio School for the Deaf. Carrie is a founding Board member of Ohio Hands & Voices. Her research interests include parental self-efficacy, parent-to-parent support, and parent-infant interaction. She is especially interested in building academic-community partnerships with families with deaf/hard-of-hearing children and other stakeholders.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Susan Gibbons
(), Boston Children's Hospital, susan.gibbons@childrens.harvard.edu;
Susan Mumby Gibbons has been an Audiologist at Boston Children’s Hospital since 2011. She received her Master's Degree in Speech-Language Pathology and her Doctor of Audiology from Northeastern University. Her professional interests include cochlear implants and habilitative audiology. She is a dual-certified member of the American Speech-Language Hearing Association and has her Pediatric and Cochlear Implant Specialty Certifications through the American Board of Audiology.
ASHA DISCLOSURE:
Financial -
Nonfinancial -
Kathryn Manfield
(), Tufts Medical Center , kamanfield@charter.net;
Kathy is a clinical social worker in the Tufts Medical Center Cochlear Implant and Hearing Loss Program. She also serves as Co-Director of the Specialty Program for Children Who are Deaf and Hard of Hearing at Minuteman Arc Early Intervention Program. She is a trainer with the MA Department of Public Health Early intervention training center. In addition to her work supporting families she is also a mother of three children, the youngest of whom is deaf and listens with cochlear implants.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Nicole Hutchinson
(), The River School, nhutchinson@riverschool.net;
Nicole Hutchinson holds a BA in Linguistics: American Sign Language from the University of California, San Diego and a MA in Deaf Education: Family-Centered Early Education from Gallaudet University. She holds teaching licenses in Deaf Education, Early Childhood Education, and Early Childhood Special Education. At The River School, Nicole coordinates the Parent-Infant Program for deaf and hard of hearing infants, toddlers and their families and teaches in a preschool classroom. Outside of The River School, she is co-chair of the Early Intervention Committee for the DC Early Hearing Detection and Intervention Advisory Board
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Kristina Blaiser
(Virtual), Idaho State University, Kristina.Blaiser@isu.edu;
Kristina Blaiser, Ph.D., CCC-SLP, is
an Associate Professor of Speech-Language Pathology in the Department of Communication Sciences and Disorders and directs the HATCH (Helping Adults Talk to Children) Lab at Idaho State University. Dr. Blaiser has extensive experience leading early childhood education programs and evaluating the outcomes of children who are Deaf and Hard-of-Hearing. Her research interests include program evaluation and graduate training related to assessment and early intervention practices of children who are Deaf/Hard-of-Hearing. Dr. Blaiser’s recent work has focused on using telehealth to support families in early intervention. Kristina is the Coordinator for ASHA SIG 9: Hearing Loss and Hearing Disorders in Childhood.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.