Research Colloquium on The Childrearing of Deaf Mothers, Parental Resource, and Stress

Childrearing Experiences of Filipino Deaf Mothers: A Case Study
by May Cabutihan, MA.Ed.

Childrearing involves practices and activities that are grounded on cultural patterns and beliefs. This constitutes activities that should be done, as these are accepted practices and norms of society. This descriptive study focused on five Deaf mothers and their childrearing practices in the following areas:
(a) first forty days after giving birth – this refers to how Deaf mothers attended to their child’s physical and emotional needs and how they interacted with him/her in the first forty days;
(b) activities that ensure the child’s physical development – this refers to feeding and grooming practices, and how they attended to child’s illnesses;
(c) activities that ensure the child’s language development – this refers to communication practices;
(d) activities that ensure the child’s cognitive development – this refers to play activities;
(e) activities that promotes the child’s social development – this refers to exposure with other children and social events; and
(f) activities that promotes the child’s psycho-social well being – this refers to expressions of love and affection and forms of discipline used. Implications of the study will also be discussed.

Sources of Parental Stress among Parents of Deaf Children
by Pexe Reonal

The concepts of parental empowerment and resource oriented consultation and support strategies are vital in the rearing of Deaf and hard-of-hearing children. The abovementioned concepts impinges further on the socio-emotional development of these children. Thus the sharing will focus on their correlation based on the studies made by Manfred Hintermair of the University of Heidelberg.