Browsing by Author "Clark-Howard K"

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    A qualitative synthesis of literature on mental health therapies for Deaf and hard-of-hearing people from multiple perspectives: the Deaf client, the mental health practitioner and the sign language interpreter
    (Taylor and Francis Group, 2025-03-03) Gould J; Clark-Howard K
    Understanding the experience of mental health therapies including counselling, psychology or psychotherapy for culturally Deaf, and hard-of-hearing individuals, is an important area of research, because of the many unique challenges faced by Deaf people. This qualitative synthesis aimed to discover the experiences of the therapeutic triad from the perspective of the Deaf client, mental health practitioner and sign language interpreter. The aim was to expose a range of experiences, as well as potential solutions to inform best practice. A search strategy was conducted using PRISMA guidelines. The data was analysed using thematic synthesis. Themes were categorised under the three therapeutic perspectives. Three main themes were generated for the Deaf client, including access issues, lack of mental health knowledge, Deaf community and identity. Three main themes were generated for the mental health practitioner, Deaf awareness, difficulties with adapting therapeutic practice and difficulties with diagnosis. One main theme was generated for the sign language interpreter, vicarious trauma. In order to strengthen the triangle of care, multiple solutions were identified. Clinical implications include improving access to mental health services for Deaf clients, offering clinical supervision for sign language interpreters and providing training for mental health professionals and sign language interpreters to meet the cultural and linguistic needs of the Deaf.
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    Inclusive Education: How do New Zealand Secondary Teachers Understand Inclusion and how does this Understanding Influence their Practice?
    (Institute of Education, Massey University, 2019) Clark-Howard K
    Inclusive education expects that all students are welcome and that teachers focus on adapting environments so every student can be present, participate, learn and belong. This article summarises a mixed methods, small-scale inquiry which investigated how a sample of 44 New Zealand secondary school teachers understand inclusion and how this understanding influences their practice. While most participants responding to the online the survey reportedly agree with the values underpinning inclusive education, most participants also felt that students with severe needs should be taught by specially trained teachers. Participants identified numerous barriers which influenced student achievement in inclusive schools and reported feeling inadequately prepared to teach in inclusive schools. Furthermore, consistent and clear inclusionary practices were not evident. While further investigation is required, the findings from this small-scale inquiry serves as a starting point into investigating how New Zealand secondary teachers can be supported towards becoming confident, inclusive educators.