Barriers and Facilitators to Deaf Trauma Survivors' Help-Seeking Behavior: Lessons for Behavioral Clinical Trials Research
Department of Psychiatry; Systems and Psychosocial Advances Research Center
Communication Sciences and Disorders | Health Communication | Psychiatry and Psychology
Deaf individuals experience significant obstacles to participating in behavioral health research when careful consideration is not given to accessibility during the design of study methodology. To inform such considerations, we conducted an exploratory secondary analysis of a mixed-methods study that originally explored 16 Deaf trauma survivors' help-seeking experiences. Our objective was to identify key findings and qualitative themes from consumers' own words that could be applied to the design of behavioral clinical trials methodology. In many ways, the themes that emerged were not wholly dissimilar from the general preferences of members of other sociolinguistic minority groups-a need for communication access, empathy, respect, strict confidentiality procedures, trust, and transparency of the research process. Yet, how these themes are applied to the inclusion of Deaf research participants is distinct from any other sociolinguistic minority population, given Deaf people's unique sensory and linguistic characteristics. We summarize our findings in a preliminary "Checklist for Designing Deaf Behavioral Clinical Trials" to operationalize the steps researchers can take to apply Deaf-friendly approaches in their empirical work.
DOI of Published Version
J Deaf Stud Deaf Educ. 2017 Jan;22(1):118-130. doi: 10.1093/deafed/enw066. Epub 2016 Nov 23. Link to article on publisher's site
Journal of deaf studies and deaf education
Anderson ML, Wolf Craig KS, Ziedonis DM. (2017). Barriers and Facilitators to Deaf Trauma Survivors' Help-Seeking Behavior: Lessons for Behavioral Clinical Trials Research. University of Massachusetts Medical School Faculty Publications. https://doi.org/10.1093/deafed/enw066. Retrieved from https://escholarship.umassmed.edu/faculty_pubs/1217