A phenomenological study on feelings of competence among counselors of deaf students with emotional challenges

The purpose of this qualitative phenomenological study was to gain a greater understanding of the subjective experience of counselors working with the deaf and hard of hearing. The researcher collected narrative discourse from 10 counselors servicing deaf and hard of hearing students with emotional challenges. Participants were employed from schools of the deaf or mental health facilities that addressed the clinical needs of deaf and hard of hearing children in New England states of MA, CT, and NY. The participants were working as counselors for no less than three months consecutively in the field of counseling, and came from a pool of regional or community mental health centers. Reputational and snowball sampling was implemented to select participants, whereby, the researcher made contact with clinical directors or clinical supervisors for input regarding potential participants for the study. The data obtained in the study helped reveal common themes among counselors' experiences. The counselors' perceptions revealed in order to adequately service deaf and hard of hearing students with emotional challenges, clinicians believed professional support, communication, trust, culture, training, and challenges were contributing factors to the success or failure of clinical services. The study presents two theories pertinent to counselor attrition of those who serve deaf and hard of hearing students: (a) communication, and (b) deaf culture. The subsequent theoretical framework narrows the reader's "field of vision" (Roberts, 2010, p. 129) providing practical suggestions in the education of counselors who desire to work with this population (Roberts, 2010).The extrapolation of emergent themes led to an essential structure used to develop several recommendations toward servicing deaf and hard of hearing students with emotional challenges. Recommendations included: (a) developing a strategic operation plan that supports the transition of clinicians into the field, (b) implementation and mandatory attendance of workshops relative to cultural sensitivity, and (c) create opportunities for professional collaboration among clinicians who service deaf and hard of hearing students with emotional challenges. The findings and recommendations presented can be used as a foundation for future research when attempting to improve clinicians' ability to develop self-efficacy and empowerment among clients of the deaf and hard of hearing.