Deaf Students' Life Events, Social Support, To Cope With Mental Health

In this research ADOLESCENT LIFE EVENTS SCALE by Liu Xiancheng, COPING Styles QUESTIONARE by Xiao Jihua and so on are used to survey middle students with hearing impair-ment in Xi'an City and Guizhou Province.Confirmatory analysis has been carried out. And then this research use tools like ADOLES-CENT LIFE EVENTS SCALE (Middle School Students with Hearing Impairment Edition), COP-ING Styles QUESTIONNAIRE(Middle School Students with Hearing Impairment Edition), SO-CIAL SUPPORT RATING SCALE by Xiao Shuiyuan and MENTAL HEALTH SCALE (MHT) by Zhou Bucheng to explore the mental health of middle students with hearing impairment to provide response patterns with the social support which they got, the daily events which they have met and the coping Styles which they have taken. All these are sufficient grounds to improve mental health education level for middle students with hearing impairment.The research results are the following:1.Rebuild the dimensional structure of ADOLESCENT LIFE EVENTS SCALE (Middle School Students with Hearing Impairment Edition), COPING Styles QUESTIONNAIRE (Middle School Students with Hearing Impairment Edition) and make them suitable for the use of middle students with hearing impairment group. SOCIAL SUPPORT RATING SCALE is reliable among the group.2. The detection rate of middle school students mental problems is high and the problems have certain tendency. There are differences between school grades. Middle school period is a sensitive one. Panic tendency, body symptom, anxiety to person and self-blame tendency become the major factors puzzling middle school students with hearing impairment mental health:Students with hear-ing impairment lack the ability for self-relief in mental problems, have difficulty in abreact their anxiety. They are easy to get frightened, upset and they impute these problems to negative emotions as physiologically handicap. There is no big gap between genders. Boys and girls only have differ-ent reaction for panic tendency. Senior students have more serious mental problems than junior stu-dents.3. The daily events stress amount of middle students with hearing impairment is in medium level. They are seldom affected by problems like love, weariness and so on. Daily events like interpersonal relationship, losing family, and family economic situation, are the major factors af-fecting the development of middle school students with hearing impairment. Change of living hab-its, unexpected fright and accidents give them great pressure:The difference of losing factor in dif-ferent grades and different genders is remarkable. Girls have deeper experience than boys. The ex-perience of students in Grade 3 is deeper than any other grade.4. Middle students with hearing impairment trend to take positive coping styles when they face stress sources. First, they ask for help and then solve problems, imagine, self-blame, avoid and reason. The coping styles taken by them are same without gender difference. Only the styles taken by junior students differ those by senior ones. The coping level of Level 2 hearing impairment stu-dents is lower.5. Daily events, social support and coping of middle students have the predication function for their mental health. All marks gained by students with mental health problems are higher than those by students who are easy have mental health problems and students without these problems. Middle students with hearing impairment with different mental health levels have different daily event ex-pernences.6. Punishment, family losing, external support, self blame and imagination have a negative ef-fect on middle students with hearing impairment. Daily events are in the first place and next nega-tive coping styles and social support.7. The model validation result shows that daily events have a negative effect on mental health. The higher the stress amount is, the worse the mental health level is. The independent model shows that the social support has a negative effect upon mental health. That is, the more the social support experienced by them is, the lower mental health level. The integrated model indicates that the social support can release the students' mental pressure by the application of negative coping styles, which promotes positively mental health. This suppose validates bufferaction hypothesis through the group of students and the consistency of buffer model cross culture. The independent model and the integrated model both show that positive coping styles don't have a effect on mental health among this group. Negative coping styles have an obvious direct or indirect effect on the students'mental health level.