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ABSTRACT INFORMATION
Title: 'Fostering Positive Identity: The Role of Families & Professionals' Track: 4 - Early Intervention Keyword(s): identity, self-concept, positive self-perception, interdisciplinary Learning Objectives: Describe multiple paths to positive identity development in children who are deaf or hard of hearing. Discuss the implications of identity development through vertical (generational) vs horizontal (peer group) – (per Solomon, 2012). Analyze the role that they play, whether as family members or professionals, in helping deaf and hard of hearing infants and toddlers to establish a foundation for the development of positive identity. Abstract: Identity development begins early in life. Infants and toddlers explore their world and develop a sense of who they are through the relationships that they have with the adults who care for them. They begin to make sense of their world by noticing commonalities and differences among the people in their lives. The responses shown by families and professionals toward infants and toddlers further shape how young children process their own experiences. This, in turn, influences the developing sense of self and identity of the child. Existing models of Deaf identity development focus largely on older adolescents and young adults. Additionally, the literature on identity development in children with typical hearing does not adequately address the possible influences of being deaf or hard of hearing on a child's identity. Drawing from the description of horizontal and vertical identities, as proposed by Andrew Soloman in his widely acclaimed book, Far from the Tree (2012), this presentation will address how being deaf or hard of hearing, particularly in families in which parents are hearing, may influence the emerging identity development of young children. An interdisciplinary team of presenters will share their experiences regarding the promotion of positive identity. They will offer guidelines for how family members and professionals alike can foster positive concept and identity in infants and toddlers who are deaf or hard of hearing. Further, this presentation will focus not only the developing identity of the child, but will also address parents' changing identities of themselves in raising a child who is deaf or hard of hearing. Presentation: This presentation has not yet been uploaded or the speaker has opted not to make the presentation available online. Handouts: Handout is not Available CART: CART Transcription is not Available
PRESENTER(S) / AUTHOR(S) INFORMATION
Amy Szarkowski - Primary Presenter,POC Boston Children's Hospital & Harvard Medical School      Credentials: PhD in Clinical Psychology      Other Affiliations: Instructor in Psychology, Department of Psychiatry, Harvard Medical School; Psychologist, Deaf and Hard of Hearing Program, Boston Children's Hospital; Adjunct Instructor at Gallaudet University & Tufts University       Dr. Szarkowski is a Psychologist in the Deaf and Hard of Hearing Program at Boston Children's Hospital. Her work there involves conducting developmental and psychological assessments, providing support to Deaf and hard of hearing children and their families through short-term therapy, and advocating for appropriate supports and accommodations to meet childrens' needs. Dr. Szarkowski also holds an appointment as Instructor at Harvard Medical School, Department of Psychiatry. She teaches in the Deaf and Hard of Hearing Infants, Toddlers and Families Collaboration and Leadership program at Gallaudet University, as well as in the Eliot-Pearson Department of Child Study and Human Development at Tufts University.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist. Jennifer Geiken - Co-Presenter Gallaudet University      Credentials: B.A.       More to come       ASHA DISCLOSURE: Financial - Nonfinancial - Jaclyn Tyrcha - Co-Presenter Gallaudet University      Credentials: MA in Deaf Education, Special Education Administration Licensure       Jaclyn grew up in the colorful Rockies of Colorado. After working in education as a teacher for the Deaf, Kindergarten teacher, ASL Specalist, and a teacher for the Deaf/HH in an inclusive setting, she found her true passion is to be working with families of children who are deaf/hh. In her spare time, Jaclyn can be found interacting with the Deaf Community, reading, hiking, being with her sons, and engaging in critical thinking.       ASHA DISCLOSURE: Financial - Nonfinancial - Marilyn Sass-Lehrer - Co-Presenter Gallaudet University      Credentials: Ph.D.       Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC, USA. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is the co-director of the Gallaudet University Graduate Interdisciplinary Certificate Program: Deaf and Hard of Hearing Infants, Toddlers and Their Families. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), co-author of Parents and their Deaf Children: The Early Years (2003), and co-editor of The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education (2003). Dr. Sass-Lehrer has been actively involved in national and international efforts to support professional development and learning for early intervention providers and promote quality early education and family involvement.       ASHA DISCLOSURE: Financial - No relevant financial relationship exist. Nonfinancial - No relevant nonfinancial relationship exist.