An Intervention Model for Mental Health Service Provision for Deaf Children in Zimbabwe: The Case of Danhiko Secondary School

Abstract

The study analysed the mental health services for Deaf children in Zimbabwe and consequently provided an intervention framework to improve service delivery. The study sought to establish mental health challenges currently experienced by Deaf children, available mental health services for Deaf children, the barriers that hinder accessibility of the resources and propose intervention strategies to improve the mental health services. The guiding theoretical framework for the study was the social model of disability. In fulfilment of the aim and objectives of the study, Danhiko Secondary School was selected as the study site where both male and female Deaf students were selected as participants. A qualitative approach was used in which purposive and quota sampling were applied and data were collected through respondent focus group discussions and semi-structured interviews. Data were analysed through thematic analysis and findings were that Deaf children experience anxiety and depression as Deaf culture conflicted with the hearing community. Identified as main sources for mental health service provision were the Deaf community and non-governmental organisations. The study discovered that the barriers that hinder accessibility of mental health services include stigma, communication barriers and lack of awareness on mental health and disability inclusion. Possible intervention strategies provided by respondents were partnerships between relevant organisations and awareness building and training. Conclusively, it was evident that mental health challenges are present among Deaf children and exist within the context of their unique Deaf culture and community. Such views are supported by literature and highlight the need for a culturally relevant intervention model for mental health service provision for Deaf children.