CASE STUDY IN QUARTER 1 - CASE SUPPORT
CASE STUDY IN QUARTER 1
CED – Center for Capacity Development and Community Connection for the Deaf and hard of hearing in Vietnam
In the quarter 1, we have provided support to two deaf and hard of hearing individuals requiring enhanced communication and social skills.
Case study 1: In January 2026, C.V.K faced significant obstacles regarding communication and social inclusion due to severe hearing loss experienced since childhood; this resulted in feelings of anxiety, low self-esteem, shyness, and a sedentary lifestyle.
Support/Interventions: To address these issues, a comprehensive three-month support plan was established in collaboration with K and his family. This plan focused on improving pronunciation, regulating speech pace, and maintaining appropriate vocal volume. Specific measures included:
- Daily practice of pronouncing single words and short sentences using specialized software; reading sample dialogues aloud; and practicing face-to-face communication at a table tennis club.
- Cultivating a daily habit of communication and fostering an open attitude toward community and social activities.
Results: By the end of March 2026, thanks to these efforts, K’s mental well-being and ability to interact within the community had improved significantly—improvements that are currently being well-sustained.
- K is now able to clearly pronounce common words (achieving a 50% success rate), actively incorporates pauses while speaking, and has reduced instances of "swallowing" or slurring sounds.
- K has taken the initiative to communicate at least once or twice daily and has reduced unnecessary social avoidance behaviors.
- In March 2026, K proactively enrolled in classes for Sign Language and Lip-reading; he attended all sessions consistently throughout the entire course.
- K participated in a field trip to the Zoo alongside fellow CED students and interns.
- K has regularly participated in the table tennis club with his father and younger brother every weekend.
Case Study 2: N.X.U is a deaf student facing numerous complex psychological and behavioral challenges: gaming addiction and dependence on mobile phones; social withdrawal and avoidance; difficulties in regulating and expressing emotions; and conflicts regarding relationships and personal identity.
Support/Interventions: An individualized intervention program at the CED Counseling Center was custom-designed for X.U., incorporating specific strategies:
Objectives:
- Short-term: To help the student identify personal emotions and gradually reduce the amount of time spent gaming.
- Long-term: To cultivate healthy recreational habits, achieve psychological stability, and enhance self-control capabilities.
Approach:
- Prioritizing visual communication: Employing a multimodal communication approach—combining speech, lip-reading cues, written text, images, symbols, and support aids (such as emotion cards and pictorial emotion journals)—rather than relying solely on spoken language.
- Respecting autonomy: Avoiding abrupt bans on electronic devices and refraining from sudden schedule changes to minimize resistance. Establishing and enforcing specific rules regarding screen time usage.
- Structured intervention sessions: Each session is systematically organized to include selecting emotion cards, monitoring gaming behaviors, engaging in a core therapeutic activity, and consistently concluding with positive affirmation.
Results: As of March 31, 2026—while the case remains under long-term monitoring and intervention—the recorded outcomes include:
- Capacity for artistic expression: X.U. demonstrates strong drawing skills, which serve as an effective channel for her to release emotions and articulate his thoughts when he is unable to express them verbally.
- Latent Potential: By willingly participating in activities aligned with your interests and exercising personal autonomy, she demonstrates strong observational skills and the ability to follow instructions effectively.
- Adaptability Across Social Environments: she has consistently displayed appropriate conduct within both the academic setting at the CED Center and her home environment. Furthermore, she has enhanced your initiative and openness when interacting with others in real-world settings.
