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Parentification in the Deaf Community: Intergenerational Dynamics and Impacts on Codas

Updated: Sep 22

By Joy Plote, Coda Counselor | The Space Between


Parentification occurs when a child assumes the role of a parent, taking on responsibilities that exceed their developmental stage and emotional readiness. In the Deaf community, the phenomenon of parentification can take on unique forms due to linguistic and cultural barriers, systemic discrimination, and intergenerational trauma. Codas (Children of Deaf Adults) are often thrust into this role, not only parenting their Deaf parents but sometimes inheriting unaddressed responsibilities from grandparents who may have failed to effectively parent their Deaf child.


The Role of Grandparents in Perpetuating Parentification


For many Deaf individuals, growing up with hearing parents (the grandparents of Codas) can involve significant challenges, particularly if the parents were unable or unwilling to accommodate the Deaf child’s needs. These challenges often include:

  1. Lack of Language Access: Hearing parents of Deaf children may fail to learn sign language or provide other forms of accessible communication. This deprives the Deaf child of a critical foundation for emotional and cognitive development, leading to unmet emotional needs and feelings of alienation.

  2. Overprotection or Neglect: Hearing parents may overprotect their Deaf child out of fear or misunderstanding, limiting their autonomy. Alternatively, some may neglect the child, seeing deafness as a barrier they cannot overcome.

  3. Trauma Transmission: Deaf children raised by hearing parents often experience systemic discrimination and family dynamics that fail to address their unique needs. This unresolved trauma can manifest in adulthood as maladaptive coping mechanisms, creating challenges in their own parenting.


When Deaf parents start families of their own, these unresolved issues can resurface, and the burden of navigating these dynamics often falls on their hearing children—the Codas.


Parentification of Codas: Unique Pressures

  1. Linguistic and Cultural Brokering:

    • Codas frequently serve as interpreters for their Deaf parents in medical, legal, educational, and social settings. This role exposes them to adult-level stressors and emotionally charged situations at a young age.

    • The expectation to act as the family’s “bridge” between the Deaf and hearing worlds can create feelings of responsibility and pressure to mediate conflicts or advocate for their parents.

  2. Role Reversal:

    • Instead of receiving emotional support from their parents, Codas often provide it. This dynamic leaves Codas without a safe space to express their own needs, as they feel obligated to prioritize their parents’ well-being.

    • Codas may internalize the belief that their value is tied to how well they fulfill these adult responsibilities, leading to long-term challenges in self-esteem and identity.

  3. Intergenerational Gaps:

    • Grandparents who failed to parent their Deaf child effectively may unintentionally perpetuate the cycle by placing additional expectations on the Coda grandchild. For example, they may rely on the Coda to manage situations they themselves mishandled, such as facilitating communication with the Deaf parent.

    • The lack of emotional modeling and guidance from grandparents and Deaf parents leaves Codas navigating complex family dynamics without adequate support.


Psychological Impacts of Parentification on Codas


The cumulative effects of parentification in the Deaf community can have profound consequences for Codas, including:

  1. Emotional Strain:

    • Constant exposure to adult responsibilities can lead to anxiety, depression, and feelings of inadequacy.

    • Codas may suppress their own emotions, believing that expressing their needs would burden their already-stressed parents.

  2. Difficulty with Boundaries:

    • Codas often struggle to establish healthy boundaries in adulthood, feeling a need to overextend themselves in relationships or career roles.

  3. Trauma Repetition:

    • The unresolved trauma of grandparents and Deaf parents can be unconsciously passed down to Codas, perpetuating cycles of emotional neglect, over-responsibility, and stress.

Breaking the Cycle: Steps Toward Healing

  1. Therapeutic Interventions:

    • Trauma-informed therapy can help Codas explore and process the unique pressures of their upbringing. Approaches like Internal Family Systems (IFS) and EMDR (Eye Movement Desensitization and Reprocessing) can be particularly effective in addressing intergenerational trauma and parentification.

  2. Education and Advocacy:

    • Raising awareness about the unique challenges faced by Codas and their families can foster understanding and promote systemic changes in education, healthcare, and social services.

    • Teaching Deaf parents about healthy parenting practices and providing them with resources to meet their children’s emotional needs can help mitigate the risk of parentification.

  3. Community Support:

    • Peer support groups for Codas can provide a space to share experiences, validate emotions, and develop healthier coping mechanisms.

    • Building bridges between Deaf and hearing communities through cultural competency training can reduce the pressure on Codas to act as perpetual intermediaries.

  4. Research and Policy Changes:

    • Conducting targeted research on intergenerational trauma in Deaf families can inform policies and practices that address the root causes of parentification and its impact on Codas.


Conclusion


Parentification in the Deaf community is deeply intertwined with intergenerational trauma, systemic barriers, and cultural dynamics. For Codas, the responsibility of “parenting the parent” often begins with a legacy of unmet needs passed down from grandparents who failed to fully support their Deaf child. Breaking this cycle requires collective efforts to address the unique challenges of Deaf families, ensuring that both Deaf parents and their Coda children receive the support they need to thrive. By fostering understanding and resilience, we can create a future where these cycles of trauma and over-responsibility are replaced with healing and empowerment.


Resources:

Chase, N. D. (Ed.). (1999). Burdened children: Theory, research, and treatment of parentification. SAGE Publications.

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8

Hall, W. C., Levin, L. L., & Anderson, M. L. (2017). Language deprivation syndrome: A possible neurodevelopmental disorder with sociocultural origins. Social Psychiatry and Psychiatric Epidemiology, 52(6), 761–776. https://doi.org/10.1007/s00127-017-1351-7

Hooper, L. M. (2007). The application of attachment theory and family systems theory to the phenomena of parentification. The Family Journal, 15(3), 217–223. https://doi.org/10.1177/1066480707301290

Kellermann, N. P. F. (2001). Transmission of Holocaust trauma: An integrative view. Psychiatry, 64(3), 256–267. https://doi.org/10.1521/psyc.64.3.256.18464

Kretchmar, M. D., & Jacobvitz, D. (2002). Observing mother-child relationships across generations: Boundary patterns, attachment, and the transmission of caregiving. Family Process, 41(3), 351–374. https://doi.org/10.1111/j.1545-5300.2002.41304.x

McCrory, E., Gerin, M. I., & Viding, E. (2017). Annual research review: Childhood maltreatment, latent vulnerability, and the shift to preventative psychiatry—the contribution of functional brain imaging. Journal of Child Psychology and Psychiatry, 58(4), 338–357. https://doi.org/10.1111/jcpp.12713

Meaney, M. J. (2010). Epigenetics and the biological definition of gene × environment interactions. Child Development, 81(1), 41–79. https://doi.org/10.1111/j.1467-8624.2009.01381.x

Miller, P., & Miller, J. (2002). Codas: Experiences of hearing children of deaf parents. Journal of Deaf Studies and Deaf Education, 7(3), 225–235. https://doi.org/10.1093/deafed/7.3.225

Padden, C., & Humphries, T. (1988). Deaf in America: Voices from a culture. Harvard University Press.

Preston, P. (1994). Mother father deaf: Living between sound and silence. Harvard University Press.

Singleton, J. L., & Tittle, M. D. (2000). Deaf parents and their hearing children. Journal of Deaf Studies and Deaf Education, 5(3), 221–236. https://doi.org/10.1093/deafed/5.3.221

Yehuda, R., & Lehrner, A. (2018). Intergenerational transmission of trauma effects: Putative role of epigenetic mechanisms. World Psychiatry, 17(3), 243–257. https://doi.org/10.1002/wps.20568

Yehuda, R. (2002). Post-traumatic stress disorder. New England Journal of Medicine, 346(2), 108–114. https://doi.org/10.1056/NEJMra012941

Children of Deaf Adults International, Inc. (CODA International). (n.d.). Retrieved from https://www.coda-international.org

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