DISABILITY PSYCHOLOGY CONFERENCE


Disability Psychology Conference is one of the leading research topics in the international research conference domain. Disability Psychology is a conference track under the Psychology Conference which aims to bring together leading academic scientists, researchers and research scholars to exchange and share their experiences and research results on all aspects of Psychology.

internationalconference.net provides a premier interdisciplinary platform for researchers, practitioners and educators to present and discuss the most recent innovations, trends, and concerns as well as practical challenges encountered and solutions adopted in the fields of (Psychology).

Disability Psychology is not just a call for academic papers on the topic; it can also include a conference, event, symposium, scientific meeting, academic, or workshop.

You are welcome to SUBMIT your research paper or manuscript to Disability Psychology Conference Track will be held at “Psychology Conference in New York, United States in August 2020” - “Psychology Conference in Tokyo, Japan in September 2020” - “Psychology Conference in Zürich, Switzerland in September 2020” - “Psychology Conference in Barcelona, Spain in October 2020” - “Psychology Conference in San Francisco, United States in November 2020” - “Psychology Conference in Istanbul, Turkey in November 2020” - “Psychology Conference in Singapore, Singapore in November 2020” - “Psychology Conference in Bangkok, Thailand in December 2020” - “Psychology Conference in Paris, France in December 2020” - “Psychology Conference in London, United Kingdom in February 2021” - “Psychology Conference in London, United Kingdom in February 2021” - “Psychology Conference in Barcelona, Spain in April 2021” - “Psychology Conference in Istanbul, Turkey in May 2021” - “Psychology Conference in San Francisco, United States in June 2021” - “Psychology Conference in Paris, France in July 2021” - “Psychology Conference in New York, United States in August 2021” - “Psychology Conference in Tokyo, Japan in September 2021” - “Psychology Conference in Zürich, Switzerland in September 2021” - “Psychology Conference in Barcelona, Spain in October 2021” - “Psychology Conference in San Francisco, United States in November 2021” - “Psychology Conference in Istanbul, Turkey in November 2021” - “Psychology Conference in Singapore, Singapore in November 2021” - “Psychology Conference in Bangkok, Thailand in December 2021” - “Psychology Conference in Paris, France in December 2021” .

Disability Psychology is also a leading research topic on Google Scholar, Semantic Scholar, Zenedo, OpenAIRE, BASE, WorldCAT, Sherpa/RoMEO, Elsevier, Scopus, Web of Science.

XI. INTERNATIONAL PSYCHOLOGY CONFERENCE

AUGUST 10 - 11, 2020
NEW YORK, UNITED STATES

XII. INTERNATIONAL PSYCHOLOGY CONFERENCE

SEPTEMBER 10 - 11, 2020
TOKYO, JAPAN

XIII. INTERNATIONAL PSYCHOLOGY CONFERENCE

SEPTEMBER 16 - 17, 2020
ZÜRICH, SWITZERLAND

XIV. INTERNATIONAL PSYCHOLOGY CONFERENCE

OCTOBER 21 - 22, 2020
BARCELONA, SPAIN

XV. INTERNATIONAL PSYCHOLOGY CONFERENCE

NOVEMBER 02 - 03, 2020
SAN FRANCISCO, UNITED STATES

XVI. INTERNATIONAL PSYCHOLOGY CONFERENCE

NOVEMBER 12 - 13, 2020
ISTANBUL, TURKEY

XVII. INTERNATIONAL PSYCHOLOGY CONFERENCE

NOVEMBER 19 - 20, 2020
SINGAPORE, SINGAPORE

XVIII. INTERNATIONAL PSYCHOLOGY CONFERENCE

DECEMBER 15 - 16, 2020
BANGKOK, THAILAND

XIX. INTERNATIONAL PSYCHOLOGY CONFERENCE

DECEMBER 28 - 29, 2020
PARIS, FRANCE

XX. INTERNATIONAL PSYCHOLOGY CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline January 16, 2021
  • CONFERENCE CODE: 21PC02GB
  • One Time Submission Deadline Reminder

XX. INTERNATIONAL PSYCHOLOGY CONFERENCE

FEBRUARY 13 - 14, 2021
LONDON, UNITED KINGDOM

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline January 16, 2021
  • CONFERENCE CODE: 21PC02GB
  • One Time Submission Deadline Reminder

XXI. INTERNATIONAL PSYCHOLOGY CONFERENCE

APRIL 15 - 16, 2021
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline March 16, 2021
  • CONFERENCE CODE: 21PC04ES
  • One Time Submission Deadline Reminder

XXII. INTERNATIONAL PSYCHOLOGY CONFERENCE

MAY 11 - 12, 2021
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline April 01, 2021
  • CONFERENCE CODE: 21PC05TR
  • One Time Submission Deadline Reminder

XXIII. INTERNATIONAL PSYCHOLOGY CONFERENCE

JUNE 05 - 06, 2021
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline May 06, 2020
  • CONFERENCE CODE: 21PC06US
  • One Time Submission Deadline Reminder

XXIV. INTERNATIONAL PSYCHOLOGY CONFERENCE

JULY 20 - 21, 2021
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline June 19, 2020
  • CONFERENCE CODE: 21PC07FR
  • One Time Submission Deadline Reminder

XXV. INTERNATIONAL PSYCHOLOGY CONFERENCE

AUGUST 10 - 11, 2021
NEW YORK, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline July 10, 2020
  • CONFERENCE CODE: 21PC08US
  • One Time Submission Deadline Reminder

XXVI. INTERNATIONAL PSYCHOLOGY CONFERENCE

SEPTEMBER 10 - 11, 2021
TOKYO, JAPAN

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline August 10, 2020
  • CONFERENCE CODE: 21PC09JP
  • One Time Submission Deadline Reminder

XXVII. INTERNATIONAL PSYCHOLOGY CONFERENCE

SEPTEMBER 16 - 17, 2021
ZÜRICH, SWITZERLAND

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline August 17, 2020
  • CONFERENCE CODE: 21PC09CH
  • One Time Submission Deadline Reminder

XXVIII. INTERNATIONAL PSYCHOLOGY CONFERENCE

OCTOBER 21 - 22, 2021
BARCELONA, SPAIN

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline September 22, 2020
  • CONFERENCE CODE: 21PC10ES
  • One Time Submission Deadline Reminder

XXIX. INTERNATIONAL PSYCHOLOGY CONFERENCE

NOVEMBER 02 - 03, 2021
SAN FRANCISCO, UNITED STATES

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 21PC11US
  • One Time Submission Deadline Reminder

XXX. INTERNATIONAL PSYCHOLOGY CONFERENCE

NOVEMBER 12 - 13, 2021
ISTANBUL, TURKEY

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline October 05, 2020
  • CONFERENCE CODE: 21PC11TR
  • One Time Submission Deadline Reminder

XXXI. INTERNATIONAL PSYCHOLOGY CONFERENCE

NOVEMBER 19 - 20, 2021
SINGAPORE, SINGAPORE

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline October 19, 2020
  • CONFERENCE CODE: 21PC11SG
  • One Time Submission Deadline Reminder

XXXII. INTERNATIONAL PSYCHOLOGY CONFERENCE

DECEMBER 15 - 16, 2021
BANGKOK, THAILAND

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline November 17, 2020
  • CONFERENCE CODE: 21PC12TH
  • One Time Submission Deadline Reminder

XXXIII. INTERNATIONAL PSYCHOLOGY CONFERENCE

DECEMBER 28 - 29, 2021
PARIS, FRANCE

  • Abstracts/Full-Text Paper Submission Deadline August 13, 2020
  • Notification of Acceptance/Rejection Deadline August 27, 2020
  • Final Paper and Early Bird Registration Deadline November 26, 2020
  • CONFERENCE CODE: 21PC12FR
  • One Time Submission Deadline Reminder
FINISHED

I. INTERNATIONAL PSYCHOLOGY CONFERENCE

MARCH 19 - 20, 2019
ISTANBUL, TURKEY

FINISHED

II. INTERNATIONAL PSYCHOLOGY CONFERENCE

JUNE 26 - 27, 2019
PARIS, FRANCE

FINISHED

III. INTERNATIONAL PSYCHOLOGY CONFERENCE

AUGUST 21 - 22, 2019
LONDON, UNITED KINGDOM

FINISHED

IV. INTERNATIONAL PSYCHOLOGY CONFERENCE

OCTOBER 08 - 09, 2019
NEW YORK, UNITED STATES

FINISHED

V. INTERNATIONAL PSYCHOLOGY CONFERENCE

DECEMBER 12 - 13, 2019
ROME, ITALY

FINISHED

VI. INTERNATIONAL PSYCHOLOGY CONFERENCE

FEBRUARY 13 - 14, 2020
LONDON, UNITED KINGDOM

FINISHED

VII. INTERNATIONAL PSYCHOLOGY CONFERENCE

APRIL 15 - 16, 2020
BARCELONA, SPAIN

FINISHED

VIII. INTERNATIONAL PSYCHOLOGY CONFERENCE

MAY 11 - 12, 2020
ISTANBUL, TURKEY

FINISHED

IX. INTERNATIONAL PSYCHOLOGY CONFERENCE

JUNE 05 - 06, 2020
SAN FRANCISCO, UNITED STATES

FINISHED

X. INTERNATIONAL PSYCHOLOGY CONFERENCE

JULY 20 - 21, 2020
PARIS, FRANCE

Psychology Conference Call For Papers are listed below:

Previously Published Papers on "Disability Psychology Conference"

  • Challenges and Professional Perspectives for Pedagogy Undergraduates with Specific Learning Disability: A Greek Case Study
    Authors: Tatiani D. Mousoura, Keywords: Specific learning disability, dyslexia, pedagogy department, inclusion, professional role of SLDed educators, higher education, university policy. DOI:10.5281/zenodo. Abstract: Specific learning disability (SLD) in higher education has been partially explored in Greece so far. Moreover, opinions on professional perspectives for university students with SLD, is scarcely encountered in Greek research. The perceptions of the hidden character of SLD along with the university policy towards it and professional perspectives that result from this policy have been examined in the present research. This study has applied the paradigm of a Greek Tertiary Pedagogical Education Department (Early Childhood Education). Via mixed methods, data have been collected from different groups of people in the Pedagogical Department: students with SLD and without SLD, academic staff and administration staff, all of which offer the opportunity for triangulation of the findings. Qualitative methods include ten interviews with students with SLD and 15 interviews with academic staff and 60 hours of observation of the students with SLD. Quantitative methods include 165 questionnaires completed by third and fourth-year students and five questionnaires completed by the administration staff. Thematic analyses of the interviews’ data and descriptive statistics on the questionnaires’ data have been applied for the processing of the results. The use of medical terms to define and understand SLD was common in the student cohort, regardless of them having an SLD diagnosis. However, this medical model approach is far more dominant in the group of students without SLD who, by majority, hold misconceptions on a definitional level. The academic staff group seems to be leaning towards a social approach concerning SLD. According to them, diagnoses may lead to social exclusion. The Pedagogical Department generally endorses the principles of inclusion and complies with the provision of oral exams for students with SLD. Nevertheless, in practice, there seems to be a lack of regular academic support for these students. When such support does exist, it is only through individual initiatives. With regards to their prospective profession, students with SLD can utilize their personal experience, as well as their empathy; these appear to be unique weapons in their hands –in comparison with other educators− when it comes to teaching students in the future. In the Department of Pedagogy, provision towards SLD results sporadic, however the vision of an inclusive department does exist. Based on their studies and their experience, pedagogy students with SLD claim that they have an experiential internalized advantage for their future career as educators.
  • The Participation of Refugee Children with Disabilities in Educational Options in Turkey: A Systematic Review
    Authors: Robert L. Williamson, Baris Çetin, Keywords: Disability, education, refugee, systematic review, Turkey. DOI:10.5281/zenodo.3299693 Abstract: Turkey, due to its geographic location, finds itself the world’s largest host to refugees worldwide, and this nation has done much to educate their refugee population. Turkey’s considerable experience can inform other nations educating refugee children. This systematic review of the literature examined the context, barriers, and responses to successfully educating refugee children in Turkey. Additionally, because some refugee children may have an identified or unidentified disability, the educational experiences of refugee children with disabilities in Turkey were an ancillary focus. Results indicated that while some educational challenges have been successfully met within Turkey, others remain. Additionally, the education of children with disabilities in Turkey is largely unexamined.
  • The Desire to Know: Arnold’s Contribution to a Psychological Conceptualization of Academic Motivation
    Authors: F. Ruiz-Fuster, Keywords: Academic motivation, interests, desire to know, educational psychology, intellectual functions. DOI:10.5281/zenodo.3298669 Abstract: Arnold’s redefinition of human motives can sustain a psychology of education which emphasizes the beauty of knowledge and the exercise of intellectual functions. Thus, education instead of focusing on skills and learning by doing would be centered on ‘the widest reaches of the human spirit’. One way to attain it is by developing children’s inherent interest. Arnold takes into account the fact that the desire to know is the inherent interest which leads students to explore and learn. She also emphasizes the need of exercising human functions as thinking, judging and reasoning. According to Arnold, the influence of psychological theories of motivation in education has derived in considering that all learning and school tasks should derive from children’s needs and impulses. The desire to know and the curiosity have not been considered as basic and active as any instinctive drive or basic need, so there has been an attempt to justify and understand how biological drives guide student’s learning. However, understanding motives and motivation not as a drive, an instinct or an impulse guided by our basic needs, but as a want that leads to action can help to understand, from a psychological perspective, how teachers can motivate students to learn, strengthening their desire and interest to reason and discover the whole new world of knowledge.
  • The Effect of Socio-Affective Variables in the Relationship between Organizational Trust and Employee Turnover Intention
    Authors: Paula A. Cruise, Carvell McLeary, Keywords: Context-specific organizational trust, cross-cultural psychology, theory of planned behavior, employee turnover intention. DOI:10.5281/zenodo.1317276 Abstract: Employee turnover leads to lowered productivity, decreased morale and work quality, and psychological effects associated with employee separation and replacement. Yet, it remains unknown why talented employees willingly withdraw from organizations. This uncertainty is worsened as studies; a) priorities organizational over individual predictors resulting in restriction in range in turnover measurement; b) focus on actual rather than intended turnover thereby limiting conceptual understanding of the turnover construct and its relationship with other variables and; c) produce inconsistent findings across cultures, contexts and industries despite a clear need for a unified perspective. The current study addressed these gaps by adopting the theory of planned behavior (TPB) framework to examine socio-cognitive factors in organizational trust and individual turnover intentions among bankers and energy employees in Jamaica. In a comparative study of n=369 [nbank= 264; male=57 (22.73%); nenergy =105; male =45 (42.86)], it was hypothesized that organizational trust was a predictor of employee turnover intention, and the effect of individual, group, cognitive and socio-affective variables varied across industry. Findings from structural equation modelling confirmed the hypothesis, with a model of both cognitive and socio-affective variables being a better fit [CMIN (χ2) = 800.067, df = 364, p ≤ .000; CFI = 0.950; RMSEA = 0.057 with 90% C.I. (0.052 - 0.062); PCLOSE = 0.016; PNFI = 0.818 in predicting turnover intention. The findings are discussed in relation to socio-cognitive components of trust models and predicting negative employee behaviors across cultures and industries.
  • The Difficulties Witnessed by People with Intellectual Disability in Transition to Work in Saudi Arabia
    Authors: Adel S. Alanazi, Keywords: Intellectual disability, transition services, rehabilitation centre. DOI:10.5281/zenodo.1316480 Abstract: The transition of a student with a disability from school to work is the most crucial phase while moving from the stage of adolescence into early adulthood. In this process, young individuals face various difficulties and challenges in order to accomplish the next venture of life successfully. In this respect, this paper aims to examine the challenges encountered by the individuals with intellectual disabilities in transition to work in Saudi Arabia. For this purpose, this study has undertaken a qualitative research-based methodology; wherein interpretivist philosophy has been followed along with inductive approach and exploratory research design. The data for the research has been gathered with the help of semi-structured interviews, whose findings are analysed with the help of thematic analysis. Semi-structured interviews were conducted with parents of persons with intellectual disabilities, officials, supervisors and specialists of two vocational rehabilitation centres providing training to intellectually disabled students, in addition to that, directors of companies and websites in hiring those individuals. The total number of respondents for the interview was 15. The purposive sampling method was used to select the respondents for the interview. This sampling method is a non-probability sampling method which draws respondents from a known population and allows flexibility and suitability in selecting the participants for the study. The findings gathered from the interview revealed that the lack of awareness among their parents regarding the rights of their children who are intellectually disabled; the lack of adequate communication and coordination between various entities; concerns regarding their training and subsequent employment are the key difficulties experienced by the individuals with intellectual disabilities. Training in programmes such as bookbinding, carpentry, computing, agriculture, electricity and telephone exchange operations were involved as key training programmes. The findings of this study also revealed that information technology and media were playing a significant role in smoothing the transition to employment of individuals with intellectual disabilities. Furthermore, religious and cultural attitudes have been identified to be restricted for people with such disabilities in seeking advantages from job opportunities. On the basis of these findings, it can be implied that the information gathered through this study will serve to be highly beneficial for Saudi Arabian schools/ rehabilitation centres for individuals with intellectual disability to facilitate them in overcoming the problems they encounter during the transition to work.
  • Tolerance and Perspective towards Disability: A Mixed Methods Study
    Authors: L. Koštić, P. Karaman, Keywords: Classmates, disability, students, tolerance. DOI:10.5281/zenodo.1316057 Abstract: Society has a lot of diversities according to sex, age, religion, abilities or disabilities, education, etc. According to differences, everybody needs to be tolerated and equally included in society. In order to provide quality inclusion, society needs to tolerate differences. This study relates to the differences in disability. To examine tolerance towards disability and inclusion, this study was conducted with students attending regular elementary and high school. The main goal was to examine their attitudes towards their classmates and elderly people with disabilities. The study begins with the hypothesis that the environment has a highly developed tolerance towards people with disabilities, regardless of age. The sample was divided according to tasks and methodology analysis. Students attending regular elementary school were asked to make drawings of their classmates with disabilities. The drawings were analyzed using quantitative methodology according to the colors children used and the position of character on the paper. Students attending high school and members of general population were asked to complete a questionnaire designed for this study during a workshop held on the International Day for Tolerance. Responses were analyzed using qualitative methodology. The hypothesis was confirmed.
  • Women with Disabilities: A Study of Contributions of Sexual and Reproductive Rights for Theology
    Authors: Luciana Steffen, Keywords: Disability, gender, sexual and reproductive rights, Theology. DOI:10.5281/zenodo.1132577 Abstract: People with disabilities are often neglected in the exercise of their sexuality, facing several prejudices and discrimination in this area. For women with disabilities, the negligence is even major. Studies that relate sexual and reproductive rights with the experience of women with disabilities are rare, and in the field of Theology, practically nonexistent in Brazil. The aim of this work is to reflect on the relationship between women with disabilities, sexual and reproductive rights and Theology, according to a feminist perspective. The work is a literature review and involves the areas of Gender Studies, Disability Studies, Feminist Studies and Theology. In the article it will be addressed the relations between disability, sexual and reproductive rights, feminism, as well as the relations with the area of Theology, reflecting on these themes toward a fairer and more inclusive understanding of feminism, sexuality and women with disabilities. To reflect on sexual and reproductive rights of women with disabilities, it is important to reflect on religious concepts about the body, sexuality, reproduction and gender roles, because they are all connected. So, a critical analysis of traditional theological values taking into consideration the dimensions of sexuality and women with disability is important for a more liberating and inclusive understand about sexual and reproductive rights of women with disabilities. Theology should help the other areas in the understanding that all people have the right to live their lives with completeness, dignity and respect, so women with disabilities must have the opportunity of making their own choices on the fields of sexuality and reproduction.
  • Riding the Crest of the Wave: Inclusive Education in New Zealand
    Authors: Barbara A. Perry, Keywords: Disability studies, inclusive education, special education, working with families with children with disability. DOI:10.5281/zenodo.1131659 Abstract: In 1996, the New Zealand government and the Ministry of Education announced that they were setting up a "world class system of inclusive education". As a parent of a son with high and complex needs, a teacher, school Principal and Disability studies Lecturer, this author will track the changes in the journey towards inclusive education over the last 20 years. Strategies for partnering with families to ensure educational success along with insights from one of those on the crest of the wave will be presented. Using a narrative methodology the author will illuminate how far New Zealand has come towards this world class system of inclusion promised and share from personal experience some of the highlights and risks in the system. This author has challenged the old structures and been part of the setting up of new structures particularly for providing parent voice and insight; this paper provides a unique view from an insider’s voice as well as a professional in the system.
  • E-Government Continuance Intention of Media Psychology: Some Insights from Psychographic Characteristics
    Authors: Azlina Binti Abu Bakar, Fahmi Zaidi Bin Abdul Razak, Wan Salihin Wong Abdullah, Keywords: Continuance intention, Malaysian citizens, media psychology, structural equation modeling. DOI:10.5281/zenodo.1131407 Abstract: Psychographic is a psychological study of values, attitudes, interests and it is used mostly in prediction, opinion research and social research. This study predicts the influence of performance expectancy, effort expectancy, social influence and facilitating condition on e-government acceptance among Malaysian citizens. The survey responses of 543 e-government users have been validated and analyzed by means of covariance-based Structural Equation Modeling. The findings indicate that e-government acceptance among Malaysian citizens are mainly influenced by performance expectancy (β = 0.66, t = 11.53, p < 0.01) and social influence (β = 0.20, t = 4.23, p < 0.01). Surprisingly, there is no significant effect of facilitating condition and effort expectancy on e-government continuance intention (β = 0.01, t = 0.27, p > 0.05; β = -0.01, t = -0.40, p > 0.05). This study offers government and vendors a frame of reference to analyze citizen’s situation before initiating new innovations. In case of Malaysian e-government technology, adoption strategies should be built around fostering level of citizens’ technological expectation and social influence on e-government usage.
  • Family Functionality in Mexican Children with Congenital and Non-Congenital Deafness
    Authors: D. Estrella, A. Silva, R. Zapata, H. Rubio, Keywords: Deafness, psychological support, family, adaptation to disability. DOI:10.5281/zenodo.1131263 Abstract: A total of 100 primary caregivers (mothers, fathers, grandparents) with at least one child or grandchild with a diagnosis of congenital bilateral profound deafness were assessed in order to evaluate the functionality of families with a deaf member, who was evaluated by specialists in audiology, molecular biology, genetics and psychology. After confirmation of the clinical diagnosis, DNA from the patients and parents were analyzed in search of the 35delG deletion of the GJB2 gene to determine who possessed the mutation. All primary caregivers were provided psychological support, regardless of whether or not they had the mutation, and prior and subsequent, the family APGAR test was applied. All parents, grandparents were informed of the results of the genetic analysis during the psychological intervention. The family APGAR, after psychological and genetic counseling, showed that 14% perceived their families as functional, 62% moderately functional and 24% dysfunctional. This shows the importance of psychological support in family functionality that has a direct impact on the quality of life of these families.