**9. Deafness-specific tactic knowledge and expert performance**

The case studies illustrate three important findings. First, Reiff et al.'s (1995) framework can be applied across disabilities from a LD to a deafness context. Second, the framework is a useful tool for identifying proactive psychosocial attributes and tactics in deaf participants. Third, the case studies suggest that certain deaf individuals have more deafness-related tactic knowledge than do others. Anthony's survey responses differed greatly to Jason's both quantitatively and qualitatively. Anthony clearly appeared to be maximizing his psychosocial potential more so than Jason. Compared with Jason, Anthony displayed consistently a greater range of psychosocial skills specific to identifying, circumventing, and mastering deafness-related social and professional challenges. A key to this trend can be found in the relative pessimism and helplessness that Jason reported compared with Anthony's optimism and resourcefulness – which are telling indicators of their mental health.

Jason became deaf in adulthood whereas Anthony had been deaf since birth. Studies report that the later the onset of deafness the poorer was the participants' psychosocial adjustment (de Graaf & Bijl, 2002; Polat, 2003). Anthony has had many more years experience with challenges associated with deafness than has Jason, and therefore much more time in which to practise deafness-specific proactive psychosocial skills. Anthony's deafness-specific expertise has likely been honed through more intense practice and application – the stimulus of acquired learning and adaptation through social exposure. Jason's evident selfseclusion and introversion may also impair his acquisition of deafness-specific tactic knowledge. The onset of deafness in adulthood particularly impacts on real-time communication, which - by extension - can devastate the individual's social, professional, and romantic standings (Hogan, 2001). The onset of deafness also confronts individuals with the need to acquire esoteric deafness-specific psychosocial skills – or tactic knowledge - they had no need to practise prior to the onset of their deafness. More dauntingly, late deafened individuals typically learn the esoteric skills by trial and error without expert tuition. The ramifications for the individual's mental wellbeing are therefore likely to be negative, if not traumatic.

Interestingly, Anthony attended a school for the deaf, which means he likely had access to specialist teaching and also other people (i.e., his classmates) whom have an experience of deafness. That early and continuous social exposure may have resulted in the sharing of esoteric deafness-specific knowledge that stood him good stead into his middle age. Jason's desired contact with the Deaf community also may reflect his desire for peer support and, perhaps, access to tuition of deafness-specific psychosocial skills.
