Дисертації: "Disability adjustment"

1

Jadwisienczak, Hanna. "The Relationship between Adjustment to Disability and Environmental Factors." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1226336804.

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2

Pit-ten, Cate Ineke Martha. "Family adjustment to disability and chronic illness in children." Thesis, University of Southampton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400489.

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3

Li, Kwai-yi Josephine. "Psychosocial predictors of successful adjustment of persons with physical disability." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B29725677.

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4

Dupont, Simon Leslie Roy. "Psychological and sexual adjustment to multiple sclerosis." Thesis, King's College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.309072.

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5

Wiskin, Joan. "Psychosocial adjustment in adolescent siblings of children with an intellectual disability /." Title page, table of contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsw814.pdf.

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6

Lau, Wai-yee Kelly. "Marital adjustment in couples with one partner having physical disability/illness." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B29727170.

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7

Hill, Sharon. "Illness perceptions, disability and emotional adjustment in older survivors of stroke." Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299412.

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8

Chan, Wing-yee Tina. "Living with disability : coping and adjustment of parents with physically-handicapped children /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12322337.

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9

Stevens, Robert L. "A Phenomenological Study Exploring Relationship Change through the Adjustment to Chronic Illness & Disability (CID) Journey." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1488819749930909.

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10

White, Marjorie Anne. "An Integrated Approach to Theories of Loss and Adaptation to Disability." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5143.

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Many theories have been proposed that attempt to explain response and adaptation to loss. However, no one theory has been shown to be universally applicable to all individuals suffering a loss. This paper presents an overview of many of these theories, paying special attention to the relationship between the theories of loss and adaptation to disability. The theories include the psychoanalytic model of loss, stage models of adaptation to loss, the value change theory of acceptance of loss, chronic sorrow, the cognitive adaptation theory, the stress and coping model, developmental theory, and the existential perspective on loss and grief. The possible influence that factors such as age, gender, culture and variables specific to disability may have on loss are also discussed. A new conceptualization of loss is introduced that tries to integrate many of the key ideas of these theories. This integrated approach takes into account the unique situation of each person, emphasizing the interaction between environmental and personal factors in adapting to loss. The model contends that due to the uniqueness of the individual, to the many possible combinations of environmental and psychological factors, and to the nature of the loss itself, any one or combination of loss theories could be in effect for any single loss. The intent of this thesis is to encourage the reader to become familiar with different perspectives on the subject of loss and grief to help select the method that best fits the individual situation of the person seeking counseling.

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11

Sampson, Carol. "Is the Nottingham Adjustment Scale a useful measure for assessing adjustment to chronic illness or disability in people with acquired brain injuries?" Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/31308.

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Adjustment to acquired brain injury and/or chronic neurological illness is complex and may be multi-factorial. Psychosocial and emotional factors have been found to have an important influence on the process of adjustment. In a series of studies of adjustment in people with visual impairments, Dodds et al (1991, 1993, 1994) found that positive adjustment to visual impairment was related to psychological constructs such as self-esteem, attributional style and locus of control. The present series of studies aimed to expand on the work of Dodds et al by investigating the factor that contribute to psychological adjustment in people with acquired brain injury and/or chronic neurological illness. In order to ensure consistency of approach a modified version of the assessment measure used by Dodds et al, the Nottingham Adjustment Scale (NAS) was used in the present research. The reliability and construct validity of this measure in a mixed neurological population was investigated. Additional aims of the present research were to asses the influence of cognitive functioning on stability of responding on the NAS and to investigate the efficacy of the NAS subscales in predicting outcome of rehabilitation. Five of the subscales of the NAS were found to have acceptable test-retest reliability and construct validity in a mixed neurological sample attending for community based rehabilitation. Cognitive functioning did not significantly influence the reliability of the measure. Overall the NAS was not found to predict outcome of rehabilitation and the relationship between adjustment and cognitive functioning was not clear cut. It is concluded that a modified version of the NAS may be useful in the assessment of change in adjustment levels over a period of rehabilitation but it has limited utility in predicting general functional outcome of rehabilitation.

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12

Nesa, Monique. "Perceived effect of disability on adolescent siblings of children with an intellectual disability: development of a measure and pilot intervention." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/894.

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The effects of disability on individuals, their parents and their family as a whole have been extensively researched. However, the specific effects on siblings have not been given adequate attention by mainstream society until recently. Consequently, few services have been available for siblings in our community. Of the research that has explored sibling needs, most have relied on parental reports or used measures developed for alternate populations measuring more general variables such as psychopathology. This research project is concerned with the development of a self-report measure of Perceived Effect of Disability for teenage siblings (12 -17 years) of children with an intellectual disability and the development and pilot of an intervention that aimed to assist the positive adjustment of teenage siblings. The development of the measure involved three stages. First, an extensive item pool was constructed from past literature with 150 potential items identified. To ensure the validity of the item pool for siblings themselves, a sample of 24 teenage siblings rated the importance of the items and subscales. This reduced the number of items. Next, focus groups were run with an alternate sample of 41 teenage siblings for further evidence that all pertinent issues were included and to explore items identified as having low importance in Stage 1. The last stage involved testing the measure’s psychometric properties with a further 80 siblings. Exploratory factor analyses were conducted to determine the measure’s underlying factor structure. Results identified four factors underlying the measure, Positive Influence of Disability, Family Differences, Worry About What Others Think and Lack of Time With Others, all of which exhibited high internal consistency and test-retest reliability over a six-week period.The final measure included 40 items and included two parts, the impact on family life and the impact on social life for siblings. The issues identified through the development of the Perceived Effect of Disability measure were then used to develop a pilot intervention that aimed to assist the positive adjustment of teenage siblings. The result was a 6-week program, consisting of 90-minute groups covering Sharing My Story, Exploring Differences and Disabilities, Exploring and Communicating Feelings, Coping Skills I, Coping Skills II and Finding Meaning. The impact of the program was piloted with two groups, consisting of 16 teenage siblings (aged 12-17 years). A matched comparison sample was also used to determine if the intervention resulted in improved perceptions of the effect of disability on siblings using the Perceived Effect of Disability (PED) subscales. There was no significant interaction between time and group on any of the PED subscales. A main effect was found for time on the Lack of Time With Others subscale only. The non-significant time x group interaction, however, indicates that the main effect of time on Lack of Time With Others scores applied to both groups. There was no significant change in family functioning or self-esteem from pre to post-test for the intervention group. However, extensive qualitative data provided strong support for the importance of such an intervention for this unique group of individuals in our community.

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13

Cohen, Gazith Karen. "Coping strategies of children with an intellectual disability in regular and special classrooms." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=42017.

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Adaptive coping behaviors of children with a mild to moderate intellectual disability educated in regular and special classrooms were examined using a comparative design incorporating both quantitative and qualitative analyses. Children's coping behaviors were examined using the Coping Inventory (Zeitlin, 1985) and their behavior was assessed using the Child Behavior Checklist (Achenbach, 1991). Children with an intellectual disability integrated in regular classrooms were found not to exhibit more adaptive coping behaviors than their counterparts in special classrooms. Descriptive analyses delineated several factors within both environments that influence children's coping efforts such as dependency on adults, external control, the quality of instruction, the social organization of the classroom, and the lack of direct instruction in developing children's adaptive coping efforts. Recommendations from the current study focus on the need for children with an intellectual disability to be provided with direct instruction of adaptive coping behaviors and facilitated opportunities to learn through trial and error in order to become more autonomous copers.

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14

Kausar, Rukhsana. "Cognitive appraisal, coping and psychological adjustment of those who care for people with physical disability." Thesis, University of Surrey, 1994. http://epubs.surrey.ac.uk/804402/.

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15

Shields, Cassandra. "Emotional Adjustment Following Traumatic Brain Injury: A Transdiagnostic Perspective." Thesis, Griffith University, 2013. http://hdl.handle.net/10072/365916.

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Traumatic brain injury (TBI) is a leading cause of cause of disability in Australia, and is associated with substantial personal, social and economic burden. Emotion-related difficulties represent a major cause of disability following brain injury, often over and above that of physical impairment. Furthermore, emotional disorders are particularly common post-TBI, with higher prevalence rates than within the general population. Despite this, there is a paucity of research supporting evidence-based psychotherapeutic interventions for depression and anxiety post-TBI. As such, an enhanced understanding of emotional adjustment post-TBI is vital, to guide development of effective interventions for this population. Over the last decade clinicians and researchers have been promoting a transdiagnostic approach to understanding depression and anxiety within the general clinical population. The transdiagnostic approach endeavours to understand and/or treat processes associated with multiple psychological disorders, with the aim of developing more parsimonious conceptualisations of psychopathology. Advocates of the transdiagnostic approach suggest that there are common underlying factors across anxiety and depression, and that these disorders may be part of the same fundamental emotional syndrome. This viewpoint may be highly relevant to the TBI population, as psychological distress post-TBI often presents as a range of neurobehavioural and emotional reactions, rarely fitting neatly into a diagnostic category. Therefore, a transdiagnostic approach may offer an enhanced understanding of the factors which underlie depression and anxiety following TBI. As such, the broad objective of this thesis was to develop a preliminary working transdiagnostic model of psychological distress for individuals one year or more post-TBI.
Thesis (PhD Doctorate)
Doctor of Philosophy in Clinical Psychology (PhD ClinPsych)
School of Psychology
Griffith Health
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16

Nesa, Monique. "Perceived effect of disability on adolescent siblings of children with an intellectual disability : development of a measure and pilot intervention /." Curtin University of Technology, School of Psychology, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16817.

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The effects of disability on individuals, their parents and their family as a whole have been extensively researched. However, the specific effects on siblings have not been given adequate attention by mainstream society until recently. Consequently, few services have been available for siblings in our community. Of the research that has explored sibling needs, most have relied on parental reports or used measures developed for alternate populations measuring more general variables such as psychopathology. This research project is concerned with the development of a self-report measure of Perceived Effect of Disability for teenage siblings (12 -17 years) of children with an intellectual disability and the development and pilot of an intervention that aimed to assist the positive adjustment of teenage siblings. The development of the measure involved three stages. First, an extensive item pool was constructed from past literature with 150 potential items identified. To ensure the validity of the item pool for siblings themselves, a sample of 24 teenage siblings rated the importance of the items and subscales. This reduced the number of items. Next, focus groups were run with an alternate sample of 41 teenage siblings for further evidence that all pertinent issues were included and to explore items identified as having low importance in Stage 1. The last stage involved testing the measure’s psychometric properties with a further 80 siblings. Exploratory factor analyses were conducted to determine the measure’s underlying factor structure. Results identified four factors underlying the measure, Positive Influence of Disability, Family Differences, Worry About What Others Think and Lack of Time With Others, all of which exhibited high internal consistency and test-retest reliability over a six-week period.
The final measure included 40 items and included two parts, the impact on family life and the impact on social life for siblings. The issues identified through the development of the Perceived Effect of Disability measure were then used to develop a pilot intervention that aimed to assist the positive adjustment of teenage siblings. The result was a 6-week program, consisting of 90-minute groups covering Sharing My Story, Exploring Differences and Disabilities, Exploring and Communicating Feelings, Coping Skills I, Coping Skills II and Finding Meaning. The impact of the program was piloted with two groups, consisting of 16 teenage siblings (aged 12-17 years). A matched comparison sample was also used to determine if the intervention resulted in improved perceptions of the effect of disability on siblings using the Perceived Effect of Disability (PED) subscales. There was no significant interaction between time and group on any of the PED subscales. A main effect was found for time on the Lack of Time With Others subscale only. The non-significant time x group interaction, however, indicates that the main effect of time on Lack of Time With Others scores applied to both groups. There was no significant change in family functioning or self-esteem from pre to post-test for the intervention group. However, extensive qualitative data provided strong support for the importance of such an intervention for this unique group of individuals in our community.

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17

Thompson, David. "Adjustment to chronic neck pain : the important role of cognitive factors." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/adjustment-to-chronic-neck-pain--the-important-role-of-cognitive-factors(11161f26-a707-40f9-9721-87b8cf2614c6).html.

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Chronic neck pain (CNP) is a common and disabling condition, accounting for substantial healthcare and societal costs. Previous studies have demonstrated that certain cognitive factors are related to levels of adjustment (levels of disability, pain and depression) in chronic pain conditions. However, this association has not been adequately explored in patients with CNP. The aim of study one was to determine the relationship between specific cognitive factors and levels of adjustment in participants with CNP. Furthermore, study two explored whether the relationship between the cognitive factors and levels of adjustment differed between those patients with idiopathic CNP and those with Chronic Whiplash Associated Disorder (CWAD). Finally, study three compared the efficacy of a physiotherapy led intervention, specifically designed to modify cognitive factors to a conventional physiotherapy intervention.Study one: Hierarchical multiple regression analyses were performed. Greater catastrophizing and lower functional self-efficacy beliefs were associated with greater levels of pain and disability. Additionally, lower functional self-efficacy beliefs were also associated with greater levels of depression. Study two: Data were dichotomised into two groups: those with CWAD and those with idiopathic CNP. T-tests were performed to compare differences in the cognitive scores and the same regression analyses as study one were performed for each sub-group. No significant differences existed between the two groups in terms of levels of pain, disability, depression or the cognitive factors. In both groups greater catastrophizing and lower functional self-efficacy beliefs were related to levels of disability. Likewise, lower self-efficacy beliefs were related to levels of depression in those participants with idiopathic CNP and those with CWAD. However, amongst those with idiopathic CNP, greater levels of catastrophizing and lower levels of pain vigilance and awareness were related to greater pain intensity. In contrast, amongst those with CWAD, none of the cognitive measures were significantly related to levels of pain intensity.Study three: Participants were randomly allocated to either a progressive neck exercise programme or an intervention which specifically targeted the modification of cognitive factors. T-tests revealed that treatment targeting cognitive factors resulted in greater improvements in pain and pain-related fear. Moreover, Χ2 tests revealed that a greater proportion of patients made clinically meaningful reductions in pain and disability in the group targeting cognitive factors. This thesis highlights that cognitive factors play an important role in determining levels of adjustment in patients with CNP. Furthermore, treatments designed to specifically target these factors result in superior clinical outcomes when compared to conventional physiotherapy interventions.

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18

McIlraith, Audrey Melinda. "Effects of a leisure education program on adjustment to disability of persons with spinal cord injury." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ51764.pdf.

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19

Hartley, Sigan L. "Stressful social interactions, coping, and depression among adults with mild intellectual disability." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1414131091&sid=3&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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20

Rolfe, Laura. "Factors that impact on adjustment in parents of children with a learning disability and/or autism spectrum disorder." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/9757.

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ackground Previous research has shown that parents of children with learning disabilities (LD) and/ or autism spectrum disorders (ASD) are more psychologically distressed than parents of neuro‐typical children. The literature suggests that there is significant variation in the rates of maladjustment within this population, and the research into factors that influence parental adjustment is developing. This study aims to add to the research into the factors influencing adjustment to parenting a child with LD/ ASD. In particular, relatively under‐researched concepts such as parental acceptance, time since diagnosis, and the influence of informational support to understand a child’s needs, will be explored. Method Two hundred and thirty five parents of children aged 4‐19 participated in a questionnaire study, conducted through local additional support needs (ASN) schools and bases. Measures of psychological adjustment were gathered alongside measures of acceptance, positive gains, level of child’s challenging behaviour and demographic information. Results Along with other variables, psychological acceptance and was found to account for significant variance in parental adjustment. There were no observed relationships between adjustment and time since diagnosis, or level of informational support. Conclusions The results have implications for the understanding of the role of acceptance in parent adjustment. Implications for intervention development and future research directions are discussed, in addition to the methodological limits of the study.

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21

Byrnes, Erica L. "Evaluating body image, physical activity, and time since disability onset as predictors of psychological adjustment to mobility impairments." [Gainesville, Fla.] : University of Florida, 2005. http://purl.fcla.edu/fcla/etd/UFE0013345.

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22

Eriksson, Lilly. "Participation and disability : a study of participation in school for children and youth with disabilities /." Stockholm, 2006. http://diss.kib.ki.se/2006/91-7140-831-2/.

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23

Tengstam, Sven. "Essays on smallholder diversification, industry location, debt relief, and disability and utility /." Göteborg : Dept. of Economics, School of Economics and Commercial Law Nationalekonomiska institutionen, Univ., 2008. http://hdl.handle.net/2077/18846.

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24

Thom, Russell. "A design thinking approach to professional development in reasonable adjustment: A new methodology for trainers in the vocational education and training sector of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1764.

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This research has demonstrated that design thinking (DT) could be used as a professional development (PD) methodology for Vocational Education and Training (VET) trainers in understanding and applying reasonable adjustment (RA). The use of design thinking has the further benefit of raising the trainer’s empathy and understanding of the impact of injury and disability upon a person’s life and the significance of RA outside of the training context. A workshop (PD session) was designed and conducted to explorer the relevance and success of the PD framework and the use of design thinking in developing an understanding and applying RA. The structure of the PD, the methods and the tools used supported the development of empathy, which facilitated new learning in RA through action and experience, and assisted in the transformation of the trainer’s point of view and assumptions. The PD increased the trainers’ confidence by utilising the existing skills and knowledge of the VET trainers and the inclusion of individual work and group work. The RA problem posed by the PD assisted in creating motivation for learning as it provided expectancy, instrumentality and valence. The outcomes of the workshop identified the relationship between the participant’s willingness to participate and the development of new ways of thinking. These new ways of thinking assisted in the development of empathy, which allowed for new learning The use of design thinking as part of the PD enhanced the development of empathy, facilitated learning including the ability to understand and apply RA.

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25

Coiffait, Fleur-Michelle Marguerite. "Cognitive factors and subjective wellbeing in parents who have children with profound and multiple intellectual disability." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/26019.

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Aims: The aims of this thesis were twofold. First, to review the literature on parental locus of control and its role in psychological outcomes for parents who have a child with an intellectual disability (ID). Second, a research study aimed to explore levels of parental subjective wellbeing in a specific group of these parents: those who have a child with profound and multiple intellectual disabilities (PMID). More specifically, whether two different types of parental cognition, parental locus of control and recognition of positive gains of having a child with PMID, were predictive of parental subjective wellbeing. Method: A systematic review of the literature was conducted to address the first aim. For the research study, a single sample of parents and family caregivers (n=101) completed three quantitative self-report questionnaires as part of a within-participant, cross-sectional survey design. These included the Positive Gain Scale, a modified version of the Parental Locus of Control Scale, and the Warwick-Edinburgh Mental Wellbeing Scale . Results: The systematic review highlighted the influence of parental locus of control and other parental cognitions on parent and family psychological outcomes. The research study revealed that parental subjective wellbeing in this group of parents (N= 101) was lower than in the general population. Multiple regression analysis revealed that parental locus of control significantly predicted parental subjective wellbeing (β= -.279, t(2,99)= 9.419, p= .005), accounting for around 8% of the variance in WEMWBS scores, R2= .081, F(2,99)= 5.474, p= .006. Conclusions and implications: Although the systematic review and the research study highlighted the importance of parental locus of control for parents of children with ID, the results of the study suggest that other factors are also involved in influencing subjective wellbeing of parents of children with PMID. They also indicate a potential role for psychological intervention for parents and families with a focus on adjusting beliefs and expectations and promoting an internal parental locus of control. However, further research exploring the emotions and experiences of this group of parents is needed.

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26

Berglund, Jeffrey L. "The effects of acquired disability on interpersonal relationships in Japan : an intercultural approach." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/726.

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This thesis examines a special kind of intercultural communication called interability communication, the interactions between the disabled and the abled. In-depth interviews were conducted with six Japanese men (average age 44.3 years), all of whom experienced the transition from being a member of the nondisabled majority to becoming a member of the disabled minority when they received spinal cord injuries in traffic accidents. The average length of time since the initial acquisition of disability was 25.7 years, and all of the men are now gainfully employed, living in the community, and report high levels of quality of life. This study shows that following their sudden acquisition of disability, the subjects developed new ways of interacting with both their physical and social environments. Their relationships with family and friends were altered. They developed new communication strategies for dealing with nondisabled people, especially centered on asking for help, and accepting or rejecting offers of help. Their cultural value orientations with regard to power distance, uncertainty avoidance, individualism-collectivism, and masculinity-femininity also underwent changes. This study shows that an understanding of these changes can help nondisabled people, including family members, friends, medical and rehabilitation specialists, etc. to interact more smoothly with disabled people. Although the sudden acquisition of disability is usually regarded as an extremely negative event, this study concludes that the six men have experienced positive growth. They have developed more ethnorelative worldviews, and they have successfully adapted to their disabilities. From the 164 pages of interview transcriptions, more than I 0 pages of direct quotations appear in this thesis in an attempt to accurately retell the stories of these six men.

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27

Arenth, Patricia McSweeney. "Exploring the use of social comparison by individuals recovering from traumatic brain injury." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1058809047.

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Thesis (Ph. D.)--Ohio State University, 2003.
Title from first page of PDF file. Document formatted into pages; contains x, 78 p. : ill. Includes abstract and vita. Advisors: Lyle D. Schmidt and John D. Corrigan, Dept. of Psychology. Includes bibliographical references (p. 74-78).

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28

Bender, Alexis A. "Rolling Manhood: How Black and White Men Experience Disability." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-12052006-164005/.

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Thesis (M.A.)--Georgia State University, 2006.
Charles A. Gallaghe, committee chair; Kirk W. Elifson, Mindy Stombler, committee members. Electronic text (142 p.) : digital, PDF file. Description based on contents viewed June 28, 2007. Includes bibliographical references (p. 21-133).

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29

Large, Rebecca. ""The mind is an absolute ******" : adjustment to residual disability following an Acceptance and Commitment Therapy (ACT) group for stroke survivors." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/105041/.

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This portfolio comprises of three papers: a systematic review, an empirical study and a critical evaluation of the research process. Systematic Review: The systematic review explored the influence of psychological flexibility on physical and psychosocial functioning in adults living with chronic pain. All studies revealed psychological flexibility or individual facets of the flexibility model improved daily functioning; including change in pain-related distress; depression-related interference; psychosocial functioning and in two cases improved physical health. There is some evidence that these effects are sustained over time. Proposals for further investigations into psychological flexibility are offered, in light of the methodological limitations associated with included articles. Empirical Study: This study aimed to explore stroke survivor’s experiences of an Acceptance and Commitment Therapy (ACT) group and the elements that supported them in adjusting to stroke limitations. Thirteen participants with varying residual stroke disabilities were interviewed; responses were analysed using Grounded Theory. Central to participant’s experiences was a concern of needing to accept a changed reality following stroke. Six core categories emerged from the data around processes that help facilitate movement towards improved acceptance. This intervention was found to support most stroke survivors with adjustment; although further replication and extension of this study is warranted due to certain methodological limitations. Implications for clinical practice and service development are considered. Critical Evaluation: Critical appraisal and reflections are offered on the research process.

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30

Henry, Jessica S. "A Phenomenal Study of African American Women with Multiple Sclerosis: Disability Identity and the Superwoman Schema." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1450982512.

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31

ROHRER, JAMES RANDAL. "FACTORS IN THE MARITAL ADJUSTMENT OF COUPLES AFTER THE SPINAL CORD INJURY OF ONE OF THE PARTNERS." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990815314.

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32

McNulty, Kristy Lee Ann. "Adjustment to College among Lower Division Students with Disabilities| An Exploratory Study." Thesis, Portland State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615917.

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This study utilized a quality of life framework of psychosocial adaptation to explore relationships among college stress, functional limitations, coping strategies, and perceived social suport in adjustment to college among first-year and second-year undergraduate students with disabilities, based on specific hypothesized relations. College adjustment outcomes included: life satisfaction, academic performance, and psychosocial-emotional adjustment to college.

A nonprobability sample of 103 first-year and second-year undergraduate college students with disabilities participated in the study. Respondents were registered with an office of support services for students with disabilities at a public, four-year university, located in the Pacific Northwest of the United States. Respondents were recruited by responding to an e-mail requesting participation in an online, web-based survey.

Eight self-report measures included: (a) Participant Survey (developed by the researcher to collect socio-demographic information, (b) College Stress Inventory (CSI; Solberg, Hale, Villarreal, & Kavanagh, 1993), (c) Disability Functional Limitations Scale (DFLS) (developed by the researcher), (d) Brief COPE; Carver, 1997, (e) Social Support Appraisals-Revised (SSA-R) scale; Vaux et al., 1986), (f) Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985), (g) Grade Point Average-Scale (GPA-S; adapted by the researcher from a self-reported grading scale), and (h) Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999).

Data were analyzed using descriptive and correlational procedures. Bivariate analysis suggested that all predictor variables (i.e., college stress, functional limitations, engagement coping, and perceived social support) were significantly associated with student adjustment to college. Hierarchical multiple regression suggested mostly direct (i.e., main) effects for engagement coping and perceived social support. No interacting role for either engagement-type coping or perceived social support was suggested, except for the following: Engagement-type coping moderated the relationship between disability-related functional limitations (as measured by increased restrictions in the ability to perform daily routines, activites, and life roles) and adaptation to college, as measured by life satisfaction. Analyses of socio-demographic variables revealed significant associations between chronological age, gender, hours employed, and adjustment to college. Lastly, hierarchical multiple regression analysis revealed disengagment coping accounting for as much as 53% of the variance in adjustment scores. This result suggested disengagement coping adding significant predictive utility for adaptation-associated college adjustment.

In light of these findings, counseling professionals may wish to consider the beneficial role of engagement coping in promoting optimal adjustment to college for lower-division undergraduate students with disabilities.

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Ul-Hassan, Alia. "South Asian parents' experiences of adjustment following a diagnosis of learning disability and/or an autism spectrum disorder for their child : a grounded theory approach." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/27566.

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Background: There is a great deal of literature pertaining to White parents’ experiences of having a child with a learning disability. Some of this literature focuses on parents’ experiences of the disclosure of diagnosis of learning disability and/or an autism spectrum disorder, as well as how they come to accept and adjust to a diagnosis. However, very little research has investigated the experiences of South Asian families. Materials and methods: This qualitative study used a grounded theory methodology to explore the experiences of seven South Asian parents in relation to the disclosure of diagnoses as well as issues relating to adjustment post-diagnosis. Semi-structured interviews were used to gather data. Results: The results outline variable experiences in relation to the process of adjustment following a diagnosis. Four core categories were derived from the data to represent stages in a hypothesised model of adjustment. These were: ‘obtaining a diagnosis’; ‘constructing meanings’; ‘finding possibilities for action’; and reconstructing roles and identities’. These core categories were embedded within a number of important contextual influences. Conclusions: The theoretical and clinical implications of the hypothesised model of adjustment are discussed. A methodological critique is provided before outlining reflections on the findings generated.

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McGee, Marjorie Grace. "Lost in the Margins? Intersections Between Disability and Other Non-Dominant Statuses with Regard to Peer Victimization and Psychosocial Distress Among Oregon Teens." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1099.

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Youth with disabilities experience greater levels of victimization than non-disabled youth. However, little is known about the associations between peer victimization and disability status alone and in combination with sex and race/ethnicity, or with sex and sexual orientation. Further, little is known about the extent to which exposure to peer victimization mediates the relationship between disability status and psychosocial distress. Thus, one purpose of this study was to investigate the extent to which disability status, as a marker of social difference, alone and in combination with other social identities, is associated with differential levels of exposure to peer victimization. A secondary purpose of this research was to examine whether the relationship between disability status and psychological distress is mediated by exposure to peer victimization, and if so, whether the mediation is moderated by sex. This study analyzed complex survey data, using the 2008 Oregon Healthy Teen dataset, which included 7091 students in 11th grade. Intersectional analyses were conducted to determine the extent to which the student's social status (disability, sex, race, and sexual orientation) was associated with exposure to peer victimization. Results from a series of logistic regressions suggest that disability status is highly associated with exposure to peer victimization. Further, the relationship between disability status and peer victimization changes, and the magnitude of change varies, by specific intersectional status. The relative magnitude of increased odds among students with disabilities reporting peer victimization grew considerably when considered in combination with race/ethnicity and sexual orientation. Results from the mediation analyses confirmed that exposure to peer victimization mediated the relationship between disability status and psychosocial distress; however, there was little support for sex as a moderator. These findings have the potential to guide development of interventions and strategies (e.g., policies, mechanisms for reporting victimization) to safeguard the health of all students, with particular attention to those at highest risk for peer victimization in the school context. Future research should examine factors in the school environment related to exposure to peer victimization, utilizing an intersectional approach, with attention to differences on multiple non-dominant culture statues.

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Resende, Marineia Crosara de. "Ajustamento psicologico, perspectiva de envelhecimento pessoal e satisfação com a vida em adultos e idosos com deficiencia fisica : Marineia Crossara de Resende." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/253003.

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Анотація:

Orientador: Anita Liberalesso Neri
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-07T12:10:34Z (GMT). No. of bitstreams: 1 Resende_MarineiaCrosarade_D.pdf: 1932037 bytes, checksum: 146e7eeb9e0d07ea1d2854b074c8c52c (MD5) Previous issue date: 2006
Resumo: Foram investigadas relações entre senso de ajustamento psicológico, perspectiva de velhice e satisfação com a vida em adultos e idosos com deficiência física. Materiais e Método: Participaram 90 pessoas, de ambos os sexos, com idade entre 25 e 84 anos (M = 42,49 anos + 12,27), que responderam aos instrumentos: Questionários sociodemografico, sobre a deficiência física, o grau de incapacidade e as estratégias de manejo; Inventário Sheppard de Atitudes em Relação à Velhice Pessoal; escalas de satisfação global referenciada a domínios e a critérios temporais e de comparação social; Escala de Desenvolvimento Pessoal (ajustamento psicológico). Resultados: A maioria relatou incapacidade moderada para o desempenho de atividades cotidianas, necessidade de ajuda, principalmente de familiares, e uso de estratégias compensatórias. As mulheres apresentaram mais dificuldades para realizar atividades cotidianas e mais necessidade de ajuda. Os idosos apresentaram mais dificuldades para tarefas domésticas. Os índices de ajustamento pessoal foram de moderados a altos, mas as mulheres pontuaram mais baixo. Para toda a amostra, quanto maior o senso de ajustamento, mais positiva a perspectiva de velhice pessoal. Os escores de satisfação foram altos na presença de todos os critérios. Os mais novos, mais independentes e mais ajustados eram os mais satisfeitos. Os com deficiência congênita e os mais ajustados psicologicamente mostraram perspectivas mais positivas de velhice pessoal. Conclusão: Envelhecer com uma deficiência física é um processo que exige competência adaptativa e resiliência frente aos eventos de vida e aos desafios acarretados pela deficiência
Abstract: We carried out an investigation to analyze the relationships between perceived psychological adjustment, perspective of personal aging and life satisfaction in adult and aged people with physical disability. Materials and Method: 90 participants, both genders, aged 25 to 84 (M = 42,49 + 12,27), answered questionnaires asking for information on socio demographic characteristics, impairment, degree of disability and behavioral efforts to manage disability; the Sheppard Inventory of attitudes toward own aging; measures of global life satisfaction and satisfaction with physical and mental health, physical and mental ability and social involvement, all them referenced to temporal and social comparison criteria, and a scale assessing perceived psychological adjustment. Results: The majority of the participants reported moderate disability affecting their independence and determining necessity of help, usually from the family. The majority reported the adoption of compensatory strategies. The women reported more difficulty to accomplish daily activities, as well as the oldest to perform domestic tasks, and both reported more demand for help. The indexes of personal adjustment were moderate and high. The women had the lowest scores. There were observed positive correlations between positive psychological adjustment and positive attitudes toward own aging. The satisfaction scores were high in the presence of all of the criteria. The youngest and the more independent were the ones who reported more life satisfaction. Those that had congenital disability and reported higher psychological adjustment showed more positive perspectives of personal aging. Conclusion: Aging with physical disability is a complex process that demands adaptive competence, and resilience to cope with life events and the personal, social and environmental challenges produced by disability
Doutorado
Psicologia, Desenvolvimento Humano e Educação
Doutor em Educação

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36

Schreuder, Liezl. "The experience of hearing children as they cope with having a sibling with deafness." Diss., Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-02082007-142809.

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37

Strandberg, Thomas. "Vuxna med förvärvad traumatisk hjärnskada - omställningsprocesser och konsekvenser i vardagslivet : En studie av femton personers upplevelser och erfarenheter av att leva med förvärvad traumatisk hjärnskada." Doctoral thesis, Örebro University, Department of Health Sciences, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-623.

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The overall purpose of this study is to illuminate the changeover process experienced by individuals who as adults acquired a traumatic brain injury (TBI), to increase the knowledge and the understanding of this process, and describe the meaning of support in every day life.

Persons who acquired a TBI as adults were administered a semi-structured interview covering six areas: consequences of TBI, family and social networks, working life and occupation, life-changes, support from society and everyday life. The interviews were qualitative and in-depth. A total of 15 informants participated, aged between 19-53 years when injured. Data were structured and underwent two phases of analysis. In the first phase, data underwent latent content analysis, underpinned by a hermeneutic approach, and in the subsequent phase, reanalysed within a framework derived from the theory of social recognition.

Findings from the first phase of inductive analysis elicited key themes: (i) the meaning of care, a question of formal and/or informal support; (ii) the meaning of action, a question of activity versus inactivity; (iii) autonomy, a question of dependence versus independence; (iv) social interaction, a question of encounter and/or treatment; (v) the theme of changes, a question of process versus stagnation; and (vi) emotions, an oscillation between hope versus hopelessness. After the construction of the six themes each of them were, through a discursive analysis, connected with theories, earlier studies in the field of brain injuries and important interview quotations from the empirical material. During this phase, an interest developed to study the material from a new theoretical point of view. The second phase of analysis therefore involved the development of a framework derived from Honneth’s (1995) theory of social recognition. The central construct of ‘recognition’ was analysed from three different dimensions proposed by Honneth: the individual dimension, the legal dimension, the value dimension. Using this framework, the data were reanalysed. The scientific term for this process of re-contextualisation and re-description of data is abduction inference.

Reported consequences were negative as well as positive. Significant others (e.g. next of kin) had an important function as a driving force for training and preparation for life-situation after injury. A majority of the informants were satisfied with support from society, such as hospital-care, rehabilitation and community support. Such support, initially, proceeded without problems but as time passed, the responsibility shifted to the person with TBI to take the initiative in arranging longer-term services. Long-term support which addresses physical, cognitive as well as psychosocial consequences of the TBI is important for outcomes. The majority of the informants had difficulties in returning to working life after the injury. The outcomes and recovery seemed to be a prolonged process, probably never ending, but which gradually over time becomes integrated as a part of life. The informants gave varying accounts of the extent to which they experienced social recognition.

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Hurst, Jennifer R. "Does physical disabilty truly create impairment in adjustment to college life?" Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4529.

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39

Chan, Wing-yee Tina, and 陳穎儀. "Living with disability: coping and adjustmentof parents with physically-handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31247441.

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40

Pitts, Marilyn Dee. "Correlations between stigma and self-esteem in mental health consumers." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2596.

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41

Reutlinger, Corey Jon. "The ableist Othering of disability in the classroom: an experiential investigation of academic adjustments in higher education." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19205.

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Анотація:

Master of Arts
Department of Communications Studies
Timothy Steffensmeier
Due to a rising interest for degrees in higher education, more students with disabilities have enrolled in the university system. Still, accessibility issues on campuses suggest institutions are not meeting the needs of students in the classroom or through curricula. This study examines current academic adjustments and the lived experiences of students with disabilities in order to understand the ableist Othering phenomenon in higher education. Qualitative research methods have been commonly used to investigate the “disabled voice”; however, triangulation of such methodologies has been criticized for reinforcing Otherness. This study used a phenomenological design implementing rhetorical agency for disabled students to answer open-ended questions in semi-structured interviews about their lived experiences. Consequently, such interviews created a platform for social change. The author also reflects on his own lived experiences as a deaf student in higher education. Findings include major themes such as a percolation of institutional hegemony, a re-appropriation of stigma through “voice,” and a call for inclusive strategies. Results indicate disabled students experience discrimination likely due to organizational tension in their university institution. Further, this study elaborates on proposed policy changes to college classrooms on large university campuses. Contributions of this study lie in implications for the future of qualitative inquiry, including how current research practices could undergo methodological reinvention to examine the ableist Othering phenomenon.

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42

Poed, Shiralee. "Adjustments to Curriculum for Australian School-Aged Students with Disabilities: What’s Reasonable?" Thesis, Griffith University, 2016. http://hdl.handle.net/10072/365259.

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This study explored Australian discrimination cases involving students with disabilities to identify why adjustments to curriculum were a source of tension, and then further examine what were reasonable adjustments? Despite parents and educators citing tensions surrounding the provision of adjustments in discrimination claims, few studies have examined how commissioners and judges have determined the reasonableness of curriculum adjustments. Using a qualitative line of inquiry, 134 Australian judicial decisions involving 84 students with disabilities were initially identified and examined using the explanation of reasonableness, outlined in section 3.4 of the Disability Standards for Education 2005 (DSE). Analysis of the 134 decisions revealed an upward trend in litigation, with claims mainly emerging in Government schools, particularly in New South Wales, Victoria, and Queensland. After eliminating cases where issues around curriculum were not discussed, 92 judicial decisions involving 54 Australian students with disabilities remained, and were the focus for detailed analysis. The first sub-question explored what counted as a disability when determining adjustments to curriculum. Findings revealed tensions around the qualifications of practitioners diagnosing disabilities, and the validity of assessment measures used with some populations. Findings further revealed tensions relating to the record-keeping practices of both families and schools. Concerns were noted in relation to students who chose not to disclose their disability, students ineligible for additional resourcing, and students where the impact of the disability on learning fluctuated. A key implication from these findings was the need to address the discrepancy between the legislated definition of disability, and that used by schools to identify students eligible for additional resourcing to support their educational needs.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
Full Text

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43

Fournier, Hugo. "Vivre l'albinisme avec son proche entourage : une étude pilote sur l'ajustement dyadique à la maladie." Electronic Thesis or Diss., Bordeaux, 2024. http://www.theses.fr/2024BORD0161.

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L'albinisme désigne un ensemble de maladies génétiques rares caractérisées principalement par une déficience visuelle (DV) et un phénotype d'hypopigmentation variable. Par convention, on estime que, dans le monde, une personne sur 17,000 est touchée par une forme d'albinisme, même si l'on sait aujourd'hui que ce chiffre tend à beaucoup varier d'une région à l'autre. L'albinisme a été le sujet d'un grand nombre d'études en médecine et en génétique, révélant encore aujourd'hui l'émergence de nouvelles formes génotypiques et élargissant ainsi le spectre de cette affection rare. Si les Sciences Humaines et Sociales ont également exploré la problématique de l'albinisme, c'est principalement sur le continent africain que les recherches ont été conduites, car les personnes concernées sont souvent victimes de discriminations violentes alimentées par de nombreuses croyances et superstitions. En Europe, et particulièrement en France, les implications psychosociales de l'albinisme ont été peu étudiées, rendant presque invisible ce handicap sensoriel aux yeux de la société. Néanmoins, en parallèle, depuis quelques années, les chercheur·euse·s en psychologie reconnaissent de plus en plus l'importance d'examiner comment les personnes ayant un handicap ou une maladie chronique et leurs proches s'adaptent ensemble et font face aux situations. C'est dans ce contexte que le projet ALBIPSY, financé par la Fondation des Maladies Rares, a été construit en vue de répondre à deux objectifs exploratoires et transversaux principaux : examiner l'expérience vécue par les personnes ayant un albinisme et leur entourage proche ; déterminer dans quelle mesure l'ajustement dyadique avec un proche significatif contribue au maintien d'une bonne qualité de vie pour chacun des deux partenaires. Cette recherche doctorale s’articule autour de trois articles : une revue systématique de la littérature sur les implications psychosociales des maladies génétiques rares affectant la peau ; une étude qualitative fondée sur l’analyse de contenu d’entretiens menés auprès de neuf dyades de personnes adultes avec un albinisme et d'un de leurs parents ; une étude quantitative corrélationnelle couvrant l'ensemble des dyades (N=38). Au niveau qualitatif, quatre thèmes principaux ont émergé : la perception de l'albinisme par les personnes concernées et par la société (e.g., l'albinisme n'est pas toujours perçu comme une maladie), les difficultés rencontrées par les personnes avec un albinisme (e.g., la stigmatisation et la discrimination durant l'enfance), les ressources et facilitateurs pour faire face (e.g., les structures d'accompagnement pour le handicap), ainsi que le rôle crucial de la relation parent enfant (e.g., la transmission de leitmotivs parentaux). En outre, il apparaît que les multiples capacités d’adaptation développées par les personnes touchées semblent aller de pair avec un lourd fardeau associé à l’albinisme, vraisemblablement dû au fait que ces personnes puisent essentiellement dans leurs ressources personnelles et internes pour pallier leurs difficultés. De façon quelque peu surprenante, les résultats quantitatifs suggèrent qu'un coping commun accru pourrait être associé à une plus grande anxiété chez les personnes ayant un albinisme. Pour expliquer ce résultat, plusieurs hypothèses ont été formulées, relatives à la transmission des valeurs parentales, des attitudes et normes validistes, ainsi qu’à la perception que les deux partenaires de la dyade ont de l’albinisme : à quel point est-il ou non considéré comme une maladie ? Ce travail de thèse est parmi les premiers à dresser une carte du vécu de l'albinisme en France, par le biais d'un recueil de données, certes exhaustif, mais contraint par la taille de notre échantillon. Ces divers résultats soulignent combien il est important d'adopter une approche globale et multidisciplinaire pour s’assurer que les personnes avec un albinisme et leur famille (…)
Somewhat unexpectedly, the quantitative results suggest that increased common coping might be associated with greater anxiety in individuals with albinism. To explain this finding, several hypotheses were proposed regarding the transmission of parental values, attitudes and ableist norms, as well as the perception both partners in the dyad have of albinism: to what extent is it perceived as a disease?This thesis represents one of the first comprehensive accounts of the lived experience of albinism in France, based on extensive data collection, albeit constrained by the sample size. These findings underscore the importance of adopting a holistic and multidisciplinary approach to ensure that individuals with albinism and their families receive support tailored to their needs

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Shepherd, Rosemary. "A phenomenological study of students with hidden disabilities in higher education : a cross sectional study of learning support needs in a university in the UK." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622739.

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This phenomenological study was designed and conducted in a Post 1992 ‘new university’ situated in the UK. The aims of the study were a) to investigate inclusive practice amongst disabled students in higher education, b) to explore students’ perceptions on their lived experiences of the support provided c) to explore disabled students’ experiences of the process in gaining support d) to identify the kind of practices disabled students used to support their own effective learning in HE. A sample of 14 students, aged 19 to 56 volunteered to participate in the study. The study was underpinned by inclusive theory and equality policy provided for higher education institutions. Rich data from phenomenological interviews was analysed using thematic and narrative analysis. Analysis of the data uncovered new knowledge for lecturers and support staff in understanding disabled students’ lived experiences as they approached support systems and classrooms in higher education. The key findings involved a) barriers to communication and collaboration between students and lecturers, b) attitudes of staff and the asymmetries of power experienced by students in accessing support, c) issues around student anxiety, dependence and independence and ownership of learning, d) the idea that a reasonable adjustment could be unreasonable and embarrassing and evidence of tokenism in supporting students. The recommendations included a) the need for more in-depth training for all staff in equality and inclusive practice and inclusive course design, b) more support for students in negotiating their Study Needs Assessment, c) bridging the communication gap between Student Wellbeing, lecturers and students. The changes in funding to the Disabled Students’ Allowance came into force during 2016 which has consequently reduced or removed support for students who have disclosed a disability. Due to such changes, it will be even more important for universities to support the training of students, lecturers and support staff in creating and maintaining more inclusive environments in the future.

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Rowlett, Emma Jane. "Disability equality and discrimination in higher education : staff and student perceptions of the 'reasonable' adjustments made for print disabled students." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12743/.

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The aim of this research was to explore staff and student experiences of the barriers print disabled students face and the adjustments made to overcome these. Universities are obliged by the Special Education Needs and Disability Act 2001 and the Disability Discrimination Acts 1995 and 2005 to make 'reasonable' adjustments, but receive only limited guidance as to how far they have to go to do this. No literature, research-based or otherwise, has so far dealt with the full range of issues relating to the implementation of adjustments for print disabled higher education students and until now few questions have been asked about why difficulties arise. Some studies have dealt with general issues relating to disabled higher education students (e. g. Riddell, Tinklin and Wilson, 2004; Fuller et al., 2006; Healey, Fuller, Bradley and Hall, 2006) but their conclusions are not fully applicable to print disabled students. Other literature has looked at issues relating to the accessibility of documents (e. g. RNIB, 2003, 2004, 2006; JISC TechDis, 2006a, 2006b, 2007a, 2007b) but does not consider how these issues affect higher education students. A small amount of literature focuses on general issues affecting print disabled students, but so far this has only focused on the underlying impairments that lead to it in isolation (e. g. visual impairment - Roy, 2003; or dyslexia - Riddick, 2001). Several sources have produced guidelines for making reasonable adjustments for students with dyslexia (e. g. The University of Nottingham 2006a) and visual impairments (e. g. West Virginia University, 2005b), but no comparisons appear to have been made been the similarity of the two. This study expands on previous research to explore the experiences of print disabled students, both from the perspective of print disabled students themselves but also from the perspective of the staff who support them. It explores the impact of the medical and social models of disability, as well as the mediatory model of disability displayed by the disability legislation. Its findings suggest that whilst universities have made considerable progress in reducing discrimination and promoting equality, print disabled students still experience significant problems. It concludes that whilst SENDA 2001 has contributed to the progress that has been made, legislation alone may not be capable of producing the cultural change that is needed.

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Hargan, Janine M. "Mental ill health in nursing and midwifery education : a critical discourse analysis." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/15925.

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Students diagnosed with long-term mental health conditions have been the focus of policy development for over a decade. Student mental health is on the increase and universities are legally obliged to make reasonable adjustments for disabled students. Therefore it is crucial that nursing and midwifery education provides an inclusive learning environment, while maintaining fitness to practice standards. The focus of this study was to explore how discourses of mental health, reasonable adjustments and fitness standards influence nursing and midwifery education for students with a mental health condition. Principles of Wodak’s (2001) critical discourse analysis approach, which gives prominence to dominant discourses, their justifications and persuasive nature was utilised. Ten key written texts and 23 semi-structured interviews with students, lecturers and clinical mentors were conducted to acquire the constructions of mental health, reasonable adjustments and fitness requirements. The findings show that the dominant discourses attributed to students experiencing mental ill health were around medicine, difference and blame, all of which reinforced mental health stigma. In addition, mental health discourses within both verbal and written texts were not underpinned by disability discourses, allowing the exclusion of students who disclose mental ill health from accessing reasonable adjustments. In conclusion, students considered to have a mental health label faced discriminatory barriers and legislative and regulatory requirements of equality were not implemented.

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Chang, Wen-hui, and 張雯惠. "The Work Adjustment in Hospitality Industry with Intellectual Disability." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/87073369106378338972.

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Анотація:

碩士
國立臺灣師範大學
餐旅管理與教育研究所
98
The purposes of this study are to investigate the work performance, work adjustment, social skills, communication skills, and dilemma of intellectual disabilities in hospitality industry. In addition, present research found some difficulties and external supports while intellectual disabilities work in hospitality industry. The present study utilized in-depth interviews and non-participant observation as the research methodology. The sample of present study is twofold both from the intellectual disability, colleague and their supervisor. On the other hand, to check the accuracy and the validity present study also wrote down the diary while doing the non-participant observation. The results of present research found some interesting phenomenon. First of all, we found that the intellectual disabilities have basic level of understanding in work knowledge, familiarity while dealing with customer expectation, maintaining the customer satisfaction, try to accept any suggestion, and willing to obey with the working rules. Secondly, they had a high work performance, responsible with their work, be able to afford any difficulties that happened in the working place, and had the enthusiasm for serving the customer. Beside some positive behavior that discussed above, there are some difficulties was found, includes self-mood management question, lack of self-confidence, insufficient, can't afford all the work load. Also, they had problem with work speed, weighs of self-ability, time management, those problem will influence the work efficiency and security problem in the workplace. But, through the internal and external support it will motivate the intellectual disability that work in hospitality industry to increase their potential. Finally, based on the results of this research, present study intend to give some specific suggestions to future research direction. Also, this study can be the reference for future research which related with this issue.

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Pei-Lun, Wu, and 吳佩倫. "The Employment Process and Work Adjustment of Individuals with Learning Disability." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/06449903272743238802.

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Анотація:

碩士
國立高雄師範大學
諮商心理與復健諮商研究所
103
The purpose of this study was to delve into the employment process of individuals with learning disability. The study aimed at finding out what predicaments those people faced in the work adjustment process, and how they resolved them. This study adopted case study and applied purposive sampling method based on people who had performance characteristics of learning disabilities. The researcher invited 3 adults with learning disability from northern, central and southern regions of Taiwan. All of the participants were employed, and had at least 2-year work seniority. Because of the need for the saturation of data collection, the researcher also interviewed the significant others of the participants, such as their parents, lovers, or working partners. Data were mainly collected from face to face interviews and supplemented by telephone interviews, file records, observation, retrospective diaries and/or other ways. The major findings of this study comprised of two parts- “the employment process of individuals with learning disability “and “the work adjustment of individuals with learning disability “. First, the personal characteristics of participants and the environmental support affected their learning speed and work adjustment. When the participants chose their careers, they took their strength/weakness, interest and significant others’ advise into account. Second, the participants’ learning constraints also played a critical role in their work adjustment difficulties. For example, the participants had to tackle the dilemmas brought by their Dyslexia or Dysgraphia. Lastly, the participants adopted diverse resolution strategies according to individual needs and the environment support. They chose one or multiple tactics from the following resolution strategies: (a) reducing opportunities for contact; (b) practicing a lot; (c) seeking help; and (d) developing substitute strategies. Based on this study, the researcher make recommendations for individuals with learning disability, their families, and the counselors. The recommendations included (a) finding out the characteristics and the strength of individuals with learning disability as soon as possible; (b) training the individuals for problem-solving ability; (c) offering individuals with learning disability sufficient support. Moreover, the researcher make recommendations for future research directions.

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49

蘇玉帆. "Employment adjustment of individuals with psychiatric disability receiving community-based employment services." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/24432268795028418467.

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Анотація:

碩士
國立高雄師範大學
復健諮商研究所
95
Employment adjustment is one of the major issues to assist people with psychiatric disability to work, yet was rarely studied in the literature. This study adopted document analysis and interviews with the employment service professionals and supervisor to analyze the demographic factors, placement characteristics, and employment adjustment of 98 individuals with psychiatric disabilities who received the Community Employment Service for the Handicapped programs funded by the Bureau of Employment and Vocational Training and the County Municipal Government and provided by four of the Friends of Mental Recovery Association and Mental Rehabilitation Associations in Southern Taiwan between 2004 and 2005. Most of the 98 individuals with psychiatric disabilities who received community employment services and included in this study were male, resided in young adulthood, and 79.6% were single. The average education was mostly high school level (62.2%). Schizophrenia was the most frequent diagnosis (77.6%), followed by major affective disorders (22.4%). Most of them (58.6%) reported to have had psychiatric illnesses between ten to twenty years, and 73.4% could visit doctor each month and take medication regularly. Supported employment was the major type of the placement of these individuals. Successful placement by one time accounted for 64.3%. Still, a small group of people needed 4-5 times to achieve successful placement. The job tenure became shorter if the number of times of placement increased. Most of their job tenure persisted less than 3 months. The work nature was mainly labor and simply duplicated jobs (janitors, operators, assistants). The average of working hours was 40-49 hours per week in majority. Among the 41 individuals who were still at work by the time of this study conducted, 65.8% had salary below $18,000 per month, and 33.8% below the Basic Wage by law requirement. The individuals with stable employment satisfied with their job. 90% of them expressed they love their job. 80% of them had basic etiquette and interpersonal interaction skill. They also obtained positive support and responses from employers and workmates. This study discovered the main reasons of leaving a job were temporary job in nature, lack of skills to meet the quantity and quality requirements set by employers, and problems of communication in workplace. The factors of employment stabilization could be classified into individual, family, work place, and social environment factors. This study also investigated the relationship between the basic characteristics and employment. According to statistical analysis result, there were two significant differences between those individuals with stable employment and those who were not: one was their medication adherence, and the other was duration of illness. Other variables yielded no significant difference between these two groups. . Finally, according to the study results, several recommendations are proposed to promote employment stability and future service for the people with psychiatric disabilities.

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50

Su, yu fan, and 蘇玉帆. "Employment adjustment of individuals with psychiatric disability receiving community-based employment services." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/72374344520391700605.

Повний текст джерела

Анотація:

碩士
國立高雄師範大學
復健諮商研究所
95
Employment adjustment is one of the major issues to assist people with psychiatric disability to work, yet was rarely studied in the literature. This study adopted document analysis and interviews with the employment service professionals and supervisor to analyze the demographic factors, placement characteristics, and employment adjustment of 98 individuals with psychiatric disabilities who received the Community Employment Service for the Handicapped programs funded by the Bureau of Employment and Vocational Training and the County Municipal Government and provided by four of the Friends of Mental Recovery Association and Mental Rehabilitation Associations in Southern Taiwan between 2004 and 2005. Most of the 98 individuals with psychiatric disabilities who received community employment services and included in this study were male, resided in young adulthood, and 79.6% were single. The average education was mostly high school level (62.2%). Schizophrenia was the most frequent diagnosis (77.6%), followed by major affective disorders (22.4%). Most of them (58.6%) reported to have had psychiatric illnesses between ten to twenty years, and 73.4% could visit doctor each month and take medication regularly. Supported employment was the major type of the placement of these individuals. Successful placement by one time accounted for 64.3%. Still, a small group of people needed 4-5 times to achieve successful placement. The job tenure became shorter if the number of times of placement increased. Most of their job tenure persisted less than 3 months. The work nature was mainly labor and simply duplicated jobs (janitors, operators, assistants). The average of working hours was 40-49 hours per week in majority. Among the 41 individuals who were still at work by the time of this study conducted, 65.8% had salary below $18,000 per month, and 33.8% below the Basic Wage by law requirement. The individuals with stable employment satisfied with their job. 90% of them expressed they love their job. 80% of them had basic etiquette and interpersonal interaction skill. They also obtained positive support and responses from employers and workmates. This study discovered the main reasons of leaving a job were temporary job in nature, lack of skills to meet the quantity and quality requirements set by employers, and problems of communication in workplace. The factors of employment stabilization could be classified into individual, family, work place, and social environment factors. This study also investigated the relationship between the basic characteristics and employment. According to statistical analysis result, there were two significant differences between those individuals with stable employment and those who were not: one was their medication adherence, and the other was duration of illness. Other variables yielded no significant difference between these two groups. . Finally, according to the study results, several recommendations are proposed to promote employment stability and future service for the people with psychiatric disabilities.

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