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Disability identity development model: Voices from the ADA-generation.

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  • 1Dept. of Human & Organizational Development, Vanderbilt University, 230 Appleton Place, Nashville, TN, 37203, USA.

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Summary
This summary is machine-generated.

This study introduces a new psychosocial disability identity development model for college students with disabilities, outlining four stages: acceptance, relationship, adoption, and engagement. This model aids understanding of psychological processes and informs healthcare professionals.

Keywords:
College studentsDisability identityHuman developmentIdentity developmentQualitative

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Area of Science:

  • Psychology
  • Disability Studies
  • Sociology

Background:

  • 2015 marked significant anniversaries for disability rights legislation in the US, including the Americans with Disability Act (ADA) and the Individuals with Disabilities Education Act (IDEA).
  • There is a need to understand how increased opportunities for participation impact identity development in individuals with disabilities.
  • Empirical research and theoretical models on disability identity development remain limited.

Purpose of the Study:

  • To explore the process of disability identity development among college students with disabilities.
  • To develop a theoretical model explaining the psychosocial journey of identity formation for individuals with disabilities.

Main Methods:

  • A qualitative research design was employed.
  • Individual interviews and observations were conducted with 17 college students with diverse disabilities across two research sites.
  • In vivo and structural coding analysis was used to identify and develop emergent themes.

Main Results:

  • A model of psychosocial disability identity development was established, featuring four distinct developmental statuses: acceptance, relationship, adoption, and engagement.
  • Participant narratives provided rich insights into their experiences of disability identity formation.
  • The study identified potential impacts for healthcare professionals and suggested avenues for future research.

Conclusions:

  • The proposed model offers a framework for understanding the psychological processes involved in disability identity development.
  • This model can serve as a valuable tool for healthcare professionals and psychologists working with individuals with disabilities.
  • Further research is recommended to explore the broader applications and implications of this model.