耻辱和耻辱性:本科生和校园环境的作用
Consuelo M Kreider1, Sharon Medina1,2, Stephanie Judycki1,3
1University of Florida, Gainesville, FL, USA.
OTJR : occupation, participation and health
|April 24, 2024
概括
学习障碍 (LD) 和注意力缺陷/多动症障碍 (ADHD) 的大学生面临着耻辱. 发展自我意识和寻求支持是建立抵御这些挑战的关键.
科学领域:
- 关于残疾人的研究.
- 心理学 心理学 心理学
- 高等教育 高等教育
背景情况:
- 耻辱严重影响残疾人,加剧了现有的挑战.
- 了解耻辱的细微差别对于支持学习障碍 (LD) 和注意力缺陷/多动症障碍 (ADHD) 的大学生至关重要.
研究的目的:
- 为了确定个人和环境因素,有助于耻辱化的经验在大学生与LD/ADHD.
- 探索如何在这个人群中建立抵御污名的弹性.
主要方法:
- 使用对小组讨论的主题分析进行定性描述性设计.
- 从52名患有LD/ADHD的本科生收集了数据.
- 人 - 环境 - 职业 - 绩效模型指导解释.
主要成果:
- 关键的社会环境因素包括误解和污名化行为.
- 发展耻辱性包括自我意识,理解个人挑战和优势,以及与教练和导师等支持性个人进行积极互动.
- 克服耻辱化的经历是一个新兴的主题.
结论:
- 患有LD/ADHD的学生之间的耻辱是一种复杂的生物心理社会现象.
- 个人和社会环境因素在培养耻辱的性方面发挥着至关重要的作用.
- 干预措施应侧重于提高自我意识和支持性的社会环境.
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