Perceptual criteria and attributes used for evaluation of clothing by women using wheelchairs.

The apparel and clothing attributes important to persons with disabilities are poorly understood. The purpose of this study was to identify apparel attributes of personal value to persons using a wheelchair and used to evaluate clothing. Four focus group interviews on three categories of clothing, formal wear, casual wear, and undergarments, were conducted with 19 female wheelchair users. Participants discussed clothing generally and after viewing garments designed especially for people with disabilities. Analysis of the content of the interviews yielded 49 phrases or words that could be categorized into Physical Appearance, Physical Performance, Expressiveness, and Extrinsic Attributes. Participants were concerned most about Physical Appearance for which criteria are observable attributes of the garment. Attributes of value in order of importance are styling of garment, fabric, garment construction, and color. The Physical Performance criteria include in order of attention benefits of physical aspects such as convenience, performance of garment, fabric, and effect of care. Expressiveness criteria evoked participants' feelings and reaction to use. Extrinsic Attribute criteria are those used to evaluate and make purchase decisions and are of less importance. These 19 persons with disability value casual clothing which had regular features. Results describe useful information on the criteria disabled persons use to evaluate clothing for use.     

stigma management strategies among women with physical disabilities: contrasting approaches of downplaying or claiming a disability status

The lived experiences of women with physical disabilities have received little research attention. To investigate a variety of social and interpersonal issues, in-depth tape-recorded interviews were conducted with 24 female students with physical disabilities. Findings concerning their experiences as students indicate that these women need to negotiate their disability status with able-bodied others. Respondents employ contrasting stigma management strategies of deflection, normalization, disidentifiers, and advocacy with students, faculty, and campus personnel. Women with physical disabilities either downplay or claim their disability status depending on the type of stigma (discredited or discreditable), the nature of the relationship with the audience (personal or formal), and the perceived reaction of the audience (accepting or questioning the legitimacy of the disability). Implications regarding conflicting presentations of self, divergence of strategies from normative expectations, and lack of group consciousness are discussed.     

Disablism,Identity and Self: Discrimination as a Traumatic Assault on Subjectivity

The international disability movement has favoured a political strategy which relies on historical materialism, eschewing subjective aspects of disability. From this perspective, rehabilitationist and psychological constructions of the subjectivities of disabled people are rejected as victim‐blaming pathologisation. Recently, feminist work has begun to explore psychological aspects of the lives of disabled people, within various paradigms. Drawing loosely on ideas from psychoanalysis, this paper explores the impressions left on subjectivity by symbolic assaults often associated with the disabled identity, thus connecting intra‐psychic and socio‐political arenas. The conceptual ideas employed emerged from psychoanalytically oriented group psychotherapy with severely physically impaired adults performed by the first author. The authors argue that the ongoing nature of socially engendered trauma suffered by disabled persons perpetuates marginality, through internalization of self‐punitive psychological defences, which corrode the entitlement necessary for an assertive political movement. Surviving in a world which continually questions one's belonging, leaves little personal resources for debunking oppressive social phenomena. Material as well as discursive changes are essential if internal narratives are to be reclaimed, overcoming the subjective imprints of ongoing social trauma. Copyright © 2015 John Wiley & Sons, Ltd.     

The effect of normative models on individual and group choice

Studied the effect of a normative model (maximization of expected value) upon group and individual choice. 109 MBA students in a Lain square research design chose between two alternatives differing in expected value and in range of outcomes. Group choices were significantly (p < .05) closer to those predicted by the normative model than were individual choices. This difference was not due only to information about the presence and applicability of the normative model but rather it was due to the persuasiveness of the model in a group as a cogent and correct solution to the choice dilemma. Task instructions emphasizing the rewards from risk taking produced significantly more choices (p < .05) of the riskier alternative, particularly by individuals as opposed to groups, than did instructions emphasizing the penalties of risk taking. ‘Risky’ and ‘conservative’ shifts in choice between groups and individuals were explicable through knowledge of the influence of the normative model in individual and group choice.     

A Qualitative Investigation of Somali Immigrant Perceptions of Disability: Implications for Genetic Counseling

This study examined the potential utility of genetic counseling services for Somali immigrants by investigating their perceptions of disability. Five Somali women participated in structured interviews that assessed their perceptions of the nature, causes, and impact of disability, and care for persons with disabilities. Using a Heideggerian Hermeneutics qualitative method of analysis, six major themes emerged: (1) disability refers to both physical and mental conditions, with mental disability generally thought of first and as more severe; (2) in Somalia, the family cares for disabled family members, treating them as if they were normal (3) there are major cultural differences between Somalia and the United States in how persons with disabilities are treated; (4) caring for a person with a disability is stressful for the family; (5) Allah determines whether or not a child will be disabled, and this cannot be predicted or altered; and (6) family is the primary life focus, and therefore, risk of disability does not affect reproductive decisions. These themes suggest that traditional genetic counseling may have limited utility for Somali immigrants. We recommend several modifications to traditional genetic counseling for Somali patients that also may be useful for populations that have similar beliefs.     

Ethnicity and the stigma of disabilities

Abstract

Recent studies reveal significant differences in the attitudes held by people of various ethnic groups toward people with disabilities. We surveyed university students and community members on a scale of desired social distance from people with disabilities. Study 1 revealed that Asian-American participants were more likely to stigmatize and less likely to differentiate between individuals with physical and mental illness than were their African-American, Latin-American or European-American counterparts. Study 2 compared U.S. born with Asian born Asian-Americans and found that nativity was a useful predictor of attitudes toward people with disabilities. Asian born participants were more likely to stigmatize disabilities overall (except mental illness and old age) than U.S. born participants presumably because of the level of assimilation. These cultural differences may have health care and psychosocial implications for those who are disabled and for health care providers.     

Respecting Embedded Disability

In certain ways, many disabilities seem to occupy a middle ground between illnesses like cancer and identity‐traits like race: like illnesses, they can present a wide variety of obstacles in a range of social and natural environments and, insofar as they do, they are something we should prevent potential people from having for their own sake; at the same time, those same types of disabilities can be, like race, a valuable part of the identity of the persons who already have them. I consider this seemingly dual nature of a significant class of disabilities to attempt to understand the proper relation of those disabilities to persons and how we should value or respect them. I argue for a distinction between embedded disabilities (e.g. John's blindness) and general disabilities (e.g. blindness‐in‐general); importantly not everyone with a disability will turn out to have an embedded disability. I then show that expressing negative value judgments about general disabilities does not typically express disrespect for people with disabilities — thereby addressing a long‐standing charge made by many in the disabilities community. Finally, I show that unlike with disabilities, expressing negative judgments about the general form of identity‐traits like race does typically express disrespect for people with those identity‐traits.     

Is disability really an obstacle to success? Impact of a disability simulation on motivation and performance

In Western societies, statistics on the integration of people with disabilities into the labor market consistently indicate that this category of workers faces serious discrimination. Research has evidenced negative perceptions about their occupational skills, despite positive beliefs about their personal qualities. The main purpose of this study was to show how these subjective beliefs about disability can shape performance (speed and accuracy, Studies 1, 3, and 4) and self‐reported motivation (Studies 2, 3, and 4) of able‐bodied persons simulating a disability. Participants were 281 French students without disabilities who carried out a task either with or without a simulated disability. This simulated disability constituted an actual handicap to perform the task (Studies 1 and 2) or not (Studies 3 and 4). The first three studies were focused on cognitive abilities, whereas Study 4 introduced a job interview component. Results consistently showed that participants in the simulated disability situation completed the task more accurately than controls, but took more time to do so. Higher degrees of motivation and perseverance are found for participants in the simulated disability situation, except in a job interview setting. These results are important for understanding how subjective beliefs about persons with disabilities can constitute objective barriers to social participation, and more specifically, to access to the labor market.     

Anger - the hidden destroyer A psychodynamic approach with the physically disabled

Abstract

A basic challenge in the psychodynamic counselling of the physically disabled is the engagement of anger in relation to the patient's disability. Regardless of a patient's age at the onset of disability, they will exhibit anger, resentment and frustration for losses they may have, or perceive themselves to have, endured. Healthy physical and psychological adaptation requires the disabled patient to ‘cope’ with their anger. Feelings of anger may impede, obstruct or even derail the impetus towards healthy psychological and behavioural functioning. The manner in which we learn to negotiate the vicissitudes of daily life is linked to our selfobject development. This development does not end when we become adolescents or young adults, but continues throughout our life span. The normative, healthy psychological maturation required for adaptive behaviour is vulnerable to a wide range of impediments acquired at any point along the individual's developmental continuum. As clinicians we need to keep in mind that the self-regulation of internalized emotional states is transacted through a complex set of characterological and personality traits that may be impaired, or wanting, eventually leading to maladjusted psychopathological states. The therapeutic function of the clinician is to redress those ego deficits that stand in the way of a fully creative and productive life. The intended aim of this paper is to illustrate the manner in which I engage with those physically disabled persons presenting anger. I shall consider the use of counter-transference responses as behavioural in modifying various forms of anger formation manifested by disabled clients. It is my position that a positive shift in a disabled person's ego ideal through empathic transference will help to alleviate their underlying hostility and other forms of anger. The paper commences with a brief review of the experience of the disabled in Western society. I shall then turn to an examination of the psychotherapeutic approach underpinning my work with disabled clients. The third section will describe and illustrate, through case material, the clinician's use of self in the dyadic transaction with disabled clients.

The power of a positive therapeutic outcome lies in the clinician's ability to engage with the client despite emotional content, clinical aptitude or specific approach. Empathic attunement brings into operation those mechanisms underpinning the dynamic process integral to the approach used in the above cases. Countertransference issues sometimes intervene in the unconstrained flow of therapy. Regardless, those issues that are salient to the client and are incorrectly handled by the clinician will appear recurrently until satisfactorily addressed. Further, even when errors are made in sessions, outcomes may be positive.

Whatever the initial purpose that brings a physically disabled person to therapy there will eventually be a need to address issues around their condition. It is not enough to ignore or accept a client's earliest statement that their disability Ms not a problem'. They may initially not have come into therapy for problems concerning their disability; however, the particular disability will ultimately play an important role as to how and what the person feels, thinks and believes about him or herself. In general, psychodynamic counselling with the physically disabled requires knowledge of disability issues as well as of counselling procedures. Those working with the disabled need to understand their own personal issues through analytic work and continued supervision. Working with the physically disabled can be overwhelming, frustrating and exhausting, but in the end is most rewarding.     

‘On-the ground’ strategy matrix for fostering quality participation experiences among persons with disabilities in community-based exercise programs

ObjectiveThe purposes of this paper are to (1) document the generation and refinement of a quality participation strategy list to ensure resonance and applicability within community-based exercise programs (CBEPs) for persons with physical and intellectual disabilities, and (2) identify theoretical links between strategies and the quality participation constructs.MethodsTo address purpose one, a list of strategies to foster quality participation among members was extracted from qualitative interviews with providers from nine CBEPs serving persons with physical disabilities. Next, providers from CBEPs serving persons with physical (n = 9) and intellectual disabilities (n = 6) were asked to identify the strategies used, and examples of their implementation, within their programs. Additional strategies noted by providers and in recent published syntheses were added to the preliminary list. A re-categorization and revision process was conducted. To address purpose two, 22 researchers with expertise in physical and/or intellectual disability, physical activity, participation and/or health behaviour change theory completed a closed-sort task to theoretically link each strategy to the constructs of quality participation.ResultsThe final list of 85 strategies is presented in a matrix. Each strategy has explicit examples and proposed theoretical links to the constructs of quality participation.ConclusionsThe strategy matrix offers a theoretically-meaningful representation of how quality participation-enhancing strategies can be practically implemented “on-the-ground” in CBEPs for persons with disabilities.     

An integrative conceptual framework of disability. New directions for research

Advances in research on disability and rehabilitation are essential to creating equal opportunity, economic self-sufficiency, and full participation for persons with disabilities. Historically, such initiatives have focused on separate and specific areas, including neuroscience, molecular biology and genetics, gerontology, engineering and physical sciences, and social and behavioral sciences. Research on persons with disabilities should examine the broader context and trends of society that affect the total environment of persons with disabilities. This article examines the various disability paradigms across time, assessing the relative contribution of the socioecological perspective in guiding research designed to improve the lives of persons with disabilities. The authors recommend new research directions that include a focus on life span issues, biomedicine, biotechnology, the efficacy and effectiveness of current interventions, an emphasis on consumer-driven investigations within a socioecological perspective of disability, and the implications for research and practice.     

Psychological wellbeing of Turkish university students with physical impairments: an evaluation within the stress-vulnerability paradigm

Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.     

The use of overcorrection to eliminate the public disrobing (stripping) of retarded women

Institutionalized retarded persons who disrobe publicly or ‘strip’ are a source of great concern to administrators, treatment staff and visitors. Common institutional approaches to public disrobing have been to dress strippers in restrictive clothing or cloister them from public view. Although behavior modification techniques have sometimes been used successfully to eliminate stripping, none has received widespread usage. The present study compared the effectiveness of an Overcorrection procedure that was designed to eliminate stripping with two behavioral treatments for stripping: time-out and physical restraint. The procedures were applied to two profoundly retarded female strippers. The key components of the Overcorrection procedure were: (1) a Restitutional Overcorrection procedure that consisted of a required dressing in panties, bra, slip, panty hose and tie shoes in addition to the woman's normal ward clothing that consisted solely of a dress and (2) a Positive Practice Overcorrection procedure that required the stripper to attend to the clothing needs and personal appearance of other ward residents by buttoning or zipping their unfastened clothing, straightening rumpled or twisted clothing, furnishing footwear to those in bare feet and combing tousled hair. The Overcorrection procedure eliminated the women's stripping within 2 weeks and was more effective than the alternative procedures. The Overcorrection procedure appears to be a rapid, effective, and enduring method of eliminating the public disrobing of retarded adult females.     

Attitudes toward genetic counseling and prenatal diagnosis among a group of individuals with physical disabilities

Few studies have been published on the attitudes of people with physical disabilities toward genetic counseling and prenatal diagnosis. Articles in the lay press and social science literature on this topic, mainly written by disability rights activists and advocates, imply opposition to prenatal diagnosis and the field of clinical genetics by the physically disabled population. In this study, 15 adults with physical disabilities were interviewed regarding their attitudes toward genetic counseling and prenatal diagnosis. Genetic counseling and prenatal diagnosis were generally viewed favorably by this sample of the disability community. Only a small percentage of the sample perceived genetics to be eugenic. Implications for genetic counseling and future research are discussed.     

Persons with disabilities

In 1990, the United States Congress enacted legislation protecting the civil rights of persons with disabilities. The Americans with Disabilities Act (ADA) (1990) has been termed the most significant civil rights legislation since the 1960s (Rothstein, 1992/1994; see also Drimmer, 1993; Gostin & Beyer, 1993). The intent of the ADA is to provide “not only equal treatment [for persons with disabilities], but also equal opportunity” (Rothstein, 1992, p. 19, emphasis in original). The purpose of the ADA is not only to eliminate intentional discrimintion, but also to change “policies and practices that have a discriminatory impact” on persons with disabilities (p. 19). The ADA was implemented in the wake of decades of growing awareness of and responses to the numerous societal barriers confronted by persons with disabilities. The civil rights movement for persons with disabilities was spawned by grass roots movements (Scotch, 1984). Over time, this civil rights movement has been aided by behavioral science research as well as by legal actions (see, e.g., Scotch, 1984, 1988; see also Ainlay, Becker, & Coleman, 1986; Asch & Fine, 1988; Rothstein, 1992/1994; Shapiro, 1993). It is still too early to assess the ultimate success of the specific ADA legislation, much less the general disability-rights, advocacy movement. Nevertheless, as the articles in this special issue of Behavioral Sciences and the Law reflect, the behavioral-science-and-law community has much to contribute to the elimination of the marginalization of persons with disabilities in modern society. As shown in the articles in this issue, these efforts can include a) assessing progress in light of legislation and policy reforms, b) identifying on-going barriers, and c) offering ideas for different ways to conceptualize not only the problems, but also the solutions to problems confronting persons with disabilities. Ultimately, these and the other efforts being undertaken in the legal, social, and political arenas should help in the fight to fully integrate persons with disabilities into every part of the social fabric. The issue begins with two articles that report on empirical research. First, Professor Peter Blanck presents results from his longitudinal study of the ADA. Specifically, Professor Blanck has been examining employment integration and economic opportunity. His article summarizes the findings from his program of research: There are seven core findings, indicating both successes in employment (e.g., an increase of employment in integrated work settings) as well as continuing concerns (e.g., wage disparities as a function of gender; a leveling off of economic opportunities). The other empirical study is presented by Professor Delbert Rounds. Professor Rounds interviewed individuals with legal blindness in order to learn about their experiences of criminal victimization. One of only a handful of studies on the impact of crime on persons with disabilities, the research indicates that although individuals with legal blindness may not be victimized at rates different than sighted persons, the legally-blind appear to be vulnerable to specific kinds of victimization and their victimization experiences may differ from other crime victims' experiences. The remaining five articles assess different issues related to persons with disabilities. All draw, to some degree, on behavioral science research to argue for the elimination of barriers to persons with disabilities so that they can share the same social and legal rights and responsibilities as non-disabled persons. Professor Harlan Hahn offers a sociopolitical definition of disability. Instead of conceptualizing disability as a functional impairment, Professor Hahn advocates the use of a minority model that stresses attitudinal discrimination as the principal problem facing disabled persons. Professor Hahn suggests that the reconceptualization of disability could benefit persons with disabilities in both social scientific and legal contexts. For example, it would focus social scientific investigations on such issues as the concept of aesthetic anxiety. Research undertaken in light of the minority/attitudinal model, Professor Hahn argues, could have the same positive consequences in aiding persons with disabilities in their fight for legal and social equality as did social scientific research regarding race issues. Professor Michael Perlin presents a different twist on sociopolitical implications of disability issues. He shows how a seemingly “minor” decision by the United States Supreme Court in the mental disability case of Godinez v. Moran (establishing a unitary standard for the determinations of competence to stand trial, competence to plead guilty, and competence to waive counsel) had a substantial influence on the way in which the courts recently handled the high-visibility case of Colin Ferguson. Ferguson, a very bright but mentally disabled Black man, was the defendant charged with the murder of six people and the wounding of 19 others. Professor Perlin uses the filters of sanism and pretextuality to examine the Ferguson trial and to provide insight into how the American criminal justice system reacts to defendants with mental disabilities. Whereas Professor Perlin analyzed criminal law issues that disenabled persons with mental disabilities rather than enabled them, Professor Roger Levesque analyzes recent civil law reforms that have the same consequence. Professor Levesque's focus is on the way in which laws (statutes and case decisions) have intruded on the rights to engage in sexual, marital, and parental relationships. His analyses are very similar to Professor Perlin's in the demonstration of sanist and pretextual approaches to these issues taken by the law. Professor Levesque advocates that the law adopt the approach taken by many (but not all) social scientists — viz., the examination of behavior in context without preconceived, moralistic positions, resulting in individual assessments of competency — in order to provide a better understanding of rights and abilities for persons with mental disabilities, and, ultimately, an end to restrictive legal rules. Professor Donald Hantula and Ms. Noreen Reilly also focus on persons with mental disabilities. They contend that under the reasonable accommodation provisions of the ADA, persons with mental disabilities should and could have successful employment opportunities if only the social and managerial environments were to be modified. Professor Hantula and Ms. Reilly suggest the use of behavior analysis and performance management perspectives as bases for analyzing, developing, implementing, and evaluating reasonable accommodation for persons with mental disabilities. They also argue that the changes needed for persons with disabilities would actually benefit non-disabled employees as well. Finally, Dr. McCay Vernon, Dr. Lawrence Raifman, and Professor Sheldon Greenberg analyze the problems associated with providing Miranda Warnings to deaf suspects. They provide caselaw, empirical, and analytical evidence demonstrating that present law enforcement practices fail to inform deaf suspects of their legal rights, resulting in adverse consequences for both law enforcement and the suspects. Dr. Vernon and his colleagues identify techniques that not only promote an awareness of the problems, but also help to address the problems for criminal justice officials and for deaf suspects.     

Cognitive-behavior therapy and physical disability

This article attempts to assist the cognitive understanding of children and adults with significant physical disability. A discrimination is offered between disability and handicap. Common cognitive schemes and irrational beliefs of people with physical disabilities are explored. The development of belief systems from a social learning perspective and several cognitive assumptions of parents and families of children who have physical disabilities are presented. Finally, certain self evaluative beliefs specifically related to physical disability are examined in terms of how they relate to self image and, concomitantly, behavior. The article offers information arrived upon from the author's clinical practice as well as the author's personal experience as a person with a physical disability.Dr. John D. Sweetland, received his Ph.D. in Clinical and School Psychology from Hofstra University in 1979. His doctoral dissertation involved the application of a Rational Emotive Education program specifically for severely physically disabled children. He is a licensed psychologist in New York State, a school psychologist with the Port Washington Public Schools and in private practice with offices in Merrick and Massapequa, Long Island. Dr. Sweetland had polio and is semiambulatory. He was also a gymnast and a nationally ranked competitive acrobat.     

Disability,Performance, and Discrimination in the Service to Humanity

In an age when the church is called upon to be an inclusive community, persons with disabilities in Nigeria are still grappling with exclusion. Disability is associated with multiple challenges. The challenges include degrading treatment, marginalization, and exclusion from recruitment opportunities, as well as discrimination in churches. Some people believe that disability has negative connotations and that persons with disabilities are hopeless, helpless burdens and passive “objects” meant to receive charity as well as physical and spiritual deliverance. Persons with disabilities are stereotypically seen as incapable of being productive. It is assumed that because people live with disabilities, they are not meant to occupy leadership positions or fully partake in church activities. The expectation that persons with disabilities be wholly embraced into the Christian fold is yet to be met. This article shares information on the context in which some of the challenges facing persons with disabilities are rooted. It examines the involvement and experiences of persons with disabilities in the activities of the church, church institutions, and church‐affiliated organizations in Nigeria while acknowledging the church’s mandate of inclusion. It finds that stereotyping and discrimination are challenges for persons with disabilities – individuals who are also made in the image of God. In the future, more research needs to be carried out on issues around the isolation of persons with disabilities in the body of Christ. The findings would help interested groups recognize the predicaments of persons with disabilities and find realistic strategies for a progressive inclusive church community – in this way assisting the efforts of the World Council of Churches’ programme on disability.     

患者致残后的心理变化与康复

探讨患者致残后复杂的心理变化一些常见因素,然后根据各种因素制定治疗方案。对所治疗残疾人为研究对象,通过与残疾人交谈,观察其言行变化,问卷调查,随访调查,将获得的资料进行分析整理,得出患者各种复杂心理变化的病因。患者由正常人变为残疾人这个复杂心理变化由自身的应激、自我认识及社会文化等各种因素所引起,根据各种因素制定一些有...     

Re-imagining the (Dis)Abled Body

Disability imagery, whether photographs, posters, or verbal or written discourse, comprises multiple viewpoints or gazes, ranging from the impaired physical body to the disabling social environment. In some instances, photographic image and accompanying text combine to reinforce the notion of persons with disabilities as helpless and needy people. These conceptualizations not only emphasize obvious prejudices and limited thinking about persons with disabilities, but also illustrate the consequences: persons with disabilities tend to assimilate the oppressive images constructed by society. In order to create positive images of, for example, persons with brain injury, epilepsy or hemiplegia, we need to develop a disability consciousness that allows us to re-imagine (dis)ability in ways that value individual identity. In so doing, we raise critical questions about self and other.     

Trait Attributions About College Students With a Physical Disability: Circumplex Analyses and Methodological Issues1

Trait attributions concerning able-bodied college students and those with a physical disability were investigated in two studies. In Study 1, 194 able-bodied students completed extensive adjective checklists in one of four experimental conditions: stimulus person physically disabled (wheelchair user) male, disabled female, able-bodied male, or able-bodied female college student. To avoid self-presentation biases, subjects completed checklists not in terms of their own views but in terms of commonly held stereotypes. Results showed that not only were fewer socially desirable and more undesirable traits attributed to students with a disability than to able-bodied students, but when tested for “sameness” vs. “oppositeness” using two circumplex models, traits attributed to students who have a disability were clearly the “opposite” of those attributed to able-bodied students. In Study 2, 115 students completed a trait checklist based on the findings of Study 1 with reference to one of the four stimulus persons. Although subjects reported their own views, the results were consistent with those of Study 1. It was also found that stereotyping in the socially desirable direction was related to stereotyping in the undesirable direction; both were related to lack of ease with students with a disability. Common stereotypes of wheelchair user students are listed and the implications of the findings for the design of programs to reduce prejudice and integrate students with a disability into academic life are discussed.