Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

国際生活機能分類(International Classification of Functioning, Disability and Health: ICF)にみた福祉・保健・医療の専門職協働における連携に関する貢献と課題

Discourse in the Novel

Cultural Locations of Disability

Integration is a recurrent theme in classic theories of personality development, reflecting the perennial human struggle to resolve opposing pulls toward separation and unity. Identity development is examined in this paper as a particular case of the striving for integration on both individual and group levels. In the context of minority identity development, the steps toward achieving a sound disabiltiy identity are discussed with respect to intrapsychic, interpersonal, and social dynamics. Four types of integration underlying disability identity development are delineated with examples: (1) 'coming to feel we belong' (integrating into society); (2) 'coming home' (integrating with the disability community); (3) 'coming together' (internally integrating our sameness and differentness); and (4) 'coming out' (integrating how we feel with how we present ourselves). The paper ends with a discussion of the significance of this integration process for personal empowerment and disability rights activism. © 1997 Elsevier Science Ireland Ltd.

Four types of integration in disability identity development

Purpose/objective The purpose of this systematic review was to synthesize existing empirical research on disability identity development. This review is organized to present the demographics of participants and types of disabilities represented in the existing data, measures of disability identity development and theoretical models of disability identity development. Method Electronic databases (EBSCO, PsycINFO, ERIC, and Sociological Abstracts) were searched for all peer reviewed empirical studies published between 1980 and 2017. Articles were excluded if they were theoretical and/or did not include participants with disabilities, or focused on a disability-specific community identity rather than general disability identity. Results Empirical articles (N = 41) were included in the final review. An overwhelming majority (75.6%) were qualitative in nature, with only 22% of the articles reviewed being quantitative and only 1 that utilized a mixed methods design. The results suggest that disability identity can be considered a unique phenomenon that shapes persons' ways of seeing themselves, their bodies, and their way of interacting with the world. Conclusions/implications Disability identity development has the potential to become an important factor in developing effective interventions and/or therapies. Identity development is a fundamentally social process, and identities are formed through mirroring, modeling, and recognition through available identity resources, and so it is imperative that able-bodied professionals (i.e., rehabilitation professionals, therapists, teachers and caregivers) working with individuals with disabilities become aware of this developmental process to be able to better support individuals along this journey. (PsycINFO Database Record

Disability identity development: A systematic review of the literature.

PURPOSE/OBJECTIVE The purpose of this conceptual paper was to put forth a call for rehabilitation practitioners to consider their role in developing disability identity in their clients, and to understand this action as a form of allyship toward the disability community. METHOD This conceptual paper is organized to engage existing disability and disability-identity literature and its clinical implications. Practical tools and skills are offered for rehabilitation practitioners to develop disability identity and engage in disability allyship. RESULTS An overview of disability identity and its relationship to clinical practice is presented by way of a literature review. Conversation starters and two activities are presented for rehabilitation practitioners to develop and engage with clients about their disability identities. Descriptions of allyship actions for practitioners are presented. DISCUSSION/CONCLUSION In this conceptual paper, we framed disability in terms of both the medical and social models and argues that thinking about disability identity requires attention to the social model of disability. This attention is important, because it allows practitioners to think about themselves as allies to a particular community, rather than experts who must only "fix" clients' disabilities to elicit positive identity development. This shift toward allyship requires attention, engagement, and openness to see clients simultaneously as individuals and as members of a powerful, diverse community with a unique identity experience. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Disability identity and allyship in rehabilitation psychology: Sit, stand, sign, and show up.

Frequent discussion in the field of disability research focuses knowledge on rehabilitation for students with disabilities. However, lacking is a focus on student identity development in th...

Adolescent understandings of disability labels and social stigma in school

The data on violence against disabled people are scarce. The data on prevalence that does exist is staggering, however: disabled people make up one third to one half of all people killed by law enforcement and experience twice the rate of violence that others do. To study the relationships among ableism, violence, and disability as an intersectional identity, we use a DisCrit theoretical framework to conduct a selective review of three reports: a Bureau of Justice Statistics (2017) report on violence and disability, a Ruderman Foundation white paper on media coverage of police violence and disability (Perry and Carter-Long), and a report from the Center for American Progress (CAP) investigating the mass incarceration of people with disabilities in the United States (Vallas). The authors examine ways the available data tell a particular story about disability and violence and identify crucial missing conversations. The findings from these analyses suggest that to combat ableism and the violence it causes, oppressive systems must be named, the voices of disabled individuals must be included, and data on disability must be more systematically gathered in all national efforts related to violence and violence prevention. We also present the implications of this work for social policy, psychologists, and larger contributions to the literature on victimization.

Disability: Missing from the Conversation of Violence

This research examines the inclusive instructional and accommodative strategies instructors use to assist students with disabilities in their classes, and what faculty perceives as most important for student success. The survey included demographic questions (gender, role in the college, and experience) and response items from the Inclusive Teaching Strategies Inventory ([ITSI] Lombardi, Murray, & Gerdes, 2011). The ITSI is a self-report survey that asks participants about their attitudes towards inclusive teaching strategies, as well as how they act on these strategies. Responses were collected from 52 instructors in the College of Education at a large university in the Pacific Northwest. Respondents included a mixture of tenure-track faculty, adjunct faculty, and course instructors. Findings from the analysis suggest differences between instructors’ attitudes and actions in two areas: (1) Scholastic Accommodations to assignment due dates and individual reading loads, and (2) Physical Accommodations, such as examining the classroom in advance to anticipate physical barriers for students with disabilities. Findings also suggest that instructors lacked confidence in their knowledge of Universal Design for Learning, legal definitions of disability, the Americans with Disabilities Act, and Section 504 compliance. The implications of these findings for instructor professional development and student self-advocacy are presented.

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Carlyn Mueller

Papers

Disability identity development: A systematic review of the literature.

Disability identity and allyship in rehabilitation psychology: Sit, stand, sign, and show up.

Adolescent understandings of disability labels and social stigma in school

Disability: Missing from the Conversation of Violence

Inclusive Instructional Practices Used and Their Perceived Importance by Instructors.