Initial factor exploration of disability identity.

Forber‐Pratt, Anjali J.; Merrin, Gabriel J.; Mueller, Carlyn; Price, Larry R.; Kettrey, Heather Hensman

doi:10.1037/rep0000308

Cited by 15 publications

(37 citation statements)

References 38 publications

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“…As expected, developmentally, their conceptualization of acceptance varied significantly based on their physical location within or outside of the school building and who they were with (e.g., peers, nonpeers). In relation to the adult model of disability identity development (Forber-Pratt, Merrin, Mueller, et al, 2020), it is believed that, in addition to these concepts not being as well solidified yet for adolescents, there's an additional layer of grappling the adolescents face related to location or context that appears to be more salient for adolescents than for adults. This is not to say that location does not matter for adults, but rather that adolescents in particular-potentially with less independence or agency to go where they want to go-are dependent upon the spaces and contexts that already surround them or that are intentionally based heavily on influence from parents/guardians.…”

Section: Resultsmentioning

confidence: 99%

“…As shown in Figure 1, we used the information from the adolescents to further update the Revised model of Social and Psychosocial Disability Identity Development (Forber-Pratt, Merrin, Mueller, et al, 2020) to create the Adolescent Disability Identity Conceptual Framework. This centers the adolescent disability identity experience and includes both internalization and externalization of that identity.…”

Section: Discussionmentioning

confidence: 99%

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Exploring disability identity with adolescents.

Forber‐Pratt¹,

Minotti²,

Burdick³

et al. 2021

Rehabilitation Psychology

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Purpose/Objective: The purpose of this study was to qualitatively explore how adolescents conceptualize disability identity and what factors may influence adolescent disability identity development.Research Method/Design: These data were collected through semistructured in-depth interviews with 24 middle and high school adolescents with disabilities. The participants had a wide range of disabilities, including physical disabilities, learning disabilities, ADHD, Autism, and others. Analyses started with Hamilton's Rapid Assessment Process followed by identifying structural and in vivo codes using a computer-assisted qualitative data analysis tool to allow for multiple coders and memo writing across the research team. Results: The results indicate that adolescents are undergoing a heterogeneous and complex process to develop their disability identity. Additionally, the salience of the participants' disability identity often varied depending on the environmental context. Furthermore, social connections to peers with and without disabilities played an important role in the development of many participants' disability identities. Conclusions/Implications: These findings suggest that adolescents with disabilities are engaging in a multifaceted meaning-making process to develop a sense of disability identity. Rehabilitation Psychologists and other practitioners can support disabled adolescents by helping them to discuss and develop a positive disability identity. Furthermore, practitioners can help disabled adolescents successfully develop their disability identity in a variety of different settings and contexts. Impact and ImplicationsThis study empirically investigates adolescent disability identity development. Results suggest that disability identity is a salient identity for adolescents. Yet, disabled adolescents seem to still grapple with this identity, and it appears to be more salient in certain contexts and with certain types of peers than with others. Adolescents were excited to share their disability story, and by encouraging these conversations, this will help to make disability identity a valued form of diversity. Rehabilitation psychologists are well-positioned to engage in these conversations with disabled adolescents and to potentially be liaisons between the adolescent and their school psychology team. Furthermore, this work has important implications for providing a knowledge basis to allow for the future building of targeted interventions and therapeutic techniques to help support and positively impact the development of disability identity with adolescents.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring disability identity with adolescents.

Forber‐Pratt¹,

Minotti²,

Burdick³

et al. 2021

Rehabilitation Psychology

Self Cite

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show abstract

“…Despite a growing body of literature on disability identity development, research that understands its implications for people’s everyday lives is still needed (Forber-Pratt et al , 2020). Identity is complex, multi-dimensional and forever adapting to the environment, therefore understanding how, when and under what circumstances identity is positively and negatively impacted for people with a disability is critical (Valeras, 2010).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Service inclusion: the role of disability identity in retail

Dodds

Palakshappa

2021

JSM

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Purpose The purpose of this research is to explore the role of identity for consumers with disabilities in a retail context. Understanding disability identity is critical to ensuring inclusion in service environments. Despite the growing call to understand the role of identity in consumer services, research on disability identity and the impacts of identity on service inclusion remains minimal. Design/methodology/approach A qualitative methodology generated data through personal narratives from people with disabilities revealing deep insights into the complexity of identity in a fashion retail context. Findings Emergent themes detail five consumer disability identities – authentic unique self, integrated self, community self, expressive self and practical self – seen when viewing service experiences from the perspective of people with lived experience of disability. Individual and collective agency also emerged as key themes that enable people with disabilities to feel a sense of inclusion. Originality/value This research explores the service experiences of people with disabilities in a retail context through a disability identity lens. The authors contribute to service literature by identifying five consumer disability identities that people with a disability adopt through their service experience and present a typology that demonstrates how each identity impacts on agency, with implications for service inclusion.

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“… Purpose/Objective: This work provides comprehensive analyses targeting the factor structure and dimensionality of the Disability Identity Development Scale (DIDS). In Forber-Pratt et al, 2020, disability was defined broadly to include individuals with visible or hidden disabilities across many disability groups (i.e., physical, intellectual, learning, or chronic illness). Research Method/Design: Retained items from previous exploratory factor analysis were administered to a sample of adults with disabilities ( n = 1,126) ranging in age from 18–78 years.…”

mentioning

confidence: 99%

“…For example, there are examples of individuals resonating with certain phases in different orders. Therefore, thinking of these as statuses instead of stages allows for both progression and regression among statuses (Forber-Pratt & Zape, 2017; Forber-Pratt et al, 2020). It also accounts for the fact that an individual may be in more than one status simultaneously, and even may go through this process multiple times in their lifetime due to the presence of more than one disability.…”

mentioning

confidence: 99%

Psychometric properties of the Disability Identity Development Scale: Confirmatory factor and bifactor analyses.

Forber‐Pratt¹,

Price²,

Merrin³

et al. 2022

Rehabilitation Psychology

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This work provides comprehensive analyses targeting the factor structure and dimensionality of the Disability Identity Development Scale (DIDS). In Forber-Pratt et al., 2020, disability was defined broadly to include individuals with visible or hidden disabilities across many disability groups (i.e., physical, intellectual, learning, or chronic illness). Research Method/Design: Retained items from previous exploratory factor analysis were administered to a sample of adults with disabilities (n = 1,126) ranging in age from 18-78 years. Confirmatory factor analytics (CFA) including traditional CFA, and bifactor confirmatory analyses were used to examine the dimensionality and structure of the DIDS. Results: Traditional CFA provided lack of evidence in support of the oblique four-factor structure previously reported. Bifactor confirmatory analysis revealed items on the DIDS are consistent with unidimensional, and to a lesser degree multidimensional solutions (i.e., items lacked a level of content diversity to substantiate a complex, reliable multifactor structure). Discussion/Conclusion: Analytic results on the DIDS revealed reasonable psychometric properties as a measure of disability identity. Our results support using a sum or total score of disability identity. Results of this work are an important contribution to a growing body of literature supporting, and investigating, disability identity development. Furthermore, the DIDS measure with its resulting composite score of disability identity has the potential to inform clinicians in the field of rehabilitation psychology as well as informing future targeted interventions. Impact and ImplicationsThis article introduces the Disability Identity Development Scale (DIDS) and provides the psychometric grounding for a new clinical and research tool to assess disability identity for adults with either visible/apparent or hidden/less apparent disabilities. Results support using a sum or total score of disability identity that is comprised of both internal and external dimensions. Rehabilitation practitioners are encouraged to use this scale to descriptively assess disability identity while assessing and assisting clients in addressing issues related to their disability. Rehabilitation researchers and disability researchers are encouraged to include disability identity as variables in future studies. This work has important implications for providing a knowledge basis for the identification and development of targeted interventions and therapeutic techniques to help support and positively impact the development of disability identity among adults.

show abstract

Initial factor exploration of disability identity.

Cited by 15 publications

References 38 publications

Exploring disability identity with adolescents.

Exploring disability identity with adolescents.

Service inclusion: the role of disability identity in retail

Psychometric properties of the Disability Identity Development Scale: Confirmatory factor and bifactor analyses.

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