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

Abstract

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.

¿Y si nombramos voz cada minúscula diferencia? Inclusión en jaque: Trayectorias empíricas de la voz desde el modelo social de discapacidad

“…Es importante enfatizar que, aunque distinguimos entre tres trayectorias empíricas, mayoritariamente la voz sigue la macro trayectoria de servir de heurístico para descubrir barreras del proceso de la inclusión de personas con discapacidad (Bartlett, 2017;Bell, 2014;Bunbury, 2018;Collins et al 2018;Gabel & Miskovic, 2014;Genova, 2015;Glaser & Van Pletzer, 2012;Glazzard & Dale, 2015;Jagoe & Roseingrave, 2011;Mantey, 2017;Koca-Atabey et al, 2011;López & Moriña, 2015;Mathews, 2009;Moriña, 2012;Myhill et al, 2012;Parker & Draves, 2017;Parsons, 2015;Pernia, 2008;Saerberg, 2010;Stalker et al, 2011;Trowsdale & Hayhow, 2013;von Benzon, 2010). Sin embargo, deslindamos dos trayectorias más específicas que refuerzan la premisa del modelo social respecto de que la discapacidad se profundiza y se reproduce mediante barreras sociopolíticas.…”

“…Específicamente en educación superior, constituyen desafíos particulares la deficiente formación de los profesores, el uso estigmatizador del término "discapacidades ocultas" u otras etiquetas que refieran a las dificultades de aprendizaje de los estudiantes, la utilización inadecuada de los recursos de acomodación disponibles, la implementación de estrategias de contención que no visibilizan a los estudiantes discapacitados sino que los aísla de los espacios regulares de interacciones, la falta de preparación con que egresan los estudiantes con discapacidad para insertarse en el mercado laboral, y la existencia de entornos institucionales que no siguen las pautas arquitectónicas de diseño universal (Bunbury, 2018;Collins et al, 2018;Gabel & Miskovic, 2014;Koca-Atabey et al, 2011;López & Moriña, 2015;Mathews, 2009;Moriña, 2012).…”

Inclusão de estudantes com deficiência no ensino superior: uma revisão sistemática

“…Em se tratando do bem estar psicológico, Atabey et al (2011) examinaram as influências do crescimento de estresse e da angústia psicológica de alunos com deficiência. Os resultados indicaram que a variável tipo de deficiência teve relação (efeito) negativa significativa com fuga de problemas (p<.05; β -0.37), isto indica que alunos com deficiência fogem menos do enfretamento dos problemas, pois a despeito das dificuldades tentam superar as limitações, focando no problema.…”

Engelli Bir Üniversite Öğrencisinin Deneyimleri: İki Farklı Analiz Yöntemiyle Değerlendirme

“…Engel, eğitim (örn. Barnes, 2007;Koca-Atabey, Karancı, Dirik, Aydemir, 2011) (Willing, 2001). Nitel analizde araştırmacı ile katılımcı arasında direk, yakın ve derin bir iletişim vardır (Hammersley, 1996) (Smith, Jarman ve Osborn, 1999).…”

“…Engel, eğitim (örn. Barnes, 2007;Koca-Atabey, Karancı, Dirik, Aydemir, 2011), çalışma ortamı (örn. Humber, 2014), trafik ortamları (örn.…”