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    Disability identity and use of services among college students with psychiatric disabilities

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    Kaplan-PrePrint-2018.pdf
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    Genre
    Pre-print
    Date
    2018
    Author
    O'Shea, Amber
    Kaplan, Avi cc
    Department
    Rehabilitation Sciences
    Psychological Studies in Education
    Subject
    College students with psychiatric disabilities
    Identity
    Motivation
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/502
    
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    DOI
    https://doi.apa.org/doi/10.1037/qup0000099
    Abstract
    With the increasing number of undergraduate students with psychiatric disabilities enrolling in college, and the disproportionately high attrition rates in this group, the current study aimed to understand these students’ experiences and identify barriers that they face in higher education contexts. Specifically, whereas past research suggests that students’ endorsement of a “disability identity” impacts the proactive utilization of valuable academic accommodations and promotes students’ academic success, little is known about the meanings that underlie students’ disability identity and how it is formed, shaped, and maintained within the college context. The current phenomenological study investigated the processes by which 5 undergraduate students with psychiatric disabilities in a large public research university made meaning of their disability, and how their disability identity motivated their use of disability support services. The analysis of a series of interviews with each student highlighted the dynamic nature of students’ disability identity and its formation through interactions with others and through participation in various activities and experiences in the college context.
    Citation
    O'Shea, A., & Kaplan, A. (2018). Disability identity and use of services among college students with psychiatric disabilities. Qualitative Psychology, 5(3), 358–379. https://doi.org/10.1037/qup0000099
    Citation to related work
    ©American Psychological Association, [2017]. This paper is not the copy of record and may not exactly replicate the authoritative document published in the APA journal. Please do not copy or cite without author's permission. The final article is available, upon publication, at: https://doi.apa.org/doi/10.1037/qup0000099
    Has part
    Qualitative Psychology, Vol. 5, Issue 3
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    For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
    ae974a485f413a2113503eed53cd6c53
    http://dx.doi.org/10.34944/dspace/484
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