Using Possible Selves to Examine the Impact of Internalized Stigma of Mental Illness on the Career Development of College Students with Hidden Disability PDF Download
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Author: Robyn Campbell
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 50
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Book Description
The purpose of the study was to examine the impact of internalized stigma of mental illness on the career development of college students with hidden disabilities. The availability of research investigating career variables within this population is limited and is primarily focused within the vocational rehabilitation arena. Therefore, one of the goals of the current study was to link separate bodies of literature on college students with disabilities, career development, and internalized stigma of mental illness. The second goal was to examine the interaction of internalized stigma of mental illness between career decision self-efficacy and career exploration on the perceived likelihood of achieving hoped for occupational possible selves (OPS). The study included college students with hidden disabilities and investigated variables related to mental illness and career. Participants were administered a background information questionnaire, the Career Decision Self-Efficacy scale (CDSE-SF), selected subscales of the Career Exploration Survey (CES), and the Internalized Stigma of Mental Illness scale (ISMI). Contrary to hypotheses, career decision making self-efficacy, career self-exploration, and internalized stigma of mental illness did not have a direct effect on the perceived likelihood of achieving hoped for OPS. However, career environment exploration did have a direct and positive association with perceived likelihood of achieving hoped for OPS. Results further indicated internalized stigma of mental illness did not moderate the effect of career decision self-efficacy and career exploration on the perceived likelihood of achieving one's hoped for occupational self. Study implications, limitations, and future directions are discussed.
Author: Robyn Campbell
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 50
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Book Description
The purpose of the study was to examine the impact of internalized stigma of mental illness on the career development of college students with hidden disabilities. The availability of research investigating career variables within this population is limited and is primarily focused within the vocational rehabilitation arena. Therefore, one of the goals of the current study was to link separate bodies of literature on college students with disabilities, career development, and internalized stigma of mental illness. The second goal was to examine the interaction of internalized stigma of mental illness between career decision self-efficacy and career exploration on the perceived likelihood of achieving hoped for occupational possible selves (OPS). The study included college students with hidden disabilities and investigated variables related to mental illness and career. Participants were administered a background information questionnaire, the Career Decision Self-Efficacy scale (CDSE-SF), selected subscales of the Career Exploration Survey (CES), and the Internalized Stigma of Mental Illness scale (ISMI). Contrary to hypotheses, career decision making self-efficacy, career self-exploration, and internalized stigma of mental illness did not have a direct effect on the perceived likelihood of achieving hoped for OPS. However, career environment exploration did have a direct and positive association with perceived likelihood of achieving hoped for OPS. Results further indicated internalized stigma of mental illness did not moderate the effect of career decision self-efficacy and career exploration on the perceived likelihood of achieving one's hoped for occupational self. Study implications, limitations, and future directions are discussed.
Author: Norman Sartorius
Publisher: Cambridge University Press
ISBN: 9780521549431
Category : Medical
Languages : en
Pages : 270
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Book Description
Details the results of the Open Doors Programme, set up to fight the stigma/discrimination attached to schizophrenia.
Author: Glenda Ellis Jenkins
Publisher:
ISBN:
Category : College students with disabilities
Languages : en
Pages : 338
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Book Description
Author: Sarah Charlotte Helm
Publisher:
ISBN:
Category :
Languages : en
Pages : 139
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Book Description
Although some literature chronicles the career development of college students with other types of disabilities, students with psychiatric disabilities have been practically invisible in research focused on this topic. Yet evidence suggests that the number of students with documented psychiatric disabilities attending institutions of higher education is on the rise. Thus, the purpose of the study was to describe the career development and employment concerns of employment-seeking students with psychiatric disabilities. A qualitative research design was used to gain in-depth information from the perspective of students with psychiatric disabilities, specifically case study. The participants were seven undergraduate students from three Research I institutions. All participants were in their senior year of study, planned to transition into employment post-graduation, and had a documented psychiatric disability. Data were collected through semi-structured individual interviews. The constant comparative method was used to analyze the data, which allowed patterns and themes to be discovered in reference to the research questions. The findings of the study included the following: (1) the majority (n = 5) of participants did not have clearly defined career goals, (2) the participants had minimal engagement in career development activities, (3) all participants revealed disability-related problems or concerns associated with future employment, (4) no one employment concern was shared by all seven participants, yet two themes dominated: (a) interpersonal skills and relationships, and (b) taking longer to complete tasks, time management, and a potential psychiatric disability relapse; (5) without prompting, all but one of the participants either directly or indirectly referenced the negative stigma attached to psychiatric disabilities; (6) the majority (n = 4) of participants were not planning to disclose their disability to a future employer for reasons related to stigma, and (7) none of the participants knew much about the Americans with Disabilities Act (ADA). The findings suggest that students with psychiatric disabilities have multiple concerns about employment, anxiety and confusion regarding the process of disability disclosure, and little understanding of their rights and responsibilities under the ADA. A greater level of knowledge might result in more students with psychiatric disabilities being prepared for the transition to employment.
Author: Paul Jay Fink
Publisher: American Psychiatric Pub
ISBN: 9780880484053
Category : Medical
Languages : en
Pages : 258
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Book Description
This book is a collection of writings on how society has stigmatized mentally ill persons, their families, and their caregivers. First-hand accounts poignantly portray what it is like to be the victim of stigma and mental illness. Stigma and Mental Illness also presents historical, societal, and institutional viewpoints that underscore the devastating effects of stigma.
Author: Wolfgang Gaebel
Publisher: Springer
ISBN: 3319278398
Category : Medical
Languages : en
Pages : 648
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Book Description
This book makes a highly innovative contribution to overcoming the stigma and discrimination associated with mental illness – still the heaviest burden both for those afflicted and those caring for them. The scene is set by the presentation of different fundamental perspectives on the problem of stigma and discrimination by researchers, consumers, families, and human rights experts. Current knowledge and practice used in reducing stigma are then described, with information on the programmes adopted across the world and their utility, feasibility, and effectiveness. The core of the volume comprises descriptions of new approaches and innovative programmes specifically designed to overcome stigma and discrimination. In the closing part of the book, the editors – all respected experts in the field – summarize some of the most important evidence- and experience-based recommendations for future action to successfully rewrite the long and burdensome ‘story’ of mental illness stigma and discrimination.
Author: Julio Arboleda-Flórez
Publisher: John Wiley & Sons
ISBN: 047099763X
Category : Psychology
Languages : en
Pages : 226
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Book Description
Many mentally ill people are the victims of stigma, which leads to additional suffering and humiliation. Negative stereotypes and prejudicial attitudes against them are often reinforced by their media representation as unpredictable, violent and dangerous. Hence the importance of the study of stigma as an explanatory construct of much that transpires in the management of the mentally ill in our societies. This book describes the experience of stigmatization at the level of the individual, and seeks to measure stigma and discrimination from the following perspectives: Self imposed stigma due to shame, guilt and low self esteem; Socially imposed stigma due to social stereotyping and prejudice; and Structurally imposed stigma, caused by policies, practices, and laws that discriminate against the mentally ill. This book briefly describes programmes that aim to reduce such stigma then looks at ways to evaluate their effectiveness. It is the first book to focus on evaluation and research methodologies in stigma and mental health. It also: presents new interventions to reduce stigma describes the various international programmes which help reduce stigma discusses the use of the internet as an international tool to promote awareness of stigma in mental health Understanding the Stigma of Mental Illness is essential reading for clinicians and researchers who wish to apply or develop stigma reduction programmes. It is also a valuable addition to the libraries of political analysts, policy makers, clinicians, researchers, and all those interested in how to approach and measure this distressing social phenomenon.
Author: Michael T. Compton
Publisher: American Psychiatric Pub
ISBN: 1585625175
Category : Medical
Languages : en
Pages : 296
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Book Description
The Social Determinants of Mental Health aims to fill the gap that exists in the psychiatric, scholarly, and policy-related literature on the social determinants of mental health: those factors stemming from where we learn, play, live, work, and age that impact our overall mental health and well-being. The editors and an impressive roster of chapter authors from diverse scholarly backgrounds provide detailed information on topics such as discrimination and social exclusion; adverse early life experiences; poor education; unemployment, underemployment, and job insecurity; income inequality, poverty, and neighborhood deprivation; food insecurity; poor housing quality and housing instability; adverse features of the built environment; and poor access to mental health care. This thought-provoking book offers many beneficial features for clinicians and public health professionals: Clinical vignettes are included, designed to make the content accessible to readers who are primarily clinicians and also to demonstrate the practical, individual-level applicability of the subject matter for those who typically work at the public health, population, and/or policy level. Policy implications are discussed throughout, designed to make the content accessible to readers who work primarily at the public health or population level and also to demonstrate the policy relevance of the subject matter for those who typically work at the clinical level. All chapters include five to six key points that focus on the most important content, helping to both prepare the reader with a brief overview of the chapter's main points and reinforce the "take-away" messages afterward. In addition to the main body of the book, which focuses on selected individual social determinants of mental health, the volume includes an in-depth overview that summarizes the editors' and their colleagues' conceptualization, as well as a final chapter coauthored by Dr. David Satcher, 16th Surgeon General of the United States, that serves as a "Call to Action," offering specific actions that can be taken by both clinicians and policymakers to address the social determinants of mental health. The editors have succeeded in the difficult task of balancing the individual/clinical/patient perspective and the population/public health/community point of view, while underscoring the need for both groups to work in a unified way to address the inequities in twenty-first century America. The Social Determinants of Mental Health gives readers the tools to understand and act to improve mental health and reduce risk for mental illnesses for individuals and communities. Students preparing for the Medical College Admission Test (MCAT) will also benefit from this book, as the MCAT in 2015 will test applicants' knowledge of social determinants of health. The social determinants of mental health are not distinct from the social determinants of physical health, although they deserve special emphasis given the prevalence and burden of poor mental health.
Author: Arden Alexandra Szepe
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 0
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Book Description
Individuals with intellectual disability (ID) typically experience lower rates of employment compared to their peers without disabilities; 21% of working age adults with ID are employed (Bureau of Labor Statistics, 2018). School counselors are in a unique position to assist in career/postsecondary exploration and can help to obtain early work experiences during high school. However, prior research has found that school counselors may feel inadequately prepared to meet the career development needs of all students and are hesitant to participate in career and college readiness tasks with individuals with disabilities due to being unfamiliar. Therefore, this quantitative study focused on perceived self-efficacy, supports, and barriers of school counselors addressing career development needs of students with ID. This study addressed three main research questions: What are psychometric properties of the Career and College Development-Students with Intellectual Disability survey? What is the perceived self-efficacy of school counselors to provide career development to students with ID? and What are perceived barriers or supports that impact school counselors working with students with ID? Participants in this study were high school counselors who currently serve students with ID and have at least one-year experience. Results concluded that career counseling self-efficacy is significantly correlated with self-efficacy of school counselors providing career development to students with ID. Additionally, variables such as training and years in career predicted higher levels of self-efficacy related to career development with students with ID. Barriers and supports were identified, such as training, counselor time, knowledge, and collaboration that impact school counselor incorporation of career and college readiness programming into their school counseling program. Further research into understanding the impact of school counselor self-efficacy should focus on postsecondary outcomes of students with ID, with the intention that all students have the opportunity to engage in career exploration. Based on these findings, implications for future research, school counselors, and counselor educators are provided.
Author: Ren VanderLind
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 680
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Book Description
Increasing numbers of college students are reporting mental health concerns (American Collegiate Health Association, 2014; Novotney, 2014), and research demonstrates insufficient supports are available on campus (Reetz, Barr, & Krylowicz, 2013). It has also been established that college students with mental illness are less likely to persist from semester to semester, through a course, and through to graduation, as well as have lower GPAs than their neurotypical peers (Breslau, Lane, Sampson, & Kessler, 2008; Cranford, Eisenberg, & Serras, 2009; Elion, Wang, Slaney, & French, 2012; Keyes, Eisenberg, Perry, Dube, Kroenke, & Dhingra, 2012; Thompson, Connely, Thomas-Jones, & Eggert, 2013). In this dissertation, I argue that college students with mental illness are a part of the developmental education community in that the two populations have similar needs: both populations are likely to encounter stigma (Higbee, 2009; Martin, 2010; Megivern, Pellirito, & Mowbray, 2001; Maxwell, as cited by Piper, 1988; Quinn, Wilson, MacIntyre, & Tinklin, 2009; Tucker et al, 2013; Weiner, 1999; Weiner & Wiener, 1996) and are less likely to persist to graduation than their peers (Boylan & Bonham, 2007; Breslau et al., 2008; Cranford et al., 2009; Elion et al., 2012; Fowler & Boylan, 2010; Keyes et al., 2012; Thompson et al., 2013). This dissertation comprises three studies: a survey with metaphorical data, a duoethnography, and an autoethnography. Three studies were used for a telescoping approach, examining the driving research questions from the broadest level (the university-wide survey) down to the most narrow (the autoethnography) to give breadth and depth to the dataset and our understanding of the experiences of identity development, stigma, and academic resilience in college students with mental illness. Findings from the first study indicate that college students with mental illness have predominantly troubling or negative senses of identity both as individuals and as college students with mental illness, they encounter both perceived and self-stigmatization, and the majority perceive themselves as academically resilient. Findings from the second study, a duoethnography, may indicate that identity development may be tied to factors such as support systems and perceived stigma from others, including faculty, peers, and family members; perceived and self-stigma are encountered by individuals with bipolar disorder; and academic resilience is often demonstrated even if not perceived as such by the student. Findings from the third study may indicate identity development is a recursive process spurred by identity crises, that stigma is present from the self when one is a maladaptive perfectionist, and that academic resilience, again, although demonstrated, is not always perceived as such. To address these issues, educators and student support staff should be aware of the nature of mental illness to help reduce stigma and increase the positive sense of identity perceived by students with mental illness.
