Evidence
OTJR (Thorofare N J). 2024 Apr 24:15394492241246233. doi: 10.1177/15394492241246233. Online ahead of print.
ABSTRACT
RATIONALE: Stigma permeates disability experiences and compounds disability-related challenges.
OBJECTIVE: Identify individual and environmental factors of stigmatizing experiences of college students with learning disabilities (LDs) and attention-deficit/hyperactivity disorder (ADHD).
METHODOLOGY: A qualitative descriptive design was used with a thematic analysis of 30 transcripts from group discussions among four cohorts of undergraduates with LD/ADHD (N = 52). The Person-Environment-Occupation-Performance Model was used in interpreting the stigmatizing experiences.
FINDINGS: The themes Perceived Misconceptions and Stigmatizing Actions describe key social-environmental factors. The theme Overcoming Stigmatizing Experiences elucidates key skills and processes for developing stigma resilience. These skills and processes were anchored in self-awareness and personally contextualized understanding of disability-related challenges and strengths, which were fostered during positive interactions with supportive others, such as instructors and mentors.
IMPLICATIONS: Findings illustrate the biopsychosocial nature of stigma and highlight the role of individual and social-environmental factors in building stigma resilience among young adults with LD/ADHD.
PMID:38654665 | DOI:10.1177/15394492241246233
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Stigma and Stigma Resilience: Role of the Undergraduate and the Campus Environment
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Stigma and Stigma Resilience: Role of the Undergraduate and the Campus Environment
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