Profiles of Psychological Resilience in College Students With Disabilities

2018 ◽  
Vol 37 (5) ◽  
pp. 635-651 ◽  
Author(s):  
Rahul Ganguly ◽  
Harsha N. Perera
Keyword(s):  
Students With Disabilities ◽  
Well Being ◽  
Mixture Modeling ◽  
The Other ◽  
Psychological Resilience ◽  
Academic Satisfaction ◽  
Factor Mixture Modeling ◽  
College Students With Disabilities ◽  
Career Optimism ◽  
Distal Outcome

The present article reports on research conducted to identify profiles of psychological resilience using factor mixture models. We also examine gender as a predictor of resilience profile membership and career optimism, academic satisfaction, and psychological well-being as outcomes of profile membership. Based on resilience data from university students with disabilities, factor mixture modeling revealed three distinct profiles of resilience (viz., “vulnerable,” “spirituality-dominant,” and “engaged-resilient”). Results also revealed that females were almost 4 times as likely to be in the spirituality-dominant profile than the vulnerable profile. Finally, distal outcome analyses revealed that career optimism, academic satisfaction, and well-being were higher in the engaged-resilient profile than the other profiles. Notably, spirituality-dominant and vulnerable individuals possessed about the same levels of career optimism, satisfaction, and well-being. The findings have important implications for the theory and assessment of resilience, suggesting the tenability of a person-centered assessment of psychological resilience.

LGBTQ+ college students with disabilities: demographic profile and perceptions of well-being

2019 ◽  
Vol 18 (1) ◽  
pp. 60-77
Author(s):  
Ryan A. Miller ◽  
Sandra L. Dika ◽  
David J. Nguyen ◽  
Michael Woodford ◽  
Kristen A. Renn
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Well Being ◽  
Demographic Profile ◽  
College Students With Disabilities

scholarly journals Construct Validity of Scores From the Connor–Davidson Resilience Scale in a Sample of Postsecondary Students With Disabilities

Assessment ◽  
2016 ◽  
Vol 25 (2) ◽  
pp. 193-205 ◽  
Author(s):  
Harsha N. Perera ◽  
Rahul Ganguly
Keyword(s):  
Students With Disabilities ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
Postsecondary Students ◽  
General Factor ◽  
Validation Data ◽  
Resilience Scale ◽  
Specific Factors ◽  
Career Optimism

Although theory posits a multidimensional structure of resilience, studies have supported a unidimensional solution for data obtained from the commonly used Connor–Davidson Resilience Scale (CD-RISC). This study investigated the latent structure of CD-RISC responses in a sample of postsecondary students with disabilities. Furthermore, the validity of CD-RISC scores was examined with respect to career optimism and well-being. The analyses were conducted using confirmatory factor analysis and exploratory structural equation modeling (ESEM). Results supported a bifactor-ESEM representation of the CD-RISC data that accounts for construct-relevant multidimensionality in scores due to the presence of general and specific factors and the fallibility of indicators as pure reflections of the constructs they measure. Although three specific factors showed meaningful residual specificity over and above the general factor, two specific factors were weakly defined with little meaningful residual specificity. However, these factors may retain some utility in the bifactor-ESEM model insofar as they control for limited levels of residual covariance in items. Evidence was also obtained for relations of the general and substantively interpretable specific factors with career optimism and well-being. The results of the study provide validation data for the CD-RISC and clarify recent research converging on seemingly disparate unidimensional and multidimensional solutions.

The online counseling effect of clients with psychological or physical distress (Preprint)

2018 ◽  
Author(s):  
Chu-Mei Lan
Keyword(s):  
Students With Disabilities ◽  
Computer Technology ◽  
The Other ◽  
The Internet ◽  
Effective Strategy ◽  
Online Counseling ◽  
Analysis Method ◽  
Physical Distress ◽  
College Students With Disabilities ◽  
E Mail

BACKGROUND Computer technology and the Internet have rapidly developed that makes the counselors increase options in providing health services to their clients. OBJECTIVE This study determined the effects of e-mail counseling on clients with psychological or physical distress. METHODS The author selected 8 counselors to conduct approximately 7–13 sessions of e-mail counseling for 14 clients. This study divided clients into two experimental groups: one with five college students with disabilities and the other with nine individuals from the general population. Structured questionnaires were administered to the clients and counselors. Nonparametric statistics was used as the analysis method. RESULTS The results revealed that the psychological or physical distress of the clients significantly improved after e-mail counseling. CONCLUSIONS Online counseling is an effective strategy to offer the colleges with disabilities to deal with their psychological or physical distress.

Assessing College Life Adjustment of Students With Disabilities: Application of the PERMA Framework

2017 ◽  
Vol 61 (3) ◽  
pp. 131-142 ◽  
Author(s):  
Timothy N. Tansey ◽  
Susan Smedema ◽  
Emre Umucu ◽  
Kanako Iwanaga ◽  
Jia-Rung Wu ◽  
...  
Keyword(s):  
College Students ◽  
Life Satisfaction ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Functional Disability ◽  
Well Being ◽  
Measurement Model ◽  
Persons With Disabilities ◽  
College Life ◽  
College Students With Disabilities

The clearest career path to the middle class generally involves access, and completion, of postsecondary education. However, persons with disabilities are less likely to enroll or graduate from college compared with their same-age peers without disabilities. The quality of life of students with disabilities, and their well-being, may be a root cause of low graduation rates. To flourish in life is to both feel good and function effectively. Seligman developed the Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) model that may be useful in understanding the well-being of individuals. The purpose of this study is to examine the factorial structure of the PERMA model in sample college students with disabilities and then examine the model’s relationship with outcomes important to college adjustment such as academic achievement, relationship problems, stress, life satisfaction, and core self-evaluation. Ninety-seven college students with disabilities enrolled in Science, Technology, Engineering, and Mathematics (STEM) were recruited for the study. Findings support a one-factor solution for the PERMA measurement model. Furthermore, PERMA was negatively correlated with factors associated with college difficulty and positively associated with factors linked to college success. The PERMA model also demonstrated that well-being mediates the relationship between functional disability and life satisfaction. Implications for rehabilitation researchers and practitioners are reviewed.

Diverse Pathways to Purpose for College Students With Disabilities

2018 ◽  
Vol 42 (2) ◽  
pp. 111-121 ◽  
Author(s):  
Barbara M. Newman ◽  
Ezekiel W. Kimball ◽  
Annemarie Vaccaro ◽  
Adam Moore ◽  
Peter F. Troiano
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Goal Attainment ◽  
Empirical Work ◽  
Well Being ◽  
Future Research ◽  
Theory Approach ◽  
Sense Of Purpose ◽  
High School To College ◽  
College Students With Disabilities

The sense of purpose, which directs and motivates goal attainment, is associated with health and happiness as students make transitions from high school to college and work. Despite its importance for student well-being, little empirical work has addressed the development of purpose among students with disabilities. This article expands on a model of the relationship between purpose development, career aspirations, and disability identity in a sample of 59 college students with a variety of visible and invisible disabilities. Using a constructivist grounded theory approach to the analysis of extensive interviews, results present five pathways to purpose and the processes through which students’ disabilities contribute to their sense of purpose. Implications for practice and future research emerge from this rich source of student voices.

Psychological Resilience Provides No Independent Protection From Suicidal Risk

Crisis ◽  
2016 ◽  
Vol 37 (2) ◽  
pp. 130-139 ◽  
Author(s):  
Danica W. Y. Liu ◽  
A. Kate Fairweather-Schmidt ◽  
Richard Burns ◽  
Rachel M. Roberts ◽  
Kaarin J. Anstey
Keyword(s):  
Risk Factors ◽  
Well Being ◽  
Current Status ◽  
Psychological Resilience ◽  
Cross Sectional ◽  
Life Project ◽  
Resilience Factors ◽  
First Time

Abstract. Background: Little is known about the role of resilience in the likelihood of suicidal ideation (SI) over time. Aims: We examined the association between resilience and SI in a young-adult cohort over 4 years. Our objectives were to determine whether resilience was associated with SI at follow-up or, conversely, whether SI was associated with lowered resilience at follow-up. Method: Participants were selected from the Personality and Total Health (PATH) Through Life Project from Canberra and Queanbeyan, Australia, aged 28–32 years at the first time point and 32–36 at the second. Multinomial, linear, and binary regression analyses explored the association between resilience and SI over two time points. Models were adjusted for suicidality risk factors. Results: While unadjusted analyses identified associations between resilience and SI, these effects were fully explained by the inclusion of other suicidality risk factors. Conclusion: Despite strong cross-sectional associations, resilience and SI appear to be unrelated in a longitudinal context, once risk/resilience factors are controlled for. As independent indicators of psychological well-being, suicidality and resilience are essential if current status is to be captured. However, the addition of other factors (e.g., support, mastery) makes this association tenuous. Consequently, resilience per se may not be protective of SI.

Emotional Impact Feedback Changes How We Remember Negative Autobiographical Experiences

2010 ◽  
Vol 57 (5) ◽  
pp. 354-359 ◽  
Author(s):  
Melanie K. T. Takarangi ◽  
Deryn Strange
Keyword(s):  
Well Being ◽  
The Other ◽  
Personal Perspective ◽  
Emotional Impact ◽  
Potential Mechanism ◽  
Negative Experiences ◽  
Negative Memory ◽  
The Relationship ◽  
Negative Memories ◽  
Over Time

When people are told that their negative memories are worse than other people’s, do they later remember those events differently? We asked participants to recall a recent negative memory then, 24 h later, we gave some participants feedback about the emotional impact of their event – stating it was more or less negative compared to other people’s experiences. One week later, participants recalled the event again. We predicted that if feedback affected how participants remembered their negative experiences, their ratings of the memory’s characteristics should change over time. That is, when participants are told that their negative event is extremely negative, their memories should be more vivid, recollected strongly, and remembered from a personal perspective, compared to participants in the other conditions. Our results provide support for this hypothesis. We suggest that external feedback might be a potential mechanism in the relationship between negative memories and psychological well-being.

College students with disabilities redefine activism: Self-advocacy, storytelling, and collective action.

2016 ◽  
Vol 9 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Ezekiel W. Kimball ◽  
Adam Moore ◽  
Annemarie Vaccaro ◽  
Peter F. Troiano ◽  
Barbara M. Newman
Keyword(s):  
College Students ◽  
Collective Action ◽  
Students With Disabilities ◽  
Self Advocacy ◽  
College Students With Disabilities
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