Graduation Year

2011

Date of Thesis Acceptance

Spring 5-10-2011

Major Department or Program

Psychology

Advisor(s)

Wally Herbranson

Abstract

The present study aimed to quantify relationships between internal and external identity management and well-being in individuals with two types of invisible disabilities: learning disabilities and a history of mental health problems. Participants were 111 college students (ages 18-52; 64% women) recruited via email lists who self-identified as having an invisible disability. Participants completed surveys measuring levels of internal identification with disability, outness about the disability, self-esteem, and self-determination. Correlational analysis revealed significant relationships between dis-identification with disability and both self-esteem and self-determination in students with invisible disabilities (p < .001, p = .006, respectively). The results highlight the stigmatizing effects of diagnostic labels for students with invisible disabilities and the need for a multidimensional scale to measure identification with disability.

Page Count

56

Subject Headings

Learning disabilities -- Psychological aspects, Whitman College 2011 -- Dissertation collection -- Psychology Department

Permanent URL

http://hdl.handle.net/10349/1084

Document Type

Public Accessible Thesis

Terms of Use

If you have questions about permitted uses of this content, please contact the ARMINDA administrator

Included in

Psychology Commons

Share

COinS
 

Rights Statement

Rights Statement

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).