Lyons M
Department of Occupational Therapy, University of Queensland, St. Lucia, Australia.
Am J Occup Ther. 1991 Apr;45(4):311-6. doi: 10.5014/ajot.45.4.311.
Persons with disabilities are devalued by society. Occupational therapists may be contributing to this devaluation through their attitudes. This study focused on the attitudes of undergraduate students. From a sample of 223 occupational therapy students and 326 business students at an Australian university, it was found, with the use of the Attitudes Toward Disabled Persons Scale-Form A (Yuker, Block, & Young, 1966), that the attitudes of freshman occupational therapy students did not differ significantly from those of their business-major peers. Furthermore, the occupational therapy students' attitudes did not vary with the years of undergraduate education completed. However, those students who had had contact with persons with disabilities beyond the context of a caregiver-care receiver relationship (i.e., those students who had assumed roles that emphasized valued attributes of the person with a disability) had significantly more positive attitudes than did those students without such contact. Educational curricula must address the issue of students' attitudes and, in particular, the facilitation of valued social role contact with persons with disabilities.
残疾人被社会贬低。职业治疗师可能因其态度而加剧了这种贬低。本研究聚焦于本科生的态度。在澳大利亚一所大学抽取的223名职业治疗专业学生和326名商科学生样本中，通过使用《对残疾人态度量表A版》（尤克、布洛克和扬，1966年）发现，职业治疗专业大一学生的态度与商科专业同龄人相比没有显著差异。此外，职业治疗专业学生的态度不会随着完成本科教育的年限而变化。然而，那些在照顾者与被照顾者关系之外与残疾人有过接触的学生（即那些承担过强调残疾人有价值属性角色的学生），其态度比没有此类接触的学生要积极得多。教育课程必须解决学生态度的问题，尤其是要促进与残疾人有价值的社会角色接触。
