Department of Psychology, Middle East Technical University, Ankara, Turkey.
Int J Psychol. 2011 Apr 1;46(2):106-18. doi: 10.1080/00207594.2010.513413.
Generally, universities in developing countries offer little in the way of provisions and support (material, emotional, etc.) for disabled students. Therefore, disabled students experience considerable burdens and barriers in their educational life. This study investigated the psychological wellbeing of disabled Turkish university students by examining influences on stress-related growth and psychological distress. Disability is defined within the framework of a social model. According to this view, impairment refers to the functional limitation(s) that affect(s) a person's body, whereas disability refers to the loss or limitation of opportunities owing to social, physical or psychological obstacles. Seventy disabled university students with physical impairments were administered a questionnaire package, including a sociodemographic information sheet, Ways of Coping Questionnaire, Stress-Related Growth Scale, Multidimensional Scale of Social Support, Life Events Inventory, and Brief Symptom Inventory. Snowball sampling was used and voluntary participation was essential. The results showed that disability burden, daily hassles, and helplessness coping were significant predictors of psychological symptoms. For stress-related growth the only variable that appeared significant was problem-solving coping. The results pointed out that there may be different pathways to distress and growth. In order to decrease psychological distress and enhance growth in disabled university students, disability awareness programs, changes in the barriers in the academic and physical environments of the university campuses, and coping skills training to increase problem-focused coping and to combat helplessness may prove to be effective. Reducing daily hassles for the disabled students is likely to contribute to their wellbeing by decreasing their burdens. Also, a more disability-friendly environment is likely to be empowering for disabled university students.
一般来说，发展中国家的大学在为残疾学生提供物质、情感等方面的支持和保障方面做得很少。因此，残疾学生在他们的教育生活中面临着相当大的负担和障碍。本研究通过考察与压力相关的成长和心理困扰对残疾土耳其大学生心理健康的影响，调查了残疾大学生的心理健康状况。残疾是在社会模式的框架内定义的。根据这种观点，损伤是指影响人体功能的功能限制，而残疾是指由于社会、身体或心理障碍而丧失或限制机会。对 70 名身体残疾的大学生进行了问卷调查，问卷包括社会人口学信息表、应对方式问卷、与压力相关的成长量表、多维社会支持量表、生活事件量表和简明症状量表。采用滚雪球抽样，必须自愿参与。结果表明，残疾负担、日常麻烦和无助应对是心理症状的显著预测因素。对于与压力相关的成长，唯一显著的变量是解决问题的应对。结果表明，可能有不同的途径导致痛苦和成长。为了减少残疾大学生的心理困扰，增强他们的成长，残疾意识项目、大学校园学术和物理环境障碍的改变以及应对技能培训，以增加以问题为中心的应对和克服无助感，可能被证明是有效的。减少残疾学生的日常麻烦可能有助于减轻他们的负担，从而提高他们的幸福感。此外，一个对残疾更友好的环境可能对残疾大学生更有赋权作用。
