Define strengths and resilience within the mental health of people experiencing ableism – what does it look like?

Posted: March 8th, 2022

Review Instructions word document and paper as reference
Oppression and Mental Health Group Paper: Ableism
Rewrite Section Section 3: Strengths & Mental Health Resilience
The section should be two pages long
Please use APA citation on the text and references page
Use the outline and the sources included with these instructions
I included a copy of the entire paper for your reference in case you want to rewrite section 3 in a way that flows appropriately after section 2 and before section 4
Sources:
(Micro)mobility, disability, and resilience: Exploring well-being among youth with physical disabilities: https://www.tandfonline.com/doi/abs/10.1080/09687599.2014.902360
“Not Gonna Hold Me Back”: Coping and Resilience in Students with Disabilities: https://www.tandfonline.com/doi/abs/10.1080/19496591.2018.1506793
Theorizing resilience: critiquing and unbounding a marginalizing concept: https://www.tandfonline.com/doi/abs/10.1080/09687599.2014.934954 (counter, against current ideas of resilience)
Resilience: A Disability Studies and Community Psychology Approach: https://compass.onlinelibrary.wiley.com/doi/abs/10.1111/spc3.12012 (possible counter point)
Micro)mobility, disability and resilience: exploring well-being among youth with physical disabilities: https://www.tandfonline.com/doi/abs/10.1080/09687599.2014.902360
“Not Gonna Hold Me Back”: Coping and Resilience in Students with Disabilities: https://www.tandfonline.com/doi/abs/10.1080/19496591.2018.1506793
Theorizing resilience: critiquing and unbounding a marginalizing concept: https://www.tandfonline.com/doi/abs/10.1080/09687599.2014.934954 (counter, against current ideas of resilience)
Resilience: A Disability Studies and Community Psychology Approach: https://compass.onlinelibrary.wiley.com/doi/abs/10.1111/spc3.12012 (possible counterpoint)
https://www.counseling.org/docs/default-source/vistas/article_44.pdf?sfvrsn=8
Section 3: Strengths & Mental Health Resilience Outline:
● Define strengths and resilience within the mental health of people experiencing ableism – what does it look like?
○ Emerging from the positive psychology movement (Seligman & Csikszenmihalyi, 2000), resilience is an asset-based approach that can help individuals respond successfully and creatively to their disabilities (Edhe, 2010; Hartley, 2010, 2011, 2013; McGeary, 2011; Miller, 2003; White, Driver, & Warren, 2008, 2010; Williams, Davey, & Klock-Powell, 2003)
■ This was pulled from (Stuntzner & Hartley, 2014) so must add this to in text citation as well.
○ People have different levels of variations in their symptoms, and their mental health functioning may be related to unintentional oppressive interactions (Kattari, 2020). The development of concurrent psychological disorders interlinked with ableism can be managed through encouraging protective behaviors and skills. For example, Murray (2003) shows that building skills such as self-determination, social cognitive problem-solving, and academic aptitude can affect the long-term outcomes of youth with disabilities.
○ Coping with and adjustment to disability is an individualized process and two people with very similar disabilities are capable of very different outcomes and coping processes (Livneh, 1986).
■ This was pulled from (Stuntzner & Hartley, 2014) so must add this to in text citation as well.
● Overview of the strengths and resilience found in the affected population.
○ “The concept of resilience promotes the notion that individuals do not need to be defined by environmental problems, and there is no reason that these individuals cannot live healthy and successful lives. Similar to self-advocacy, resilience reinforces an underlying message that individuals do not need to be rescued and are not victims to their environments. However, the development and implementation of resilience interventions is one way to assist individuals who are struggling to adapt to the experience of disability.” (Stuntzner & Hartley, 2014)
○ For example, people with ADHD have higher energy levels which can be trained to use their high energies to complete their tasks and switch from one task to another. Clinical treatments make them learn how to manage and control their emotions, avoid triggers, and soothe themselves. People with disabilities like ADHD are more creative and innovative in their ideas and actions, and their ability to hyper-focus makes them learn in more depth (Hamilton, 2019).
○ “One of the most common ways students navigated disabling environments and related academic challenges were talking openly about one’s disability and articulating disability-related needs. Both of these behaviors are components of self-advocacy. Students spoke of weighing the perceived risks and benefits of disclosing their disability to professors while considering how past experiences with self-advocacy impacted their collegiate success.”
■ Taken from this article:
● Annemarie Vaccaro, Adam Moore, Ezekiel Kimball, Peter F. Troiano & Barbara M. Newman (2019) “Not Gonna Hold Me Back”: Coping and Resilience in Students with Disabilities, Journal of Student Affairs Research and Practice, 56:2, 181-193, DOI: 10.1080/19496591.2018.1506793
○ Citation for Stuntzer article::
■ Stuntzner, S., & Hartley, M. T. (2014). Resilience, Coping, & Disability: The Development of a Resilience Intervention. 2014 American Counseling Association Conference,44. https://doi.org/http://counselingoutfitters.com/vistas/VISTAS_Home.htm
■ In-text citation: (Stuntzner & Hartley, 2014)
● Section conclusion
○ A rationale for studying mental health resilience involves practice, prevention, and developing effective policy. Studies show that positive parenting, strong teacher-student relationships, and an elevation of self-perception may increase resilience (Murray, 2003), and early therapeutic inventions may prevent future distress related to ableist attitudes and systems. Based on this, preventive interventions should be implemented in young children and during adolescent development. Treatments meant to build resilience should be designed for the individual and targeted at specific performance points such as academics, communication skills, and self-esteem. Social acceptance and acknowledgment also prove to be a protective measure for people having specific disabilities (Murray, 2003).
○ “Some individuals learn to cope with restrictions to major life activities within a relatively short amount of time, while others require more time to adjust” (Marini, et al., 2012; Stuntzner, 2014; Stuntzner & Hartley, 2014). There is a need to focus on ableist society’s strengths and mental health to maintain their emotional, physical, and mental capital above socially constructed expectations of an able person. “Not all students develop effective coping strategies, learn from these patterns, and/or become resilient. Future research should focus on barriers to effective coping and resilience for students with and without disabilities” (Vaccaro, et al., 2019).