Stigma,self-perception and social comparisons in young people with an intellectual disability

Whether individuals who have a diagnosis of intellectual disability (ID) perceive and experience stigma has been a matter of some debate. In this paper, we consider the role of the level of ID and gender on perception of stigma in individuals with ID who attend a segregated special secondary school and whether reports of stigma impact self-perception and social comparison with others. Each participant (N?=?54) completed self-report measures in a cross-sectional survey design. The degree of ID and gender were found to influence experience of stigma and respondents’ social comparison with others. Category of ID (borderline, mild, moderate) was also associated with differences in self-perception of physical appearance and perception of global self-worth. Social comparisons were also negatively related to experience of stigma. Discussion focuses on the heterogeneity of those affected by ID and how this impacts on their experience of stigma.     

The development of the Danish Folkeskole,towards a school for all

ABSTRACT

The development of the Danish Folkeskole (the basic school for pupils aged six to 16) followed a reform passed in 1969 by the Danish Parliament which stated that all children with special needs should be able to receive instruction in a normal school environment. The results obtained over the past 20 years are encouraging. Only 0.5 per cent of all school children attend a special school and about 12 per cent of all pupils receive special educational support in ordinary classes. This article evaluates the reform which has taken place, analyses some of the underlying factors and looks at possible future developments.     

Covering Mental Illness

US-based print journalists who had won awards for stories about mental illness were interviewed to determine how the coverage of mental illness might be improved. Respondents indicated that a mixture of organizational and personal factors such as editorial support, considerable journalism experience, personal exposure to mental illness, as well as empathy, helped them to produce quality stories. Also noteworthy were respondents' opinions on suggestions in reporting guides about imitation suicides, sensitive language, and positive mental illness news.     

Children With Gifts and Talents: Looking Beyond Traditional Labels

This article explored the effects of the labeling that has become commonplace in schools. Theories such as labeling theory, control theory, the Pygmalion effect, and stigma theory provide evidence of the power labeling has to negatively and positively affect children's beliefs about themselves as well as the perceptions others have of them. Renzulli (1977 Renzulli, J. S. 1977. The triad model: A guide for developing defensible programs for the gifted and talented, Mansfield Center, CT: Creative Learning Press.  [Google Scholar]) suggested changing the way we label gifted students, but this has yet to be implemented effectively in the field of gifted education. Here a renewed call for change is advocated, based on similar changes made in special education. Practical strategies are suggested to help children deal with the label of giftedness and to mitigate potential negative effects labeling may have.     

Mental disorder stigma among Scottish university students

Many studies have investigated university students’ attitudes to people with mental disorder (PMD) but most have used medical student participants. No Scottish studies were found on this topic where students of a broad range of subjects had participated. A mixed methods research design was employed where the topic was qualitatively explored (n = 3) prior to quantification of perspectives via questionnaire use (n = 642). Only 10.3% of questionnaire respondents agreed that PMD tended to be more violent than others and only 3.7% believed keeping PMD in psychiatric hospitals made the campus safer. Over 94% disagreed that PMD caused their problems, but 20.3% disagreed that PMD often improved with treatment. Almost 4% reported unwillingness to work on a class project with PMD. Science students were significantly more likely than arts students to view PMD as: violent, unpredictable, blameworthy for their condition, people who should be kept away from campus, causing them to feel unsafe. International students were more likely to ‘strongly agree’ than European Union (EU) students that PMD should be kept off the campus. EU students were more willing to work on a class project with PMD than international students were. Postgraduate students exhibited several more negative attitudes than undergraduates; being more likely to see PMD as violent and less likely to work on a class project with PMD. The need for mental disorder stigma related education among students at Scottish universities should be assessed.     

Autism education in Greece at the beginning of the 21st century: reviewing the literature

This paper considers recent evidence on autism education in Greece in order to shed light on current developments and attitudes. Given the increase in relevant research in the country, a scoping review to identify topics that have been explored so far and propose areas for future research and implications for practice is timely and necessary. Peer-reviewed papers published between 2000 and 2019 were identified via electronic databases and their main themes were analysed. Themes related to autistic individual (i.e. the voice of autistic individuals and intervention studies), the family around them (i.e. the role of family and stigma), the role of teachers (i.e. teacher training and teacher stress levels) and the wider society (i.e. parent-teacher collaboration, the medical/deficit model of disability and inclusion) emerged from the review. The above themes are discussed in the light of the cultural characteristics of Greece and the recent economic crisis the country underwent as well as similar findings from other European countries.     

University student perspectives on institutional non-disclosure of disability and learning challenges: reasons for staying invisible

ABSTRACT

Students with disabilities (SWD) in Australian higher education need to disclose to their institution to access a range of ‘reasonable adjustments’ to support their learning. Nationally, 5.8% of the university population disclose their disability to their institution. It is suspected that there is a much larger population of students who choose non-disclosure, and therefore decide not to access support. Very little is known about the reasons for non-disclosure as this group represents a hidden population in higher education. The research reported here is based on a survey of undergraduate students in one regional Australian university where disability was reframed as ‘learning challenge’. This identified the institutionally non-disclosed group. This research identified that there were sound reasons for non-disclosure, students continually weigh up potential disclosure during their study, and students have difficulty with the disclosure process. We conclude that institutions need to understand that they have an invisible group of non-disclosing SWD in their student populations and that, to meet their learning challenges, universities need to support changes to policies, procedures and curriculum design.     

污名视角下学习不良中学生的学习心理健康教育

在班级环境中,“学习不良”中学生是同学、教师甚至是自己的污名对象,污名直接影响到学生的学习心理。排除污名、开展学习心理健康教育才能够实现“学习不良”中学生学习心理的健康成长和发展。     

Beautiful and good woman: gender role negotiation among Taiwanese women who belly dance

Abstract

Confucian values have strongly influenced gender stereotypes in Taiwan. Contrary to traditional gender expectations, the display of the female body is exceptionally encouraged in belly dancing. Utilizing data collected from 21 experienced dancers in Taiwan, this study examines the conflicts that women face when taking part in belly dancing, but also how they merge belly dancing with ideal gender images without conflict. The results show that, whilst few of the women experience inner conflicts, some experience external conflicts, usually with family members. However, by viewing belly dancing as a leisure exercise, a frugal and natural approach to acquiring femininity and beauty, the participants sought to differentiate themselves from the ‘bad others’ to construct a ‘beautiful-and-good’ female image. More generally, we have sought to demonstrate that critical analysis of the physically active female body must always be cognizant of the specific characteristics of those societies towards which the research is directed.     

身份污名的建构与主体性应对策略——基于云南昆明市农民工子女的实证研究

在以户籍制度为主导的资源分配和地方治理逻辑下,通过知识精英、大众传媒的符号生产及城市居民的社会标签运作,农民工子女负面刻板印象被固化,导致其地位受损,出现内化污名倾向。面对污名,农民工子女的应对策略包括:建立新的社会分类标准,区别和离弃所属群体,认同并模仿强势群体,以及辨认和展示自我优势。农民工子女身份污名的消除需要从个体、群体以及社会与制度多层面综合介入。