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Adjustment to disability
- Authors:
- COHEN Carol B, NAPOLITANO Donna
- Journal article citation:
- Journal of Social Work in Disability and Rehabilitation, 6(1/2), 2007, pp.135-155.
- Publisher:
- Taylor and Francis
- Place of publication:
- Philadelphia, USA
Two case examples are used to illustrate the adaptations and life choices that are needed to meet the psychological, social and developmental needs of people who become disabled, and to enhance their self-esteem. The first focuses on a 50 year-old woman who had been profoundly deaf since the age of two, and was unable to lip read. Although succeeding in life, marrying and having children, she had ongoing psychological problems that dated back to her mother’s denial of her disability. The second case focuses on a middle-aged woman rendered quadriplegic by a spinal cord injury in her late teens. Her experiences focus on personal humiliation and stereotyping, discrimination in education and employment, the financial costs involved in remaining independent and the practical difficulties of getting reliable help. Both adjustment stories highlight the importance of integrating an ecological or systems framework that emphasises the inter-relationships between biological, psychological, social, technological, cultural and political factors. (Copies of this article are available from: Haworth Document Delivery Centre, Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904-1580).
Translating theory into practice? The implications for practitioners and users and carers
- Author:
- DOWLING Monica
- Journal article citation:
- Practice: Social Work in Action, 18(1), March 2006, pp.17-30.
- Publisher:
- Taylor and Francis
This paper examines two very different case scenarios to highlight the importance of applying relevant knowledge with and for children, young people and their families. Key issues that are considered are the 'fit' and use of theory in practice. For example: what theoretical perspectives are appropriate in working with children with a wide range of disabilities? How does the professional training and ideology of practitioners from different health and social care backgrounds affect their choice of theory in working with children and families? How do users and carers understand these theoretical perspectives and how are they involved in their own progress?
Integrating disability content in social work education: a curriculum resource
- Authors:
- GILSON Stephen French, et al
- Publisher:
- Council on Social Work Education
- Publication year:
- 2002
- Pagination:
- 214p, bibliogs.
- Place of publication:
- Alexandria, VA
This book defines disability as the interplay of diverse human conditions and environmental barriers to full community inclusion. This view of disability, receives limited attention in social work curricula. Contents include: disability rights; human behaviour and the social environment; developmental disabilities; social and health issues; intervention approaches in working with families who have children; policy issues; research.