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Introduction and Overview | |
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How to Use This Book | |
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What This Book Is Not | |
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Language and Terminology | |
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Who Are People with Disabilities? | |
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Definitions | |
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The Disability Community | |
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Categorization, Severity, and Functioning | |
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Disability Statistics | |
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Implications | |
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The Minority Model of Disability | |
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The Moral, Medical, and Minority Models of Disability | |
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The Language of Disability | |
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A Nonpathologizing Orientation to Working with Clients with Disabilities | |
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Implications of the Minority Model for Therapists | |
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The Disability Experience: I. Stereotypes and Attitudes | |
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Impression Formation | |
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Cognitive Schemas: Need to Believe in a Fair World and the Problem of Blame | |
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What We've Learned | |
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Attitudes toward Disability | |
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Factors That Affect Attitudes | |
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The Disability Experience: II. Affect and Everyday Experiences | |
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Prescriptions and Proscriptions | |
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Everyday Experiences of Persons with Disabilities | |
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Families with Disabilities | |
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Children with Disabilities | |
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Siblings of Children with Disabilities | |
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Children with Disabilities Become Adults with Disabilities | |
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Partners with Disabilities | |
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Parents with Disabilities | |
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Summary and Conclusions about Families with Disabilities | |
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Laws and Social History | |
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The Americans with Disabilities Act | |
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Between Laws and Implementation of Laws | |
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Key Points for Practitioners | |
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Clinical Example | |
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Beginning Treatment | |
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Seven Principles to Guide Clinical Work | |
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Therapy Skills When Working with Families with Disabilities | |
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General Treatment Considerations | |
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Treatment Goals in Disability-Affirmative Therapy | |
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Clinical Example and Discussion | |
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Etiquette with Clients with Disabilities | |
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Ten General Rules | |
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Wheelchairs and Scooters | |
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Speech and Communication Difficulties | |
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Visual Impairments | |
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Deafness or Hearing Impairments | |
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Learning Disabilities | |
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Interviews, Assessment, Evaluation, and Diagnosis | |
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Interviewing and the Mental Status Exam | |
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Diagnosis | |
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Testing | |
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Conclusions | |
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Dating, Romance, Sexuality, Pregnancy, Birthing, and Genetic Testing | |
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Dating and Romance | |
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Sexuality | |
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Pregnancy and Birthing | |
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Genetic Testing | |
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Special Issues in Therapy with Clients with Disabilities | |
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Living with a Progressive Disorder | |
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Living with Pain | |
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Living with Fatigue | |
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Advocacy and Discrimination | |
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Aging and Long-Term Care | |
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Substance Abuse and Medications | |
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Use of Support Groups and Readings | |
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"Physician-Assisted Suicide" and the "Right to Die" | |
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Assistive Technology and Devices | |
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Relationship of User/Owner to Assistive Technology | |
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Assistive Technology Use and Abandonment | |
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Children and Assistive Technology | |
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Concluding Remarks | |
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Summary of Key Points | |
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The Personal, the Professional, and the Political | |
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Do You Have to Have a Disability to Counsel Those Who Do? | |
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Responsibilities | |
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Clinical Example and a Challenge to Therapists | |
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Conclusions | |
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Research on Disability: Shifting the Paradigm from Pathology to Policy | |
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Beginning Inquiry | |
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Five Models of Research | |
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Factors Limiting Research on Disability | |
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Conclusions | |
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For Teachers and Supervisors | |
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Goals with Students and Supervisees | |
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For Supervisors of Students with Disabilities | |
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Using Multiple Methods | |
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Evaluating Research | |
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Supervised Experience with Clients with Disabilities | |
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Modeling and Mentoring | |
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Disability in the Ghetto | |
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References | |
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Index | |