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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 | |