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The well-being of college students w...

Ekelman, Beth A.

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The well-being of college students with disabilities: An occupational perspective.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The well-being of college students with disabilities: An occupational perspective./
Author:	Ekelman, Beth A.
Description:	286 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-09, Section: B, page: .
Contained By:	Dissertation Abstracts International72-09B.
Subject:	Health Sciences, Occupational Therapy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3460480
ISBN:	9781124723983

The well-being of college students with disabilities: An occupational perspective.
Ekelman, Beth A.

The well-being of college students with disabilities: An occupational perspective. - 286 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: B, page: .

Thesis (Ph.D.)--Capella University, 2011.

Little is known about the meaning and experiences of well-being among college students with disabilities. Because well-being has been shown to predict academic performance and attrition rates of college students in general and retention of college students with disabilities has proven challenging, exploring the mental, physical, and social well-being of college students with disabilities is a vital first step in enhancing and nurturing this group of students in the pursuit of well-being and a college education. The research question was how do undergraduate college students with disabilities describe their experiences and meaning of physical, mental, and social well-being in relation to participation in college activities. The study employed a basic interpretive qualitative design. Achieving maximum variability of disability, age (mean age of 34.2 years), and ethnicity, the researcher recruited 10 participants using convenience and purposive sampling strategies. After obtaining IRB approval and informed consent, the researcher conducted individual one-on-one interviews that lasted between 1-2 hours. Data were transcribed verbatim and analyzed using open, axial, and selective coding. Results were triangulated using multiple analysts, expert audit review, theory triangulation, and member checks. The following themes emerged: (a) Doing and belonging, (b) Doing and being a part of something beyond myself, (c) Doing academic related activities, (d) Support systems enable participation and promote well-being, (e) Being a college student with a disability, and (f) Aspiring to become. Participants described both positive and negative experiences and meaning of well-being. By doing college activities and being a college student, the participants are building the skills they will need to become what they want to become. Occupational therapists and disability service providers should work collaboratively to develop programs that will enable meaningful participation in college activities and will promote occupational justice for college students with disabilities. Future research needs to be done to examine and promote the well-being of college students with disabilities in relation to their participation in college activities.

ISBN: 9781124723983Subjects--Topical Terms:

1035362
Health Sciences, Occupational Therapy.

The well-being of college students with disabilities: An occupational perspective.
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245 1 4 $a The well-being of college students with disabilities: An occupational perspective.
300 $a 286 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-09, Section: B, page: .
500 $a Adviser: Mary Rockey.
502 $a Thesis (Ph.D.)--Capella University, 2011.
520 $a Little is known about the meaning and experiences of well-being among college students with disabilities. Because well-being has been shown to predict academic performance and attrition rates of college students in general and retention of college students with disabilities has proven challenging, exploring the mental, physical, and social well-being of college students with disabilities is a vital first step in enhancing and nurturing this group of students in the pursuit of well-being and a college education. The research question was how do undergraduate college students with disabilities describe their experiences and meaning of physical, mental, and social well-being in relation to participation in college activities. The study employed a basic interpretive qualitative design. Achieving maximum variability of disability, age (mean age of 34.2 years), and ethnicity, the researcher recruited 10 participants using convenience and purposive sampling strategies. After obtaining IRB approval and informed consent, the researcher conducted individual one-on-one interviews that lasted between 1-2 hours. Data were transcribed verbatim and analyzed using open, axial, and selective coding. Results were triangulated using multiple analysts, expert audit review, theory triangulation, and member checks. The following themes emerged: (a) Doing and belonging, (b) Doing and being a part of something beyond myself, (c) Doing academic related activities, (d) Support systems enable participation and promote well-being, (e) Being a college student with a disability, and (f) Aspiring to become. Participants described both positive and negative experiences and meaning of well-being. By doing college activities and being a college student, the participants are building the skills they will need to become what they want to become. Occupational therapists and disability service providers should work collaboratively to develop programs that will enable meaningful participation in college activities and will promote occupational justice for college students with disabilities. Future research needs to be done to examine and promote the well-being of college students with disabilities in relation to their participation in college activities.
590 $a School code: 1351.
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790 1 0 $a Bold, Mary $e committee member
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