The Oxford Handbook of Positive Psychology and Disability

Edited by Michael L. Wehmeyer

Oxford Library of Psychology

Provides the first comprehensive treatment of positive psychology and disability available, and presents an "across the lifespan" approach to positive psychology and disability
Introduces a new paradigm as to how disability itself is understood, thus opening the door for a greater focus on strengths and positive attributes of people with disabilities
Provides a multidisciplinary perspective, and includes contributions from authors with backgrounds in more traditional psychological disciplines (psychology, special education, rehabilitation), as well as from disciplines not typically associated with psychology, such as disability studies, religion, and applied disciplines related to employment and education
Part of THE OXFORD LIBRARY OF PSYCHOLOGY series

The Oxford Handbook of Positive Psychology and Disability

Edited by Michael L. Wehmeyer

Description

Roughly 54 million people with disabilities live in the U.S., and there are many more millions of people with disabilities around the world. Not surprisingly, differences among and between people with disabilities are often as notable as differences between people with and without disabilities. And, while the lack of homogeneity among people with disabilities makes creating a valid taxonomy under this term difficult, if not impossible, there is commonality among and between people with disabilities that justifies an authoritative resource on positive psychology and disability. That is, they have experienced discrimination and marginalization as a function of their disability.

This volume assembles chapters by leading scholars in the fields of disability and positive psychology to provide a comprehensive synthesis of the state of the field of positive psychology and disability. Chapters are organized into thematic sections, beginning with an introductory section providing information on overarching themes in positive psychology and disability. The second section highlights the application of positive psychological constructs to disability, including quality of life, self-determination, adaptive behavior, optimism, hope, problem solving, forgiveness, gratitude, and spirituality. The following section addresses systemic issues in disability that impact positive psychology, again turning to disciplines beyond just psychology (special education, rehabilitation sciences, family, and disability policy) to address areas in which positive psychology can be applied. A fourth section examines positive psychology in specific disabled populations, including physical disabilities, cognitive and developmental disabilities, severe multiple disabilities, emotional and behavioral disabilities, and autism spectrum disorders.

Disability has always been associated with "differentness" and, consequently, people with disabilities have, throughout time, been treated as such. As the first handbook to consider disability from a strengths-based perspective, this volume provides a catalyst to accelerate the application of positive psychology with regard to how disability is understood.

The Oxford Handbook of Positive Psychology and Disability

Edited by Michael L. Wehmeyer

Oxford Library of Psychology

Part One: Overarching Themes in Positive Psychology and Disability

1. Beyond Pathology: Positive Psychology and Disability
Michael L. Wehmeyer

2. Understanding Disability: A Strengths-based Approach
Wil H. E. Buntinx

3. Positive Psychology and Disability: An Historical Analysis
Karrie A. Shogren

Part Two: Application of Positive Psychological Constructs to Disability

4. The Impact of the Quality of Life Concept on the Field of Intellectual Disability
Robert L. Schalock and Miguel Angel Verdugo Alonso

5. Optimism within the Context of Disability
Kevin Rand and Amanda M. Shea

6. Social Well-Being and Friendship of People with Intellectual Disability
Joanne Kersh, Laura Corona, and Gary Siperstein

7. Exercise, Leisure, and Well-Being for People with Disabilities
Jennifer Rowland

8. Coping and Disability
Lillian R. Reuman, Chelsea Mitamura, and Michele Tugard

9. Adaptive Behavior
Marc J. Tassé

10. Self-Determination
Michael L. Wehmeyer and Todd D. Little

11. Self-Determined Learning
Dennis Mithaug

12. Understanding Hope in Individuals with Disabilities
Cindy Pressgrove Buchanon and Shane Lopez

13. Family Perspectives on Child Intellectual Disability: Views from the Sunny Side of the Street
Jan Blacher, Bruce Baker, and Lauren D. Berkovitz

14. Resilience and Disability: Concepts, Examples, Cautions, and Prospects
Christopher Murray and Bonnie Doren

15. Problem Solving and Decision Making
Linda Hickson and Ishita Khemka

16. Forgiveness, Gratitude, and Spirituality
William Gaventa

17. Career Development and Career Thoughts
Salvatore Soresi, Laura Nota, Lea Ferarri, and Teresa Maria Sgaramella

18. Self-Regulation
Dale H. Schunk and William D. Bursuck

19. Disability Studies/Disability Culture
Brenda Jo Brueggemann

Part Three: Systems that Support Positive Psychology and Disability

20. Positive Behavior Support: Foundations, Systems, and Quality of Life
Glen Dunlap, Donald Kincaid, and Donald Jackson

21. Supports and Support Needs
James R. Thompson and Yuwadee Viriyangkura

22. Supported Employment
Paul Wehman, Vicki Brooke, Stephanie Lau, and Pamela Targett

23. Family Quality of Life
Caya Chiu, Kathleen Kyzar, Nina Zuna, Ann Turnbull, Jean Ann Summers, and Vivi Aya Gomez

24. Education
Sharon Field

27. Aging with Disability
Tamar Heller and Lieke van Heumen

Part Four: Specific Populations and Positive Psychology

26. A Positive Psychology of Physical Disability: Principles and Progress
Dana S. Dunn, Gitendra Uswatte, Timothy R. Elliott, Allissa Lastres, and Brittany Beard

27. Cognitive and Developmental Disabilities
Karrie A. Shogren

28. Severe, Multiple Disabilities
Mats Granlund, Jenny Wilder, and Lena Almqvist

29. Positive Psychology and Children with Emotional and Behavioral Disability
Dan Olympia, Lora Tuesday Heathfield, William R. Jenson, Holly Majszak, Virginia Ramos-Matias, and Monique Thacker

30. Autism Spectrum Disorders
Dianne Zager

Part Five: Considerations for the Field of Disability

31. Limitations to Positive Psychology Predicted by Subjective Wellbeing Homeostasis
Robert A. Cummins

The Oxford Handbook of Positive Psychology and Disability

Edited by Michael L. Wehmeyer

Oxford Library of Psychology

Author Information

Michael L. Wehmeyer, Ph.D., is Professor, Department of Special Education, University of Kansas; Director, Kansas University Center on Developmental Disabilities; Senior Scientist, Beach Center on Disability, University of Kansas. His research and intervention efforts focus on promoting the self-determination of children, youth, and adults with and without disabilities.

Contributors:

Lena Almqvist
School of Education and Communication
Malardalen University
Jönköping, Sweden

Miguel Angel Verdugo Alonso
Institute on Community Integration
University of Salamanca
Salamanca, Spain

Bruce Baker
Department of Psychology
University of California, Los Angeles
Los Angeles, CA

Brittany Beard
Department of Psychology
Moravian College
Bethlehem, PA

Lauren D. Berkovitz
Department of Psychology
University of California, Los Angeles
Los Angeles, CA

Jan Blacher
Graduate School of Education
University of California, Riverside
Riverside, CA

Vicki Brooke
Rehabilitation Research and Training Center on Workplace Supports
Virginia Commonwealth University
Richmond, VA

Brenda Jo Brueggemann
Department of English
The Ohio State University
Columbus, OH

Cindy Pressgrove Buchanan
Anschutz Medical Campus
University of Colorado
Denver, CO

Wil H. E. Buntinx
Maastricht University
Maastricht, Netherlands

William D. Bursuck
Department of Specialized Education Services
University of North Carolina - Greensboro
Greensboro, NC

Caya Chiu
University of Kansas
Lawrence, KS

Laura Corona
Center for Social Development and Education
University of Massachusetts-Boston
Boston, MA

Robert A. Cummins
School of Psychology
Deakin University
Burwood, Australia

Bonnie Doren
School of Education
University of Wisconsin-Madison
Madison, WI

Glen Dunlap
Department of Child and Family Studies
University of South Florida
Tampa, FL
Center for Excellence in Disabilities
University of Nevada-Reno
Reno, NV

Dana S. Dunn
Department of Psychology
Moravian College
Bethlehem, PA

Timothy R. Elliott
Department of Educational Psychology
Texas A&M University
College Station, TX

Lea Ferarri
University of Padova
Padova, Italy

Sharon Field
College of Education
Wayne State University
Detroit, MI

William Gaventa
University of Medicine and Dentistry
New Jersey-Robert Wood Johnson Medical School
New Brunswick, NJ

Vivi Aya Gomez
University of Sabana
Chia, Colombia

Mats Granlund
School of Health Sciences
Malardalen University
Jönköping, Sweden

Lora Tuesday Heathfield
Department of Continuing Education
University of Utah
Salt Lake City, UT

Tamar Heller
Department of Disability and Human Development
University of Illinois at Chicago
Chicago, IL

Linda Hickson
Teachers College
Columbia University
New York, NY

Donald Jackson
Behavior Analysis Program
University of Nevada-Reno
Reno, NV

William R. Jenson
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Joanne Kersh
Center for Social Development and Education
University of Massachusetts-Boston
Boston, MA

Ishita Khemka
Teachers College
Columbia University
New York, NY

Donald Kincaid
Department of Child and Family Studies
University of South Florida
Tampa, FL

Kathleen Kyzar
Beach Center on Disability
University of Kansas
Lawrence, KS

Alissa Lastres
Department of Psychology
Moravian College
Bethlehem, PA

Stephanie Lau
Virginia Commonwealth University
Richmond, VA

Todd D. Little
Center for Research Methods and Data Analysis
Department of Psychology
University of Kansas
Lawrence, KS

Shane Lopez
Clifton Strengths Institute
Omaha, NE

Holly Majszak
University of Utah
Salt Lake City, UT

Chelsea Mitamura
Department of Psychology
University of Wisconsin-Madison
Madison, WI

Dennis Mithaug
Teachers College
Columbia University
New York, NY

Christopher Murray
College of Education
University of Oregon
Eugene, OR

Laura Nota
Faculty of Psychology
University of Padua
Padua, Italy

Dan Olympia
Department of Educational Psychology
University of Utah
Salt Lake City, UT

Virginia Ramos-Matias
University of Utah
Salt Lake City, UT

Kevin Rand
Department of Psychology
Indiana University-Purdue University
Indianapolis, IN

Lillian R. Reuman
Vassar College
Poughkeepsie, NY

Jennifer Rowland
University of Texas Medical Branch
Galveston, TX

Robert L. Schalock
Department of Psychology
Hastings College
Hastings, NE

Dale H. Schunk
School of Education
University of North Carolina - Greensboro
Greensboro, NC

Teresa Maria Sgaramella
Faculty of Psychology
University of Padua
Padua, Italy

Amanda M. Shea
Indiana University-Purdue University
Indianapolis, IN

Karrie A. Shogren
College of Education
University of Illinois at Urbana-Champaign
Champaign, IL

Gary Siperstein
Center for Social Development and Education
Department of Public Policy and Public Affairs
University of Massachusetts-Boston
Boston, MA

Salvatore Soresi
Faculty of Psychology
University of Padua
Padua, Italy

Jean Ann Summers
Beach Center on Disability
Schiefelbusch Institute for Life Span Studies
University of Kansas
Lawrence, KS

Pamela Targett
Virginia Commonwealth University
Richmond, VA

Marc J. Tassé
Nisonger Center
The Ohio State University
Columbus, OH

Monique Thacker
University of Utah
Salt Lake City, UT

James R. Thompson
Department of Special Education
Illinois State University
Normal, IL

Michele M. Tugade
Department of Psychology
Vassar College
Poughkeepsie, NY

Ann Turnbull
School of Education
University of Kansas
Lawrence, KS

Gitendra Uswatte
Department of Psychology
University of Alabama at Birmingham
Birmingham, AL

Lieke van Heumen
Department of Disability and Human Development
University of Illinois at Chicago
Chicago, IL

Yuwadee Viriyangkura
Illinois State University
Normal, IL

Paul Wehman
Department of Physical Medicine and Rehabilitation
School of Education
Virginia Commonwealth University
Richmond, VA

Michael L. Wehmeyer
Kansas University Center on Developmental Disabilities
Beach Center on Disability
Department of Special Education
University of Kansas
Lawrence, KS

Jenny Wilder
School of Education, Culture, and Communication
Malardalen University
Västerås, Sweden

Dianne Zager
School of Education
Pace University
New York, NY

Nina Zuna
Department of Special Education
University of Texas at Austin
Austin, TX

The Oxford Handbook of Positive Psychology and Disability

Edited by Michael L. Wehmeyer

Oxford Library of Psychology

Reviews and Awards

"Using positive psychology as a basis, this book explores disabilities in terms of strengths and discusses how to provide support to disabled individuals to help them increase their quality of life. This book covers the topic of the integration of positive psychology and disability quite well. The importance of seeing disability in terms of strengths and not simply limitations cannot be underestimated. This is a refreshing look at how to assist the disabled in reaching their goals." -Gary B Kaniuk, Psy.D., Doody's Health Sciences Book Review

"The Oxford Handbook of Positive Psychology and Disability, edited by Michael Wehmeyer, provides an in-depth exploration of research on people with intellectual and/or developmental disabilities. [... T]his collection of original research benefits from the credibility of authorities in the fields of disability and positive psychology. [...] iThe Oxford Handbook of Positive Psychology and Disability is a valuable addition to the library of any professional or student interested in increasing overall cultural competence in working with individuals with disabilities. It challenges professionals to embrace their responsibility to advocate for and with people with disabilities in recognition that basic provision of rights is meaningless if individuals cannot access the freedoms and opportunities that these rights are intended to afford." -Kara Ayers & Stephanie Weber, PsycCRITIQUES