DOCSLIB.ORG

The Social Psychology of Disability

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Social Psychology of Disability The Social Psychology of Disability ACADEMY OF REHABILITATION PSYCHOLOGY SERIES Series Editors Bruce Caplan, Editor-in-Chief Timothy Elliott Janet Farmer Robert Frank Barry Nierenberg George Prigatano Daniel Rohe Stephen Wegener Volumes in the Series Ethics Field Guide: Applications in Rehabilitation Psychology Thomas R. Kerkhoff and Stephanie L. Hanson The Social Psychology of Disability Dana S. Dunn The Social Psychology of Disability Dana S. Dunn 1 1 Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trademark of Oxford University Press in the UK and certain other countries. Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016 © Oxford University Press 2015 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by license, or under terms agreed with the appropriate reproduction rights organization. Inquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above. You must not circulate this work in any other form and you must impose this same condition on any acquirer. Library of Congress Cataloging-in-Publication Data Dunn, Dana S. The social psychology of disability / Dana S. Dunn. pages cm. — (Academy of Rehabilitation psychology series) Includes bibliographical references and index. ISBN 978–0–19–998569–2 1. People with disabilities. 2. Sociology of disability. 3. Disability studies. I. Title. HV1568.D86 2015 305.9′08—dc23 2014021507 9 8 7 6 5 4 3 2 1 Printed in the United States of America on acid-free paper For Beatrice A. Wright Compassionate researcher, teacher, and friend Contents Foreword ix Preface and Acknowledgments xiii 1. Overview: The Social Psychology of Disability 1 2. Fundamental Psychosocial Concepts for Understanding Disability 19 3. Challenges: Stigma, Stereotyping, and Disability 38 4. Attitudes Toward People with Disabilities 57 5. Coping with and Adjusting to Disability 76 6. Towards an Understanding of Disability Identity 93 7. A Positive Psychology of Disability and Rehabilitation 107 8. The Ecology of Disability 125 Notes 141 References 143 Index 177 vii Foreword Have you ever read a book that literally changed your life? A book that pro- vided so many insights into the most complicated aspects of human behavior that you literally could not put it down? That book for me wasPhysical Disability, A Psychological Approach by Beatrice Wright; for you it may be its “sequel” The Social Psychology of Disability by Dana Dunn. What is the story? It was the early 1970s and I had just completed my undergradu- ate degree in psychology at the Ohio State University. I knew I wanted to pursue a doctorate in psychology but did not know much beyond this. I had the good for- tune to be hired as a vocational rehabilitation counselor for the State of Ohio. My career began with interviewing clients, developing insight into how they saw their situation, and then realizing the many contradictions they faced. For example, they defined themselves by what they could do; however, they found that others in their environment seemed to define them by what they could not do. I was bewildered by the mixed social messages they were constantly bombarded with, messages that ranged from pity to being idolized. How could I help them navigate this confusing social environment, when I did not have a clue about what was happening? I found the complexity of this social interactional landscape incredibly intriguing from an intellectual and a professional standpoint. I was hungry for knowledge but found nothing in the general psychological literature that was relevant. Then I discovered “the” classic book on the psychology of disability. This book sealed my fate. I then knew I wanted to become a rehabilitation psychologist. Parenthetically, I was not ix x Foreword alone in an “aha” moment engendered by reading Dr. Wright’s book. Years ago, I was in a reflective conversation with Mitchell Rosenthal, Ph.D., a close friend and leader in the field of brain injury rehabilitation. I asked what sparked his interest in rehabilitation psychology. His reply was simple: “Beatrice Wright’s book.” Similarly, in the preface to this book, Dr. Dunn reflects on the profound effect Dr. Wright’s book has had on how he thinks about behavior. So, what is so compelling about this text? The answer is the author, quality writ- ing, and the content. Dr. Dana Dunn is a respected and recognized educator and writer. He completed his Ph.D. in social psychology at the University of Virginia in 1987. He is a fellow of three divisions of the American Psychological Association including General Psychology, Society for the Teaching of Psychology, and Rehabilitation Psychology. Recently, he was awarded the Charles L. Brewer Award for Distinguished Teaching, American Psychological Foundation in 2013. He has authored 25 books, 51 referred papers, and 52 book chapters. He has been an editor or on the editorial board of 6 journals and a reviewer for 12 journals. He received the Outstanding Academic Book by the American Library Association in 2005 for his book Measuring Up: Educational Assessment Challenges and Practices for Psychology. In short, he knows how to write clearly and succinctly. What about the content? The book is written in a manner that pulls the reader in. Each chapter has a similar structure. Dr. Dunn begins with thought-provoking quotes and compelling examples. He then poses questions to the reader and pro- ceeds to answer the questions in the body of the chapter using clear and concise prose. For example, he asks, “What does it mean to adapt to a disability? Do indi- viduals who have congenital disabilities need to adapt to their conditions? Or, is adaptation limited to those who somehow acquire a disability? Does psychosocial adjustment differ from adaptation? What does it mean to accept a disability?” He then goes on to cite the historic and contemporary research that addresses these questions. Each chapter ends with questions that prompt the reader to revisit the key ideas presented, thus helping to solidify learning. Dr. Dunn’s skills in sound pedagogy are consistently apparent. The content ofThe Social Psychology of Disability is comprehensive. Topics include coping with disability, positive psychology and disability, stigma and stereotyping, spread effects, attitudes towards persons with a disability, the fundamental nega- tive bias, somatopsychology, and disability identity to name a few. Throughout, Dr. Dunn highlights the seminal contributions of the founders of the field of rehabilita- tion psychology especially the work of Kurt Lewin, Beatrice Wright, and Tamara Dembo. He emphasizes Lewin’s formulation of field theory and the critical point that behavior does not reside in the person but is the joint outcome of the interac- tion of person’s characteristics in the context of the environment. Foreword xi As a rehabilitation psychologist, I was particularly heartened that Dr. Dunn specifically writes about the 20 “value-laden beliefs and principles.” He discusses the first five principles in Chapter 1 and an additional seven principles in Chapter 6. These principles, which were first articulated by Beatrice Wright in 1972, are not widely known or understood by most rehabilitation psychologists. Yet, they rep- resent the central principles from which the field of rehabilitation psychology can rightly claim its unique identity as a specialty within the larger discipline of psychol- ogy. Highlighting these principles is just one more example of why this book will become standard reading in the field of rehabilitation psychology in the coming years. In closing, I wish to publicly thank Dr. Dunn for writing this book. Rehabilitation psychology was desperately in need of a reboot and summary of our field. Dr. Wright’s second edition of her book was published in 1983. Much has happened in the fields of rehabilitation psychology and social psychology over the past 30 years. Dr. Dunn does an outstanding job melding the contemporary insights of both fields in a book that will inspire the next generation of rehabilitation psychologists. I am hopeful that you will be enlightened and challenged by the issues raised in the book and their relevance to a world in which disability and chronic illness are increas- ingly prevalent. You are about to read what will become the new, classic text on the psychological aspects of disability. I am hopeful that you too will have an “aha” experience after reading this seminal contribution to the rehabilitation psychology literature. Daniel E. Rohe, Ph.D., ABPP (Rp) Mayo Clinic, Rochester Minnesota Past President, Division of Rehabilitation Psychology American Psychological Association Past President, American Board of Rehabilitation Psychology Preface and Acknowledgments Several years ago, Beatrice Wright and I were discussing a project that was to involve her classic book, Physical Disability: A Psychosocial Approach (Wright, 1983). More than any other text I’ve read as a psychologist, this book has had a profound influence on how I think about behavior, including, of course, the social psychology of disability. At one point in our conversation, Beatrice, who is known to have strong and decided opinions, said simply, “Dana, you should write your own book.” That particular project did not advance, but I never forgot her com- ment, which, if you know Beatrice, represented both an encouragement and a gentle demand.
Load more

Recommended publications
  • Kurt Lewin and Experimental Psychology in the Interwar Period
    '55#466'21 @744)1%71%"#5("#0'5!&#14"#5 2!6243&')2523&'#F4D3&')DG !& ( ) E @7#4)'1 921 11 #4)'1B #4 4 5'"#16"#4 70 2)"6E 1'9#45'6 6@7#4)'1C 42$D4D 1E #1"4'() #46@ #4#(1"#4 &')2523&'5!&#1(7)6 6 C 42$D'!&#)#")#B & 76!&6#4C PD 42$D4D 84%#1#11 QD 42$D4D'6!&#))D 5& #46#'"'%60SD'QIPR Forward I would like to express my gratitude to Professor Dr. Jürgen Renn, Director of the Max Planck Institute for the History of Science, who supported my pre-doctoral research from the early ideation, through all of its ups and downs until the final line of the disputatio at the Humboldt University of Berlin. Beyond that, the Institute enabled my research project by granting me a PhD scholarship and providing a fruitful work environment, while the well-organized MPIWG library offered me the opportunity to assemble the majority of the material for this book. I am obliged to Professor Dr. Mitchell Ash for his commentaries and insights from his vast knowledge in the history of psychology, as well as for being part of my PhD committee de- spite the geographical distance. I would like to also thank Dr. Alexandre Métraux for advising me on questions related to Lewin’s philosophy of science. Moreover, I am highly indebted to Dr. Massimilano Badino for his scholarly advice, but even more so for his friendship and moral support whenever I needed it. In addition to that, he en- couraged and prepared me to present my work in a variety of international conferences.
    [Show full text]
  • Еkaterina Zavershneva René Van Der Veer Editors a Selection
    Perspectives in Cultural-Historical Research 2 Еkaterina Zavershneva René van der Veer Editors Vygotsky’s Notebooks A Selection Perspectives in Cultural-Historical Research Volume 2 Series editors Marilyn Fleer, Peninsula Campus, Monash University, Frankston, Victoria, Australia Fernando González Rey, Department of Psychology, University of Brasilia, Brasília -DF, Brazil Elena Kravtsova, Russian State University for the Humanities, Moscow, Russia Nikolai Veresov, Faculty of Education, Monash University, Frankston, Australia There is growing interest in the work of LS Vygotsky internationally, but also in finding new ways and perspectives for advancing cultural-historical theory for solving contemporary problems. Although Vygotsky has become one of the most influential scholars in education and psychology today, there is still a need for serious studies of his work because so much remains unexamined. The books in this series draw on the collected works of Vygotsky as a primary source of authority. They go beyond secondary sources and discuss Vygotsky’s original ideas in the context of a system of concepts or through the elaboration and theorisation of research findings so that contemporary problems can be addressed in new ways. This series collectively brings together under one umbrella a more equal representation of works from scholars across both the Northern and Southern continents. In the context of a large volume of contributions to cultural-historical theorisation and the empirical work from North America, there is an urgent need for
    [Show full text]
  • Teaching Guide for the History of Psychology Instructor Compiled by Jennifer Bazar, Elissa Rodkey, and Jacy Young
    A Teaching Guide for History of Psychology www.feministvoices.com 1 Psychology’s Feminist Voices in the Classroom A Teaching Guide for the History of Psychology Instructor Compiled by Jennifer Bazar, Elissa Rodkey, and Jacy Young One of the goals of Psychology’s Feminist Voices is to serve as a teaching resource. To facilitate the process of incorporating PFV into the History of Psychology course, we have created this document. Below you will find two primary sections: (1) Lectures and (2) Assignments. (1) Lectures: In this section you will find subject headings of topics often covered in History of Psychology courses. Under each heading, we have provided an example of the relevant career, research, and/or life experiences of a woman featured on the Psychology’s Feminist Voices site that would augment a lecture on that particular topic. Below this description is a list of additional women whose histories would be well-suited to lectures on that topic. (2) Assignments: In this section you will find several suggestions for assignments that draw on the material and content available on Psychology’s Feminist Voices that you can use in your History of Psychology course. The material in this guide is intended only as a suggestion and should not be read as a “complete” list of all the ways Psychology’s Feminist Voices could be used in your courses. We would love to hear all of the different ideas you think of for how to include the site in your classroom - please share you thoughts with us by emailing Alexandra Rutherford, our project coordinator,
    [Show full text]
  • D S Dunn Cvitae Unabridged
    January 2011 DANA SCOTT DUNN Curriculum Vitae OFFICE ADDRESS Department of Psychology Voice: (610) 861-1562 231 Priscilla Payne Hurd Academic Complex FAX: (610) 625-7879 Moravian College Email: [email protected] 1200 Main Street Homepage: http://home.moravian.edu/ Bethlehem, PA 18018-6650 public/psych/dunn/ EDUCATION Ph.D. University of Virginia, 1987 (Psychology) M.A. University of Virginia, 1984 (Psychology) B.A. Carnegie Mellon University, 1982 (Psychology with University Honors) EMPLOYMENT HISTORY Acting Chair, Department of Philosophy, Moravian College 2008, Spring Director, Learning in Common Curriculum, Moravian College 2004 - present Consortial (Visiting) Professor, Muhlenberg College 2004, Spring Acting Chair, Department of Philosophy, Moravian College 2003 - 2006 Professor of Psychology, Moravian College 2002 - present Chair, Department of Psychology, Moravian College 1995 - 2001 Associate Professor of Psychology, Moravian College 1994 - 2002 Consortial (Visiting) Professor, Lehigh University 1990, Spring Consortial (Visiting) Professor, Muhlenberg College 1989, Fall Assistant Professor of Psychology, Moravian College 1987- 1994 Instructor, University of Virginia 1987, Summer Research and Teaching Assistant, University of Virginia 1982 – 1987 Research and Teaching Assistant, Carnegie Mellon University 1979 - 1980 ACADEMIC AND PROFESSIONAL HONORS Fellow of the Association for Psychological Science (APS), 2010 President of the Society for the Teaching of Psychology (APA Division 2), 2010 Fellow of the American Psychological Association
    [Show full text]
  • Beatrice A. Wright: a Life History
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Doctoral Dissertations Graduate School 5-2008 Beatrice A. Wright: A Life History Sheryl Lee Wurl University of Tennessee - Knoxville Follow this and additional works at: https://trace.tennessee.edu/utk_graddiss Part of the Education Commons Recommended Citation Wurl, Sheryl Lee, "Beatrice A. Wright: A Life History. " PhD diss., University of Tennessee, 2008. https://trace.tennessee.edu/utk_graddiss/357 This Dissertation is brought to you for free and open access by the Graduate School at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. To the Graduate Council: I am submitting herewith a dissertation written by Sheryl Lee Wurl entitled "Beatrice A. Wright: A Life History." I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the equirr ements for the degree of Doctor of Philosophy, with a major in Education. Diana Moyer, Major Professor We have read this dissertation and recommend its acceptance: Robert Kronick, Trena Paulus, Susan Speraw Accepted for the Council: Carolyn R. Hodges Vice Provost and Dean of the Graduate School (Original signatures are on file with official studentecor r ds.) To the Graduate Council: I am submitting herewith a dissertation written by Sheryl Lee Wurl entitled, “Beatrice Wright: A Life History.” I have examined the final electronic copy of this dissertation for form and content and recommend that it be accepted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, with a major in Education.
    [Show full text]
  • CORNELL UNIVERSITY OFFICIAL PUBLICATION President's Report
    CORNELL UNIVERSITY OFFICIAL PUBLICATION Volume XXVII Number 4 Forty-third Annual President's Report by Livingston Farrand for 1934-35 With appendices containing a summary of financial operations, and reports of the Deans and other officers Ithaca, New York Published by the University August 15, 1935 CONTENTS PAGES President's Report 5 Summary of Financial Operations 11 Appendices I of Report the Dean of the University Faculty. i II Report of the Dean of the Graduate School iv III Report of the Acting Dean of the College of Arts and Sciences . x of . IV Report the Dean of the Law School . xv V Report of the Associate Dean of the Medical Col lege xviii VI Report of the Secretary of the Ithaca Division of the Medical College xx VII Report of the Dean of the New York State Veteri nary College xxiii VIII Report of the Dean of the New York State College of Agriculture and the Director of the Cornell University Agricultural Experiment Station . xxv IX Report of the New York State Agricultural Experi ment Station at Geneva xxix X Report of the Dean of the New York State College of Home Economics ... xxx XI Report of the Dean of the College of Architecture . xxxv XII Report of the Dean of the College of Engineering . xxxvii XIII Report of the Director of the Graduate School of Education xl XIV Report of the Administrative Board of the Summer Session. .... xlv XV Report of the Dean of Women . Ii XVI Report of the Director of Admissions liii XVII Report of the Registrar ..
    [Show full text]
  • The First Generation of Japanese Women Psychologists
    genealogy Article The First Generation of Japanese Women Psychologists Miki Takasuna School of Social and Human Sciences, Tokyo International University, Kawagoe 305-1198, Japan; [email protected] Received: 14 April 2020; Accepted: 17 May 2020; Published: 21 May 2020 Abstract: The purpose of this study was to characterize the first Japanese women psychologists, pre-WWII, as identified by their published work in psychological journals and by their conference presentations at meetings of the Japanese Psychological Association. From my archival survey, I collected data on the education levels, degrees, marital status, and careers of eight women. Three earned PhDs from US universities; five earned BAs from national public universities. All eight psychologists found teaching jobs at colleges. As the centenary of the JPA draws near, this work calls attention for the need to integrate women into the pre-WWII history of psychology when the school system and matriculation prerequisites for women differed from men. Keywords: women psychologists before WWII; first generation of women psychologists; integration form; history of psychology in Japan 1. Introduction The modernization of the Japanese social system came about rapidly in the late 1860s when the new Meiji government endeavored to import various knowledge and techniques from Western countries. In 1877, the Ministry of Education (established in 1871) approved Tokyo University as the first national university in Japan. Even then, from the beginning of a student’s college education, psychology was taught as a subject, though the first psychology laboratory was not founded until 1903 at Tokyo Imperial University1. By 1927, just 50 years after the founding of Tokyo University, the Japanese Psychological Association (JPA) was established as the first Japanese society for psychology.
    [Show full text]
  • Zur Diskussion Der Experimente Von Tamara Dembo Rene Van Der Veer & Helmut E
    Berliner Gestaltpsychologie in Aktion: Zur Diskussion der Experimente von Tamara Dembo Rene van der Veer & Helmut E. Lück Zusammenfassung: In diesem Beitrag werden Hintergründe zu dem nachstehend abgedruckten „ Vortrag von Fräulein Dembo über ihre Ver- suche, mit anschließenden Fragen" behandelt. Zunächst wird die Mitschrift des Vortrags beschrieben, dann wird kurz auf die Biographie von Dembo eingegangen, insbesondere wird die Teilnehmerschaft der Diskussion beschrieben, zu der Psychologen wie Wertheimer, Lewin, und einige beteiligte Versuchspersonen, darunter Gottschaldt, Lipmann und von Allesch, gehörten. Umgangsformen im Berliner Institut Mitte der zwanziger Jahre sind erkennbar. Besondere Beachtung findet der Sachverhalt, dass Dembo über drei Versuchsreihen referiert, von denen nur zwei Aufnahme in ihre Dissertation fanden. Die dritte, in der die Vpn keinerlei Instruktion erhielten, ist jedoch unter methodologischen und wissenschaftsgeschichtlichen Gesichtspunkten von Interesse, da sie Fragen zur Sozialpsychologie des psychologischen Experiments vorweg- nimmt. Abstract: In this contribution we give the background of the "Vortrag von Fräulein Dembo über ihre Versuche, mit anschließenden Fragen" published below. First, the protocol of the meeting is discussed and a concise biography of Dembo is given. Subsequently, the participants in the discussion, among whom many served as experimental subjects (e.g. Gottschaldt, Lipmann, and von Allesch) and others supervised the inves- tigation (Wertheimer, Lewin) are introduced. From the minutes of the meeting the way students and staff interacted at the Berlin Institute in the 1920s becomes apparent. Special attention is paid to the fact that Dembo referred to three experiments of which only two were included in her dissertation. However, with hindsight, this third experiment, in which subjects received no instruction at all, was especially interesting from the viewpoint of experimental methodology and from the viewpoint of the history of science.
    [Show full text]
  • Some Problems in Rehabilitation As Seen by a Lewinian
    Journal of Social Issues, Vol. 38, No. I, 1982, pp. 131-139 Some Problems in Rehabilitation as Seen by a Lewinian Tamara Dembo Clark University I will talk about matters rooted in Kurt Lewin’s early work with his students up to the time of his interest in small group research. During the ~O’S,I was his student in Germany, and took my Ph.D. with him. My thesis dealt with anger in frustration situations. Later, I was Lewin’s assistant during his stay at Cornell and at the University of Iowa, until he arranged to move to the Massachusetts Institute of Technology. Ten days before he died, we were discussing psychological matters in Washington. I am a Lewinian in my psychological thinking, emphasizing the structural characteristics of psychological occurrences. When Lewin once asked me, “DO you believe that topological properties actually exist in life?”, I simply said “Yes.” I felt then, as now, that much in life is spatial and structural. Working with Lewin was a cooperative effort. In solving problems, the emphasis was on work rather than on individual performers. This was characteristic of Lewin’s “Quase1strippe”-the weekly meeting with his graduate students that began in Berlin. It characterized his daily-and daylong-meetings with his thesis students, as well as the frequent meetings of Fritz and Grace Heider, Eugenia Hanfmann, Lewin, and myself, in Massachusetts during Lewin’s first years of residence in the United States. The Quaselstrippe meetings continued in the States and by then comprised a sizeable group of people interested in Topological Psychology.
    [Show full text]
  • A History of Cultural-Historical Gestalt Psychology: Vygotsky, Luria, Koffka, Lewin, and Others1
    ISSN 2076-7099 Психологический журнал Международного университета природы, общества и человека «Дубна» № 1, с. 98-101, 2012 Dubna Psychological Journal www.psyanima.ru A History of Cultural-Historical Gestalt Psychology: Vygotsky, Luria, Koffka, Lewin, and others1 A. Yasnitsky The interrelations between Soviet psychologists of ―Vygotsky Circle‖ (Yasnitsky, 2009, 2011) and German-American Gestalt psychologists and similarities of their theories were noted in a few studies (e.g., Chaiklin, 2011; e.g., Scheerer, 1980), but systematic investigation of the history and the substance of these connections have never been done. This study addresses this gap in scholarship and attempts to investigate the huge network of Soviet, German, and American scholars that is described here under the umbrella term ―Cultural-Historical Gestalt-Psychology‖ (Yasnitsky, 2012a). This study is based on the analysis of the archival documents found in the archives of Kurt Lewin, Kurt Koffka, Molly Harrower, and Fritz Heider (all in the Archives of the History of American Psychology, University of Akron, AHAP), Tamara Dembo (Clark University archives); and documents previously published in a number of scholarly works and memoirs (Harrower, 1983; King & Wertheimer, 2005; Lück, 2001; E. A. Luria, 1994; Marrow, 1969; Métraux, 2002; Rückriem, 2008; Vygodskaya & Lifanova, 1996; Vygotsky & Puzyrei, 2004, 2007). The paper leads its reader through several episodes that characterise the stages in the development of the interrelationships between the Soviet and the Western scholars and their gradual convergence on a number of theoretical and methodological issues. The key events and processes of the history of the ―beautiful friendship‖ are organized chronologically: 1925: European trips of Vygotsky and Luria, made independently and on different occasions, in summer 1925.
    [Show full text]
  • Rivista Scientifica Di Psicologia
    copertina 17:cop 06/04/11 09:09 Pagina 1 RIVISTA SCIENTIFICA DI PSICOLOGIA @=B?VOLUME 1/ 2011 RIVISTA SCIENTIFICA VOLUMERIVISTA DI PSICOLOGIA 1/2011 /LQN9ROXPH3RVWH,WDOLDQH6S$6SHGL]LRQHLQ$EERQDPHQWR3RVWDOH'/ FRQYLQ/Q DUWFRPPD'&%²520$5HJLVWUD]LRQHGHO7ULEXQDOHGL5RPDQGHO LINK VOLUME 1/2011 COVER indd 4 5 04 2011 15:58:27 LINK VOLUME 1/2011 COVER indd 1 5 04 2011 15:58:15 copertina 17:cop 06/04/11 09:09 Pagina 2 GCAA5F=C rivista scientifica di psicologia @=B? VOLUME 1/ 2011 Edit 3 VITO TUMMINO Focus 5 Il dolore nella nuova concezione biopsichica DAVID LAZZARI Una storia 17 Kurt Lewin (1890-1947) GIOVANNI CAVADI Esperienze 33 L’approccio ipnotico nella gestione del dolore: casi clinici ALESSANDRA DI COLA, MASSIMO CIANFANELLI, PATRIZIA COLOMBARI 46 Borderline: come? LUCIO DEMETRIO REGAZZO, ALFRIED LÄNGLE, FULVIA GABRIELI Strumenti 55 Neuropsicologia clinica: scopi e metodi ROBERTO CUBELLI, NICOLETTA BESCHIN, SERGIO DELLA SALA Ricerche 60 Analisi del profilo della WISC-R in soggetti con disabilità di apprendimento PAOLO SALOTTI Aggiornamenti 69 Quando la rabbia parla con il corpo LUIGI ARPENTI Linee guida 79 Introduzione alle “Linee Guida per la valutazione psicologica dei macchinisti dei treni e dell’altro personale collegato alla sicurezza” nel trasporto ferroviario FRANCO AMORE, CLAUDIO SIGNORETTI Una storia clinica 93 Il Disturbo Narcisistico di Personalità ILARIA BELLAVIA Recensioni A CURA DI GIOVANNI CAVADI Emozioni 103 Il crisantemo e il garofano MARIACETA GANDOLFO LINK VOLUME 1/2011 COVER.indd 2 5-04-2011 15:58:18 LINK VOLUME 1/2011 COVER.indd
    [Show full text]
  • Globalizing Rehabilitation Psychology: Application of Foundational Principles to Global Health and Rehabilitation Challenges
    Rehabilitation Psychology © 2016 American Psychological Association 2016, Vol. 61, No. 1, 65–73 0090-5550/16/$12.00 http://dx.doi.org/10.1037/rep0000068 Globalizing Rehabilitation Psychology: Application of Foundational Principles to Global Health and Rehabilitation Challenges Jacob A. Bentley Susanne M. Bruyère Johns Hopkins University School of Medicine Cornell University Jeanne LeBlanc Malcolm MacLachlan Vancouver, British Columbia, Canada Trinity College and Stellenbosch University Purpose/Objective: This article reviewed foundational principles in rehabilitation psychology and explored their application to global health imperatives as outlined in the World Report on Disability (World Health Organization & World Bank, 2011). Research Method/Design: Historical theories and perspectives are used to assist with conceptual formulation as applied to emerging international reha- bilitation psychology topics. Results: According to the World Report on Disability (World Health Organization & World Bank, 2011), there are approximately 1 billion individuals living with some form of disability globally. An estimated 80% of persons with disabilities live in low- to middle-income countries (WHO, 2006). The primary messages and recommendations of the World Report on Disability have been previously summarized as it relates to potential opportunities for contribution within the field of rehabilitation psychology (MacLachlan & Mannan, 2014). Yet, undeniable barriers remain to realizing the full potential for contributions in low- to middle-income country
    [Show full text]