COMPONENTS AND PROCESS OF IDENTITY FORMATION IN MODEL OF THE AUTHORSHIP OF OWN LIVES IN PEOPLE WITH DISABILITIES
Abstract: The subject of this article consistently develops the Joanna Głodkowska, PhD authorship of own lives in people with disabilities concept. With Full Professor at The Maria Grzegorzewska reference to the strategic framework (contextualism and University (APS) systemness in particular), it constructs an AOL-PwD model. Director of Institute of Special Education The model presents identity as a constitutive area in Head of Chair of Interdisciplinary understanding the authorship of their own lives in people with Disability Studies disabilities. The AOL-PwD model is composed of three 40 Szczęśliwicka Street interrelated elements: (1) authorship aspects, (2) identity 02-353 Warszawa components, and (3) process links. The article proposes Poland important theses that chart direction for research. It suggests that E-mail: [email protected] identity is a fundamental category in exploring the AOL-PwD. ORCID: 0000-0001-5579-060X The authorship of their own lives in people with disabilities is a dynamic category. As a result of AOL-PwD formation, the Marta Pągowska, PhD individual achieves a given authorship status: achieved, Assistant Professor at The Maria foreclosed, diffused, or moratorium status. The identity status Grzegorzewska University (APS) achieved determines the way people with disabilities perceive Head of Institute of Special Education their authorship life aspects. Developmental dynamics and Chair of Interdisciplinary Disability Studies specific identity and life authorship statuses being acquired 40 Szczęśliwicka Street suggest that it is necessary to redefine these areas of people's 02-353 Warszawa functioning on a regular basis. We believe that a consistent Poland implementation of the concept will provide an inspiring E-mail: [email protected] theoretical and empirical space for multidimensional ORCID: 0000-0002-2290-9886 explorations of the phenomenon of disability in light of normalization, humanities, and affirmation. The article also charts direction for further research, which will include, among others, qualitative research to verify the AOL-PwD model, then measurement tools will be developed, and a comprehensive assessment of people with different disabilities identifying AOL-PwD determinants will be conducted.
Keywords: authorship of own lives in people with disabilities, personal identity, social identity, normalization, social belonging, integration
International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 London Academic Publishing, August 2019, pp. 7 – 20. https://www.journals.lapub.co.uk/index.php/IJPES
7 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019)
IDENTITY AT THE ROOTS OF THE CONTEXTS OF THE (4) satisfactory performance of developmental MEANING OF THE AUTHORSHIP OF OWN LIVES IN tasks, and (5) effective use of social support PEOPLE WITH DISABILITIES AND ITS ASPECTS (Głodkowska and Gosk 2018).
The previous papers emphasized that the The life authorship concept penetrates into these AOLPwD concept forms part of a trend that areas that form the mental resources of people with creates a positive and agentic image of people with disabilities, at the same time becoming an disabilities in society. In view of further studies, important condition for their empowerment in the the need to operationalize the concept, design process of life normalization. Normalization is a measurement tools, and conduct extensive surveys set of principles based on a fundamental value, and comparative research was indicated namely: all human beings are special and precious, (Głodkowska and Gosk 2018). This idea gave each person constantly changes and develops direction to establishing a strategic framework for (Bronston, 1976, 465). Normalization emphasizes research on the authorship of own lives in people the value of integrating people with disabilities with disabilities (Głodkowska, Gosk and into society, supporting their development from Pągowska 2018). The framework stresses that the birth through late adulthood, and providing AOL PwD concept corresponds to the humanistic conditions that enable them to perform social roles approach to the exploration of the phenomenon of as well as appropriate quality of their lives that disability, which emphasizes human subjectivity, leads to life satisfaction. It could be said that agency, wellbeing, independence, and normalization is an objective and a process in developmental satisfaction. The strategic which people with disabilities exercise their right to create their own fate - to author their own lives framework for AOLPwD research points to: (1) within their abilities (Głodkowska 2014a). This universalism, (2) affirmation, (3) thesis gave rise to the development of the interdisciplinarity, (4) comprehensiveness, (5) authorship of their own lives in people with adaptation, (6) subjectivism, (7) objectivism, (8) participation, (9) individualism, (10) pragmatism, disabilities concept (AOLPwD). So far, it has (11) contextuality, and (12) systemness. The been conceptualized: a theoretical construct was authors assumed that a consistent implementation developed, contexts of meaning were identified, a of the authorship of their own lives in people with definition was formulated, research procedures disabilities concept would create an inspiring were designed, and a strategic framework for theoretical and empirical space and foster valuable research on the AOLPwD was established dialogue between various fields and theories, and (Głodkowska, 2015; Głodkowska and Gosk 2018; also between assessment and rehabilitation theory Głodkowska, Gosk and Pągowska 2018). and practice. To start with, we will briefly outline selected findings made so far. The authorship of their own The subject of this article consistently lives in people with disabilities concept results develops the authorship of their own lives in from the merging of various ideas and theories in people with disabilities concept. It refers to the psychology, pedagogy, sociology, and philosophy. AOLPwD research strategy framework The AOLPwD is described with five aspects: mentioned above - to the systemic and contextual eudaimonistic, personalistic, functional, temporal, approaches in particular (Głodkowska, Gosk, and and aid. Each aspect can be interpreted with Pągowska 2018). The systemic assumption reference to relevant theories. Preliminary emphasizes that the AOLPwD areas form a exemplifications proved it was reasonable to peculiar unique and individual system of inner present these aspects in light of the following properties and personal connections as well as theories: wellbeing, personalism, optimal external social relationships. This system testifies functioning, developmental tasks, and social to the unique and dynamic way a specific person support (Głodkowska 2015). The authorship of and the environment perceive his or her life in their own lives in people with disabilities concept answers to the following questions: (1) How does was defined as a multidimensional construct that the person experience subjectivity?, (2) What is the identifies: (1) subjective experiences, (2) personal person's sense of his or her own personal resources/wellbeing, (3) independence/autonomy, resources?, (3) To what degree is the person
8 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019) independent and can make decisions about his or category in interpreting life authorship as a general her life?, (4) Does the person perform category and its individual aspects (eudaimonistic, developmental tasks with satisfaction?, (5) To functional, personalistic, temporal, and aid). what degree can the person use social support efficiently (Głodkowska and Gosk 2018)? It DEFINITION, IDENTITY FORMATION COMPONENTS should be pointed out that each of these questions AND PROCESS IN SELECTED CONCEPTS refers directly to the person's sense of self, and thus - to his or her identity. This awareness of self and Identity is a theoretical construct determined by a one's life, abilities, and limitations is determined person’s sense of personal uniqueness, by both each person’s individual uniqueness and separateness, and individuality in the social by his or her sense of separateness from holding a environment. Identity characteristics make it specific place in the social world. This statement possible to distinguish, recognize, and identify a leads to the other strategic assumption for person, who can answer at least basic questions: AOLPwD research mentioned above, that is, Who am I?, What am I like?, What is my place and contextuality. This assumption points to the possibilities of life in the social environment? multiple connections between various Psychologists study personal sources of identity determinants of the person's life that occur in his or formation, sociologists search for determinants in her environment. They can strengthen, but also the social environment, and educators focus on weaken, a sense of subjectivity, agency, methods for shaping identity. Research describes independence, or a sense of having personal and defines identity, distinguishes its dimensions, resources. Shogren (2013) points out that the creates models, and investigates the identity research perspective - and the social perspective as formation process. Researchers look for answers to well - require that the interrelated contextual the identity question: “Who am I?” (identity factors be taken into account in the contents), probe into psychological and social conceptualization of disability, diagnosis, and processes related to the interpretation of these classification. As an integrative construct, context answers (identity processes), and explore constitutes a certain framework for describing, connections between personal and social analysing, and interpreting various aspects of consequences of the contents and processes found. human functioning - both personal and Authors point out that identity is defined with environmental ones. Consequently, it allows different terms - often with divergent meanings. giving recommendations for planning, They mention unitary identity and multiple implementing, and improving aid programs and identities, discovered and constructed identity, social policy oriented at people with disabilities. stable and fluid identity, and also personal and Also, the contextual exploration of life authorship social identity (Vignoles, Schwartz, and Luyckx determinants corresponds to the principles of 2011). Disability Studies, in which researchers clearly Many contemporary human identity theories stress the diagnostic and rehabilitative value of originate from Erik Erikson’s concept (1950, 1980, social, cultural, political, and economic living 2002). He was the first to use the term ego identity, conditions of people with disabilities (e.g.: thus giving identity a kind of subjective sense of Campbell and Oliver, 2013; Swain, French, self. The researcher suggested that a successfully Barnes, and Thomas 2013). formed identity is linked to the person's Citing the arguments given above in this psychological wellbeing. He presented identity as article, we want to emphasize that each of the a set of beliefs about oneself and the world around AOLPwD aspects is built into the person's that is characterized by perceiving oneself in terms psychological foundation, that is, into human of sameness, separateness, integrity, and continuity identity. Identity is expressed in self-awareness, in despite the passage of time. Erikson (1997, 257) being aware of one's resources, independence, and emphasized the special role of the first stage of the subjectivity, in the feeling that one develops and child's life in identity formation. Then receives support as well as in being aware of one's “consistency, continuity, and sameness of place in the social world. It can, therefore, be experience provide a rudimentary sense of ego assumed that human identity is a fundamental identity (...).” He also pointed out that the peak of
9 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019)
identity development is during adolescence, when, efface the things in us thanks to which we by successfully resolving identity crisis, teenagers recognize ourselves. It is human identity that gain a new virtue, that is, fidelity as stable identity, determines the person’s place in the social world, bonds, and relationships. Fidelity enables among other people, and on the other hand - gives adolescents to behave coherently in various him or her a sense of personal uniqueness and situations and take up age-appropriate tasks, specialness (Brzezińska 2006, 8). The person’s following a certain consistent lifestyle. At the same identity from his or her personal perspective can be time, Erikson did not consider identity to be a described by pointing out four concepts: a sense of closed inner system resistant to changes but rather separateness, a sense of sameness, a sense of a psychosocial process that retains certain continuity, and a sense of integrity (Brzezińska important personal and social characteristics 2006). It is examined within three areas: personal (Erikson, 1964). The author shows this process of identity, social identity, and cultural identity. identity development in three stages: an unclear Identity develops throughout the lifespan, but sense of self (diffusion), identification with role childhood and adolescence are the most important models (totality), and an integrated self- stages. All experiences collected in childhood are determination (wholeness). resources that provide the basis for identity Research results from the beginning of the 21st formation. In adolescence, identity formation is a century that refer to Erikson's findings concerning fundamental developmental task (Brzezińska, identity development during adolescence suggest 2006, 16). From the beginning of the person’s life, there exists a phenomenon of delayed adulthood. identity development proceeds simultaneously in a The phenomenon is connected with approval for specific temporal context (past, presence, and taking up various activities without any future) and in a sociocultural context (relationships commitments (without integrated self- and interactions, groups, organizations, and determination) or the need to make choices typical communities in which the individual participates at of adulthood. As a result of intense sociocultural a given time of life). changes and the multitude of offers and Meeus and colleagues (2010) point to the information, young people prolong their transition concept of identity statuses developed by Marcia to adulthood and postpone taking on adult roles (1966, 1980) as one of the most important concepts (Fadjukoff, 2007; Fadjukoff, Kokko, and - analysed in depth theoretically and used in Pulkkinen, 2007; Fadjukoff, Pulkkinen, and empirical studies. It is worth stressing that the Kokko, 2016). Research findings also show that author significantly specified the concept, identity formation in adolescents is linked to operationalized important aspects of identity, and changes taking place in coping with commitments thus showed research opportunities. Marcia (1966) and not to changes in commitments themselves developed the theory of identity statuses in the (Klimstra, Hale, Raaijmakers, Branje, and Meeus, 1960s and 1970s. He distinguished two stages in 2010). These changes in the ways adolescents cope the identity formation process: (1) exploration and with their commitments relate to the intensive (2) commitment. This way he ascribed an development during adolescence, which is important characteristic to understanding identity, promoted by an increasing sense of agency in that is, developmental dynamics. The first stage young people. Also, the range of their practical refers mainly to early adolescence (10/12 - 15/16 skills expands and the following properties occur: years of age). In the second developmental phase pride in their abilities, ambition, motivation for (16/17-18/20), young people take on achievements, striving for a favourable status in commitments. their peer group, comparing themselves with At the exploration stage, young people others increasingly, and competition. experiment with various roles, get involved in Brzezińska (2006, 7) demonstrates, at each different activities, and participate in various social stage of our lives, our identity develops and so does groups. This is a way to define oneself, build our awareness that we are distinct individuals, that knowledge of oneself, of one’s abilities and we are different from other people despite all limitations. Exploration is an orienting and similarities, that we are ourselves regardless of cognitive activity which focuses on investigating, circumstances, that the passage of time does not or learning about the environment and its
10 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019) properties as well as experimenting in and with it, diffusion - when the person has not gone through taking on various social roles, and getting to know the two stages of identity formation successfully, new ways of thinking and lifestyles. These (3) foreclosure - when the person experiences activities consist in actively testing, assessing, significantly limited opportunities to explore the searching, making decisions, and changing them. environment (e.g., due to parents’ excessive During childhood, children learn about their reality control and directiveness) and at the same time is with all their senses - they explore physical space, under strong pressure related to making the world of objects and people. In adolescence, it commitments and decisions important for the is not the world of objects that is the main area of future, and (4) moratorium - when the person has exploration any longer but the person himself or had opportunity for excessive exploration in the herself and the people around the person. These are environment (parents, teachers, peers) and at the mainly significant others the person has close same time making commitments and decisions has emotional relationships with, who meet his or her not been stressed enough. As a result of his security needs, consent to/accept the person's empirical analyses, Marcia (1966, 558) defined the sometimes risky (exploratory) activities, and are an identity statuses as “individual styles of coping authority for the person, that is, parents, teachers, with the psychosocial task of forming an ego and peers (Brzezińska 2006). The developmental identity”. effect of exploration oriented at physical objects, The division of the identity formation stages people, and oneself consists in gaining knowledge into exploration and commitment is not so clear- that serves to expand and modify the image of the cut today as research - by Luyckx et al. (2006) world and the self-formed earlier in life and in among others - shows that both exploration and transforming the I-others relationship from “child commitment are present not only in early and late dependence” to “adult interdependence” adolescence but also in adulthood. It is difficult to (Brzezińska 2006, 18). It is worth noting, which set normative age ranges for each of the identity Brzezińska (2006) emphasizes, that limited development cycles. That is why Luyckx and exploration results in a small store of individual colleagues proposed a dual-cycle model of identity experiences. On the other hand, excessively formation (Luyckx, Goossens, and Soenens 2006; extensive exploration may provoke chaos and Luyckx, Soenens, Vansteenkiste, Goossens, and confusion. Berzonsky 2007; Luyckx, Teppers, Klimstra, and At the next stage of identity formation, young Rassart 2014). According to this complex model, people take on commitments, including, among identity is a construction composed of five others, making choices according to their needs dimensions: (1) exploration in breadth, or looking and aspirations in life - guided by their preferred for alternatives with reference to one's values, values. A sense of continuity, purpose, cohesion, goals, and beliefs before making a choice; (2) and agency are expressed in commitments. It is a commitment making, or making choices and time when young people need to cope with commitments that are important for identity significant others' expectations and accept development; (3) exploration in depth, or responsibility for their behaviours and decisions. evaluating current choices in detail; (4) As long as they have engaged in exploratory identification with commitment, or identifying behaviours before, adolescents make choices oneself with those choices with a feeling of following their needs, aspirations, and plans, they certainty that they are good for the person; and (5) shape their world views. Commitments give a ruminative exploration, which relates to fears, sense of continuity, build life goals, and what is anxieties, and doubts and to reflecting on negative most important - develop the ability to remain experiences (Crocetti, Rubini, Luyckx, and Meeus, faithful to choices made (Marcia, 1966). 2008; Meeus, Iedema, Helsen, and Vollebergh Marcia (1966, 551-558) pondered on 1999; Meeus, Iedema, and Maassen, 2002; “individual styles of coping” with identity Crocetti, Rubini, and Meeus 2008; Luyckx, formation tasks. He thus distinguished four Goossens, Soenens, and Beyers 2006). Each of identity statuses: (1) identity achievement - when these dimensions is composed of two cycles: a the person has successfully gone through the commitment formation cycle and a commitment exploration and commitment stages, (2) identity evaluation cycle. The dynamic interaction between
11 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019) the two cycles stimulates the identity formation and Rubini (2018), who analyzed personal and process and thus defines six identity statuses: social identity in adolescents in a longitudinal achievement, foreclosure, moratorium, carefree study. The authors found, among others, that diffusion, diffused diffusion, and undifferentiated personal and social identity processes are cluster (Klimstra, Hale, Raaijmakers, Branje and interrelated and most cross-lagged effects show Meeus 2010). The concept by Luyckx and that young people's social identity significantly colleagues (2006) significantly extends the influences personal identity formation. Gidden's classical theory by Marcia, making identity more (1991, 53) words can be a valuable summary of complex and dynamic. deliberations on identity: “Self-identity is not a set Approaching identity from a developmental of traits or observable characteristics. It is a point of view, researchers noticed that the personal person's own reflexive understanding of their identity formation process does not end in biography.” The theories presented above focus on adolescence but can last as long as until 30 years and analyse the categories of processes important of age. Following this trend, Stephen, Fraser, and for human identity formation. At the same time, Marcia (1992) proposed modification to the they provide valuable inspirations for examining classical model of identity formation and the issue of identity in people with disabilities. distinguished repeated MAMA cycles: Moratorium – Achievement – Moratorium - Achievement. IDENTITY AND ITS DEVELOPMENT WITH DISABILITY Research showed that identity status in adulthood can change in response to changes in the external Since the 1990s, there has been extensive research environment (Marcia 2002). Kroger (2015) takes a on identity among people with disabilities (among similar position and stresses that identity is not a others: Gill 1997; Hahn and Belt 2004; Darling static property as the individual's life 2003; Putnam 2005; Whitney 2006; Valeras 2010; circumstances and changes in his or her biological Shakespeare 1996; Watson 2002; Hughes, Russel and psychological needs become a spur for and Paterson 2005; Murugami 2009; Galvin 2003; changes in the person's identification and Galvin 2005). Murugami (2006) presented a few separateness. At the same time, a developed human conclusions based on those studies. The author identity needs to be plastic and open as initial pointed out that (1) identity in people with identity commitments change with time and the disabilities is structured on social experience person experiences the need to manage new and shared with nondisabled people; (2) it is possible changing tasks in life (Côté and Levine 2015; to distinguish and define specific identities of Schwartz, Côté and Arnett 2005; Côté 2006; das people with disabilities; and (3) the self as Dores Guerreiro and Abrantes 2004). awareness of one's existence and oneself plays an It should also be noted that numerous important role in identity formation. She researchers clearly perceive two types of identity: emphasized that to free people with disabilities personal identity and social identity (among others: from fixed, frequently stereotypical identities, their Albarello, Crocetti and Rubini 2018; Vignoles life realities - when they experience cultural and 2017; Turner and Onorato 1999). Personal identity social prejudices - need to be understood. (also called individual identity) relates to the It should be pointed out that in the current formation of the self and is expressed in perceiving approaches to disability, the issue of identity and experiencing oneself as a unique individual becomes a distinct strand undertaken by and in identifying oneself with one's personal psychologists, sociologists, philosophers, and goals, aspirations, and values. Social identity educators. The social model of disability, which relates to the formation of the “we” category and is stresses the equal rights of all people, their right to expressed in identifying oneself with the social make decisions, their agency, and full participation environment and adopting collective goals, values, in social life, is the main reference. This model's and conduct as one's own. Researchers note that principles clearly specify conditions for identity conflict and balance between these types of formation in people with disabilities (Oliver 2013; identity become an important basis for human Degener 2016; Beckett and Campbell 2015). Also identity development processes. Interesting the affirmation model, which reveals the positive conclusions were reached by Albarello, Crocetti, aspects of disability, should be mentioned. The
12 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019) authors show that the affirmation of differences four types of integration. The author delineates creates opportunities for good life for all - them, capturing their essence with their names. She nondisabled and disabled people. They argue that distinguishes the following types of integration: (1) people with disabilities not only need confirmation coming to feel we belong, that is, integrating into how they are different from nondisabled people, society, (2) coming home, that is, integrating with but they also expect recognition of their personal the disability community, (3) coming together, that nature, acceptance of their lifestyle and quality of is, internal integration of the person with disability, life, and respect for their identity (Swain and and (4) coming out, that is, integrating our feelings French 2000, 577). The affirmative model opposes with how we present ourselves in a given the tragic model of disability, in which the person's environment and circumstances. Gill (1997) points limitations hinder autonomy and full participation out that these types of integration are very in social life, thus disturbing the identity formation important for the personal empowerment process process (Swain and French 2000; French and in people with disabilities and their identity Swain 2004). development. The coming out integration type, as The title of Watson’s (2002, 519) article: Gill (1997, 45) argues, is often the last stage to “Well, I Know This Is Going to Sound Very achieving identity by people with disabilities. Strange to You, but I Don't See Myself as a Everything starts with a desire to find one's place Disabled Person” sounds very evocative in the in society, among nondisabled peers, and at the context of identity in people with disabilities. The same time - to emphasize oneself as a person with author argues that the identity of people with disability. There also exists a different way to disabilities can be achieved not by denying or develop a sense of identity - one that is determined putting disability aside but by reconstructing what by a desire to belong to the disability community, is normal. People with disabilities have the right thanks to which efforts to respect the rights of not to accept the social definition of normal and people with disabilities can be reinforced. also have the right to perceive differences resulting Unfortunately, all too frequently, the social from their disabilities as something normal for environment poses obstacles to people with them. Such mental work on the social construction disabilities striving for an independent life and of disability takes places when the person acts aims to fit them into social structures and consciously and questions the identity attributed to requirements. him or her by society. Watson adds that identity Foucault’s (2000, 78) position could be cited does not have to be defined in terms of differences, here. He argues that for some time now, sociology celebrating diversity or pride in identity labelled - and ethnology to an even greater degree - have disability, but the point is to define disability in been turning toward an opposite phenomenon, one’s own individual terms - according to how one toward what could be termed a negative structure perceives oneself and his or her place in the world of society: Who does society reject? What does the (Watson 2002, 521). Kidd and Teagle’s (2001) game of impossibilities consist in? What is the position could be cited here; they argue that system of bans? This view clearly emphasizes the identity is both the condition of being a person and position of researchers who focus on showing the the process thanks to which we become a person lives of people that are relegated to the margins, and are formed as subjects. When a person negates stigmatized, isolated, or excluded. None of these perceiving himself or herself as disabled, the terms is fully clear-cut, but each points to the person has grounds to think of himself or herself as negative social status of the person who a person free from oppression and to build self- experiences this state. According to Foucault, awareness as a free subject. As Murugami (2006) disability becomes equivalent to social oppression, argues, people with disabilities are capable of where governmental policy, state authorities, and forming a sense of self, or self-identity, instead of institutions (including educational systems) are constructing it on disability while at the same time key factors in creating structures that oppress accepting their condition. people with disabilities. This marginalization and Worthy of note is the interesting concept by social oppression are directly and, at the same time, Gill (1997), who examines identity formation in negatively related to the process of identity people with disabilities from the point of view of formation in people with disabilities.
13 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019)
Foucault’s (2000) views can also serve as a of personal identity formation in people with background for exploring sociological theories of disabilities. Most frequently, analyses explore belonging. These concepts show that distance social identity and social phenomena relating to leads to treating people with disabilities as strange, stigmatization and marginalization. And thus unknown, totally different others who are socially sociological studies investigate social inefficient and whose functional impairments consequences of being disabled and explain the cause the fundamental existential conflict each mechanisms of self-determination and identity person with disability is in (Speck 2005, 229). formation in people with disabilities in social Numerous researchers underline that disability can situations (among others: Ostrowska, Sikorska, be a factor that determines the development of and Gąciarz 2001; Wiszejko-Wierzbicka 2008; identity and also a sense of social belonging Sikorska 2002; Gustavsson and Zakrzewska- (among others: Watson 2002; Riddell and Watson Manterys 1997). Shakespeare (1996) believes that 2014; Forber-Pratt, Lyew, Mueller and Samples disability identity is an extremely complex 2017; Gilson and DePoy 2015). phenomenon and the process of its formation is Theories of belonging explain that taking care determined by at least three main aspects: a of its stability, the social system is not interested in political aspect (disability activism), a cultural accepting people with disabilities but only in aspect (disability arts), and a personal aspect (self- adapting them to existing conditions. In such understanding). The author emphasizes that people circumstances, the subjectivity, autonomy, with disabilities go through a process during which independence or self-determination of people with they try to organize their lives in such a way as to disabilities are not worth considering or are even be as ordinary as possible, that is, to retain contrary to the social interest (Speck 2005). everything that will let them function relatively Distance, rejection, isolation, or stigmatization are normally in various areas of social life. the actual social response. People with disabilities Putnam (2005) developed a framework for experience humiliation and disrespect from political disability identity, taking into account six “normals.” Describing this often drastic state, aspects: (1) self-worth, (2) pride, (3) Goffman (2005, 41) talks about the formation of discrimination, (4) common cause, (5) policy “spoiled identity” in people with disabilities and alternatives, and (6) engagement in political their stigma of embarrassing otherness. action. Putnam expanded on these domains of Stigmatization makes the person different, political disability identity. For example, she dissimilar as stigma management is a general defined “pride” as demanding that society perceive feature of society, a process occurring wherever people with disabilities as individuals with there are identity norms. physical or mental impairments who experience Hughes and colleagues (2005) argue that disability; accepting that disability is nothing identity formation in people with disabilities is unusual but rather a common human trait; consistently activated as a result of social recognizing that impairment is not inherently stigmatization of these people as strangers. negative but can become negative in certain Excluding processes limit opportunities for cultural, social, and physical environments; and participation in various areas of social life and are recognizing these traits as promoting participation also factors destructive to personal life. Research in cultural minority groups (Putnam 2005, 195). shows that young people with disabilities in The author concludes that a sense of identity that particular are aware of identity changes that are reinforces people with disabilities results from frequently related to social exclusion and their conscious actions in which they sometimes stereotypical image of people with disabilities as need to question their socially assigned identity. tragic figures (Murray 2002). Unfortunately, The analyses that have been made to date show that various limitations and determinants make it very the authorship of their own lives in people with difficult for people with disabilities to assume an disabilities forms a special construct that delineates identity other than that assigned to them because of an individual and unique system of inner properties their disabilities, impairments, or disorders. and personal connections as well as sociocultural It can be noted that there are few theoretical contexts. analyses or empirical reports looking at the issue
14 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019)
AUTHORSHIP OF OWN LIVES IN PEOPLE WITH With reference to previous findings, we expect that DISABILITIES: A MODEL DETERMINED BY IDENTITY the AOL-PwD model will delineate research activities. Three elements constitute the structural Identity appears as a fundamental category of the origins of the AOL-PwD model: (1) authorship AOL-PwD and a central point of reference that aspects, (2) identity components, and (3) process points to individuality and uniqueness. Graphic links. presentation of this construct as a model outlines and specifies the comprehensive and systemic Diagram 1. Model of the authorship of own lives in people approach to this conceptual category (Diagram 1). with disabilities
15 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019)
The identity of the person with disability, which is participation in various social groups and adopting explained with identity components and process collective goals, values, and conduct as one's own links, is a central category in the model presented. (sociocultural component). These facts reveal the The AOLPwD identity components are examined course of exploration and commitment processes, in two categories: personal (individual) identity which lead to achieving specific identity statuses and social identity. The personal identity (achieved, foreclosed, diffused, or moratorium). At component relates to the formation of the self, the same time, developmental satisfaction while the sociocultural one relates to the formation (AOLPwD aspect) manifests itself in the of the “we” category. The identity process links - description of the identity process links (social, in line with Gill's (1997) concept - relate to the community, internal, and reflected integration). different types of integration: social integration, We assume that personal factors and a broad community integration, internal integration, and sociocultural context of the lives of people with reflected integration. According to this concept, disabilities determine the course of their personal they form the basis for identity formation in people and social identity formation process, and in with disabilities. At the same time, they are linked consequence, they also condition the way people to the individual’s personal characteristics and the perceive themselves as the authors of their lives sociocultural context of the individual's life and the individual life authorship aspects. The situation. AOLPwD model assumes these processes are With reference to Marcia’s (1966, 1980, 2002) dynamic. Thus, all changes in the person's life identity concept, we find it reasonable to take into situation and each new personal or social consideration two identity formation processes - experience can frame a different perception of exploration and commitment. The course of these oneself as the author of one's life and its individual processes makes it possible to identify the identity aspects - also such that is contrary to the previous status achieved by an individual (achieved, one. foreclosed, diffused, or moratorium) and the The analyses presented in this article are authorship of own lives in people with disabilities systematized from the point of view of the status as well. following theses: We assume that the person's stage in the process of identity formation and his or her identity (1) The fundamental category to explore the status determine the way the person defines his or AOLPwD is identity understood both as a her life authorship and perceives its authorship construct of attributes that are assigned to the aspects. The model includes the five aspects of the individual by the social environment and the authorship of own lives in people with disabilities: effect of the work of the subjective aspect of the personalistic aspect refers to subjectivity identity, that is a sense of identity. (authorship of one’s life enables the person to say: I know who I am), the eudaimonistic aspect refers Also, such an approach to the key concept of the to personal resources (I have potential), the authorship of own lives in people with disabilities functional aspect refers to autonomy (I am provides grounds for presenting the AOLPwD in independent and self-reliant), the temporal aspect both subjective terms (a sense of authorship in - to developmental satisfaction (I perform people with disabilities) and in objective terms important tasks in various periods of my life), and (recognition of a given person's life authorship by the aid aspect - to support (I have a place in the the social environment). The consistent social environment) (Głodkowska 2015). The understanding of identity and authorship also authorship aspects, identity components, and emphasizes the assumptions presented in previous process links are interrelated. For example, publications concerning AOLPwD research developmental satisfaction as the AOLPwD procedures and strategies. temporal aspect defines developmental task performance and identification with goals, (2) The authorship of own lives in people with aspirations, and age-specific personal values disabilities is a dynamic category that (personal component) as well as the performance develops and changes throughout the lifespan. of developmental tasks that are connected with
16 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019)
Change dynamics is determined, among others, by (5) Developmental dynamics and specific identity the identity processes of exploration and and life authorship statuses being acquired commitment, which penetrate into the individual suggest that it is necessary to redefine these aspects of the authorship of own lives in people areas of people's functioning on a regular with disabilities (subjectivity, personal resources, basis. autonomy, developmental satisfaction, and support), making them a special orienting and It should be emphasized that the authorship of own cognitive activity in the form of activating the lives in people with disabilities is a conceptual process links, i.e. exploration (experimenting, category that shows a distinct dynamic reference to involvement, participation, searching, testing, a process that can be given the characteristic of evaluating) and commitment (making choices and being permanent. Continuity of this process occurs being faithful to them in line with one’s needs, in time and in various circumstances. That is why plans, aspirations in life, and preferred values). each new life experience (even one that seems Also stability, that is, the sameness of oneself unimportant) can frame a different perception of despite the passage of time and changes in living oneself as the author of one's life and its individual conditions and in relationships with the social aspects: subjectivity, personal resources, environment, needs to be taken into account in autonomy, developmental satisfaction, and support perceiving changes in both identity and authorship. - also perceptions that are contrary to previous ones. We assume that the authorship of own lives (3) As a result of AOLPwD formation, the in people with disabilities construct is holistic, individual achieves a given authorship status: comprehensive, contextual, and systemic. achieved, foreclosed, diffused, or moratorium status. CONCLUSION
The identification of the AOLPwD statuses The authorship of own lives in people with allows operationalization of the authorship of own disabilities is a concept of assessment and lives in people with disabilities in identity terms. rehabilitation. It corresponds to the positive, The systemness and contextuality of the affirmative approach to the exploration of the AOLPwD show that the identity formation phenomenon of disability. The idea of perceiving process and the way of perceiving (defining) life disability from the point of view of life authorship authorship and its aspects are determined by enables people with disabilities to look at numerous personal and social factors and thus take themselves and their lives in a different way: not place in the specific living conditions of each only from the angle of limitations, disorders, or person. Creating a network, the determinants deficits but through the lens of subjectivity, overlap in interrelationships, which produces both agency, personal resources, independence, and identity statuses and authorship of own lives in satisfaction with fulfilling developmental tasks people with disabilities statuses. which are essential aspects of authoring oneself and one’s life. The person’s identity - as a source (4) The identity status achieved determines the way people with disabilities perceive their category for understanding the AOLPwD - makes authorship life aspects. the person unique, individual and at the same time separate, which allows the person, despite all Differences in perceiving one's authorship and similarities, to differ from other people and to identity may result, among others, from the status recognize himself or herself and his or her place in achieved in these two categories. For it can be the social environment. assumed that the person defines his or her life authorship and perceives its authorship aspects The theoretical analyses performed to date (subjectivity, personal resources, autonomy, substantiate the AOLPwD concept, develop the developmental satisfaction, and support) in a construct, show the contexts of the meaning of the unique, individual way depending on the person's AOLPwD aspects, and announce research stages stage of identity formation and the (personal and and procedures. This article shows this concept social) determinants of this process. with reference to identity, which is considered to
17 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019) be constitutive for understanding the authorship of Transitions in Portugal." Portuguese Journal of Social their own lives in people with disabilities. A model Science, 3(3)(2004):191-209. was built whose three interrelated elements Degener, Theresia. “A human rights model of disability.” Routledge Handbook of Disability Law and Human (authorship aspects, identity components, and Rights. Routledge, 2016, 47-66. process links) are the source to understand the Erikson, Erik. H. Childhood and society. New York: Norton, AOLPwD. 1950. Further extensive investigations in this area Erikson, Erik. H. "Human strength and the cycle of will be determined by research tasks, including, generations." Insight and responsibility: Lectures on the ethical implications of psychoanalytic insight. Ed. among others: verification of the AOLPwD Erik. H. Erikson, 1964, 111-157. model with the use of qualitative research, Erikson, Erik. H. Identity: Youth and crisis. New York, 1968. development of measurement tools, and Erikson, Erik. H. Identity and the life cycle. New York: assessment of people with different disabilities Norton, 1980. identifying AOLPwD determinants. We hope that Erikson, Erik. H. Dopełniony cykl życia [Original title: The life cycle completed]. Poznań: Dom Wydawniczy REBIS, the results of analyses will reinforce the belief that 2002. despite their disabilities, these people can build and Erikson, Erik. H. Dzieciństwo i społeczeństwo [Original title: do build their lives as their authors and have Childhood and society]. Poznań: Dom Wydawniczy something important to offer to the world. Rebis, 1997. Fadjukoff, Päivi. Identity formation in adulthood. Jyväskylä: Jyväskylä University Printing House, 2007. Fadjukoff, Päivi, Kokko, Katja, and Pulkkinen, Lea. REFERENCES “Implications of timing of entering adulthood for identity achievement.” Journal of Adolescent Research, 22 Albarello, Flavia, Crocetti, Elisabetta, and Rubini, Monica. (2007):504-530. doi: 10.1177/0743558407305420 "I and us: A longitudinal study on the interplay of personal and social identity in adolescence." Journal of Fadjukoff, Päivi, Pulkkinen, Lea, and Kokko, Katja. Youth and Adolescence. 47(4)(2018):689-702. “Identity formation in adulthood: A longitudinal study Beckett, Angharad E. and Campbell, Tom. "The social model from age 27 to 50.” Identity, 16(1) (2016):8-23. of disability as an oppositional device." Disability & Forber-Pratt, Anjali J. et al. “Disability identity development: Society. 30(2)(2015):270-283. A systematic review of the literature.” Rehabilitation Bronston, William G. "Concepts and theory of Psychology, 62(2)(2017):198-207. normalization." The mentally retarded child and his French, S., & Swain, J. (2004). Whose tragedy? Towards a family: A multidisciplinary handbook. Ed. R. Koch and personal non-tragedy view of disability. London, UK: J. C. Dobson. New York: Brunner/Mazel, 1976, 490– Sage. 516. Foucault, Michel. Choroba umysłowa a psychologia. Brzezińska, Anna. „Dzieciństwo i dorastanie: korzenie Warszawa: Wydawnictwo KR, 2000. tożsamości osobistej i społecznej.” Edukacja regionalna. Galvin, Rose. "The function of language in the creation and Ed. Anna. W. Brzezińska, Aleksandra Hulewska, and liberation of disabled identities: From Saussure to Justyna Słomska. Warszawa: Wydawnictwo Naukowe contemporary strategies of government." Australian PWN, 2006, 47-77. Communications Journal, 30(3)(2003):83–100. Campbell, Jane, and Oliver, Mike. Disability politics: Galvin, Rose. D. "Researching the disabled identity: Understanding our past, changing our future. Abingdon- Contextualising the identity transformations which on-Thames: Routledge, 2013. accompany the onset of impairment." Sociology of Health Côté, James. E., and Levine, Charles G. Identity formation, & Illness, 27(3)(2005):393-413. youth, and development: A simplified approach. Giddens, Anthony. Modernity and Self-Identity. Cambridge: Psychology Press, 2015. Polit, 1991. Côté, James E. . “Identity studies: How close are we to Gill, Carol. J. "Four types of integration in disability identity developing a social science of identity? - An appraisal of development." Journal of Vocational Rehabilitation, 9(1) the field.” Identity, 6(1) (2006):3-25. (1997): 39–46. Crocetti, Elisabetta, Rubini, Monica, Luyckx, Koen, and Gilson, S. F., and DePoy, E. “Disability, identity, and cultural Meeus, Wim . "Identity formation in early and middle diversity.” Review of Disability Studies: An International adolescents from various ethnic groups: From three Journal, 1(1) (2015). dimensions to five statuses." Journal of Youth and Głodkowska, Joanna. „Przestrzeń rehabilitacyjna w Adolescence, 37 (2008):983–996. otoczeniu osób z niepełnosprawnością intelektualną – Darling, Rosalyn Benjamin. "Toward a model of changing ujęcie koncepcyjne.” Ruch Pedagogiczny, 5-6(2003): 7- disability identities: A proposed typology and research 23. agenda." Disability & Society, 18(7)(2003):881-895. Głodkowska, Joanna. „Optymizm czy pesymizm w stylu das Dores Guerreiro, Maria, and Abrantes, Pedro. "Moving wyjaśniania stosowanym przez młodzież z lekką into adulthood in a southern European country: niepełnosprawnością intelektualną.” Człowiek –
18 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019)
Niepełnosprawność – Społeczeństwo, 1(2005):153- y procedimientos de investigación” [The authorship of 179. their own lives in people with disabilities (AOL-PwD) - Głodkowska, Joanna. Konstruowanie umysłowej From the sources and theoretical construct to the design reprezentacji świata. Diagnoza, możliwości of research stages and procedures]. Siglo Cero, 49(4)( rozwojowe i edukacyjne dzieci z lekką 2018):111-126. niepełnosprawnością intelektualną w aspekcie Głodkowska, Joanna, Gosk, Urszula and Pągowska, Marta. stałości i zmienności w pedagogice specjalnej. “The Authorship of Their Own Lives in People With Kraków: Wydawnictwo Naukowe Akapit, 2012. Disabilities: Research Strategy Framework”. Głodkowska, Joanna. „Przełamywanie stereotypu International Journal of psycho-educational sciences, niepełnosprawności intelektualnej.” Ruch 7(3)(2018):7-18. Pedagogiczny, 3(2013): 31-69. Goffman, Erving. Piętno. Rozważania o zranionej Głodkowska, Joanna. „Autorstwo życia a niepełnosprawność tożsamości [Original title: Stigma. Notes on the – ponawiane odczytywanie idei normalizacji” management of spoiled identity]. (translated by [Authorship of life versus disability – Renewed Aleksandra Dzierżyńska and Joanna Tokarska-Bakir). interpretations of the normalization principle]. Człowiek Gdańsk: Gdańskie Wydawnictwo Psychologiczne, 2005. – Niepełnosprawność – Społeczeństwo, 1(2014a): 75–97. Gustavsson, Anders, and Zakrzewska-Manterys, Elżbieta Głodkowska, Joanna. „Rozważania o podmiotowości a (Eds.). Upośledzenie w społecznym zwierciadle. niepełnosprawność - u źródeł współczesnego ujęcia i w Wydawnictwo "Żak", 1997. perspektywie interdyscyplinarnej” [Discussion of Hahn, Harlan D., and Belt, Todd L. "Disability identity and subjectivity versus disability – At the origins of the attitudes toward cure in a sample of disabled contemporary approach and interdisciplinary activists."Journal of Health and Social Behavior, perspective]. Człowiek – Niepełnosprawność – 45(4)(2004):453-464. Społeczeństwo, 2(2014b): 91-110. Hughes, Bill, Russell, Rachel, and Paterson, Kevin. "Nothing Głodkowska, Joanna. „Podmiotowość a doświadczenie to be had 'off the peg': Consumption, identity, and the zależności przez osoby z niepełnosprawnością – immobilization of young disabled people." In Disability normalizacja jako narzędzie ideowe rehabilitacji and Society, 20(1)(2005):3-17. podmiotowej” [Subjectivity versus dependence Kidd, Warren, and Teagle, Alison. Culture and identity experienced by people with disabilities – Normalization (Skills-based sociology). New York: Palgrave and as an ideological tool of subjective rehabilitation]. Macmillan, 2001. Człowiek – Niepełnosprawność – Społeczeństwo, Klimstra, Theo A., et al. "Identity formation in adolescence: 3(2014c): 87-106. Change or stability?". Journal of Youth and Adolescence, Głodkowska, Joanna. „Być podmiotem i stawać się autorem 39(2)(2010):150-162. własnego życia- paradygmat wsparcia w przygotowaniu Kroger, Jane. “Identity development through adulthood: The osób z niepełnosprawnością do egzystencji move toward “Wholeness.” The Oxford Handbook of podmiotowej” [To be a subject and become the author of Identity Development, Eds: K. C. McLean and M. Syed, one's life - Paradigm of support in preparing people with 2015, 65-80. disabilities for subjective existence]. Człowiek – Niepełnosprawność – Społeczeństwo, 4(2014d): 29-44. Luyckx, Koen, Goossens, Luc, and Soenens, Bart. "A Głodkowska, Joanna. „Autorstwo własnego życia osoby z developmental contextual perspective on identity niepełnosprawnością – konceptualizacja w perspektywie construction in emerging adulthood: Change dynamics in dobrostanu, podmiotowości, optymalnego commitment formation and commitment evaluation." funkcjonowania i wsparcia” [Authorship of their own Developmental Psychology, 42(2)(2006):366-380. lives in people with disabilities - Conceptualization in Luyckx, Koen, Goossens, Luc, Soenens, Bart, and Beyers, view of well-being, subjectivity, optimal functioning, and Wim. "Unpacking commitment and exploration: support]. Personalistyczne ujęcie fenomenu Preliminary validation of an integrative model of late niepełnosprawności [Personalistic approach to the adolescent identity formation." Journal of Adolescence, phenomenon of disability]. Ed. Joanna Głodkowska. 29(3)(2006):361-378. Warszawa: Wydawnictwo Akademii Pedagogiki Luyckx, Koen, Teppers, Eveline, Klimstra, Theo A., and Specjalnej, 2015, 110-134. Rassart, Jessica. " Identity processes and personality traits Głodkowska, Joanna. „Dziecko Osobą personalistyczne and types in adolescence: Directionality of effects and odczytywanie kanonów wczesnego wspomagania developmental trajectories." Developmental Psychology, rozwoju dziecka.” Interdyscyplinarne konteksty wczesnej 50(8) (2014):2144-2153. interwencji, wczesnego wspomagania rozwoju dziecka Luyckx, Koen, et. al. "Parental psychological control and [Interdisciplinary contexts of early intervention and early dimensions of identity formation in emerging adulthood." childhood development support]. Ed. Joanna Journal of Family Psychology, 21(2007):546–550. Głodkowska, Grażyna Walczak, Radosław Piotrowicz, Marcia, James E. "Development and validation of ego- and Iwona Konieczna. Warszawa: Wydawnictwo APS, identity status." Journal of Personality and Social 2017. Psychology, 3(5)(1966):551-558. Głodkowska, Joanna, and Gosk, Urszula. Autores de sus Marcia, James. “Ego identity development.” Handbook of propias vidas en personas con discapacidad (AOL-PwD). adolescent psychology. J. Adelson (Ed.). New York: “De las fuentes y el constructo teórico al diseño de etapas John Wiley, 1980, 159-187.
19 International Journal of Psycho-Educational Sciences | Vol. 8, No. 2 (August 2019)
Marcia, James E. (2002). “Identity and psychosocial Speck, Otto. Niepełnosprawni w społeczeństwie: podstawy development in adulthood.” Identity: An International ortopedagogiki. Gdańsk: Gdańskie Wydawnictwo Journal of Theory and Research, 2(1):7-28. Psychologiczne, 2005. Meeus, Wim, et.al. "Patterns of adolescent identity Stephen, Joanne, Fraser, Eugene, and Marcia, James E. development: Review of literature and longitudinal “Lifespan identity development: Variables related to analysis." Developmental Review, 19(1999):419–461. Moratorium-Achievement (MAMA) cycles.” Journal of Meeus, Wim, Iedema, J. and Maassen, G.H. Adolescence, 15(1992):283–300. “Commitment and exploration as mechanisms of Swain, John, and French, Sally. “Towards an affirmation identity formation.” Psychological reports, model of disability.” Disability and Society, 90(3)(2002):771-785. 15(4)(2000):569-582. Meeus, Wim, et.al. "On the progression and stability of Swain, John, French, Sally, Barnes, Colin, and Thomas, adolescent identity formation: A five-wave Carol (Eds.). Disabling barriers-Enabling environments. longitudinal study in early-to-middle and middle-to- Thousand Oaks, CA: Sage, 2013. late adolescence." Child Development, Turner, John C., and Onorato, Rina S. “Social identity, 81(2010):1565-1581. personality, and the self-concept: A self-categorizing Murugami, Margaret W. "Disability and identity." perspective.” Applied social research. The Disability Studies Quarterly, 29(4)(2009). psychology of the social self. T. R. Tyler, R. M. Murray, Pippa. Disabled teenagers' experiences of access to Kramer, and O. P. John (Eds.). Mahwah, NJ, US: inclusive leisure. York: Joseph Rowntree Foundation, Lawrence Erlbaum Associates Publishers, 1999, 11- 2002. 46. Oliver, Mike. "The social model of disability: Thirty years Watson, Nick. “Well, I know this is going to sound very on." Disability & Society, 28(7)(2013):1024-1026. strange to you, but I don't see myself as a disabled Ostrowska, Antonina, Sikorska, Joanna, and Gąciarz, person: Identity and disability.” Disability & Society, Barbara. Osoby niepełnosprawne w Polsce w latach 17(5)(2002):509-527. dziewięćdziesiątych. Instytut Spraw Publicznych, 2001. Whitney, Chelsea. "Intersections in identity–Identity Putnam, Michelle. "Conceptualizing disability: Developing a development among queer women with disabilities." framework for political disability identity." Journal of Sexuality & Disability, 24(1)(2006):39-52. Disability Policy Studies, 16(3)(2005), 188-198. Wiszejko-Wierzbicka, Dorota (2008). Od Riddell, Sheila, and Watson, Nick. Disability, culture and samoakceptacji do aktywności? Postawy wobec identity. London/New York: Routledge, 2014. własnej niepełnosprawności a aktywność zawodowa. Schwartz, Seth J., Côté, James E., and Arnett, Jeffrey J. Warszawa: Wydawnictwo Szkoły Wyższej "Identity and agency in emerging adulthood: Two Psychologii Społecznej “Academica”, 2008. developmental routes in the individualization Valeras, Aimee. “We don’t have a box”: Understanding process." Youth & Society, 37(2)(2005):201-229. hidden disability identity utilizing narrative research Shakespeare, Tom. “Disability, identity, and difference.” methodology." Disability Studies Quarterly, Exploring the divide: Illness and disability. Colin Barnes 30(3/4)(2010). and Geof Mercer (Eds.). Leeds: Disability Press, 1996, Vignoles, Vivian L., Schwartz, Seth J., and Luyckx, 94-113. Koen. "Introduction: Toward an integrative view of Shogren, Karrie A. "Considering context: An integrative identity." Handbook of identity theory and research. concept for promoting outcomes in the intellectual Seth J. Schwartz, Koen Luyckx, and Vivian L. disability field." Intellectual and Developmental Vignoles (Eds.). New York, NY: Springer, 2011, 1- Disabilities, 51(2)(2013):132–137. 27. Sikorska, Joanna. „Niepełnosprawność a rynek. Wymiary Vignoles, Vivian. “Identity: personal AND social. Oxford marginalizacji osób niepełnosprawnych.” Społeczne handbook of personality and social psychology.” Oxford problemy osób niepełnosprawnych. Joanna Sikorska handbook of personality and social psychology. Deaux, (Ed.). Warszawa: Wydawnictwo IFiS PAN, 2002. Kay and Snyder, Mark (Eds.) Oxford, 2017.
20