Attachment and interpersonal characteristics of college students with and without disabilities.

Abstract

Attachment and interpersonal characteristics were compared among 178 college students grouped on the basis of disability status (early onset, late onset, no disability), gender, visible disability, physical assistance, and utilization of mental health services. The Fundamental Interpersonal Orientation Scale-Behavior, Interpersonal Schema Questionnaire, Battery of Interpersonal Capabilities, and Description of Early Memories yielded 17 variables. No main effects of disability status, gender, or visible disability were found. A lower desire for and expression of inclusion and affectionate behavior were found for men who received and women who did not receive physical assistance. More memories with an insecure theme and higher expectations for hostility in relationships were reported by those (five times the number of students with disabilities) using mental health services. Findings highlight the resilience of these groups and the need to consider attachment in educational or rehabilitation programs.Previous research among children and adults with chronic diseases or disabilities found that the risk for clinically significant emotional distress is two (Pless &

Adult Attachment Styles and Life Satisfaction in Individuals with Physical Disabilities

“…Individuals who were less physically independent did report somewhat lower self-esteem in our sample, but this association was found only among those within the secure attachment style, suggesting that individuals with insecure attachment styles may be more susceptible to other factors not yet identified. Taken together, the results of this investigation strongly support the implication from previous research that attachment quality has a more salient effect on self-esteem and self-concept than age of onset or degree of physical independence (Huebner and Thomas 1995;Holmbeck and Faier-Routman 1995;Minchom et al 1995;Huebner et al 1999).…”

“…In one exception, Huebner et al (1999) compared the attachment and interpersonal characteristics of 178 students with and without disabilities at a Midwestern university system. Their results revealed no attachment differences between college students with or without disabilities, and no significant interaction between attachment and disability among the student population, although students with disabilities were five times more likely to seek mental health services, and those who did were more likely to exhibit insecure attachment styles.…”

Social support networks, stress, sense of coherence and academic success of university students with learning disabilities

“…However, a previous study (Huebner, Thomas, & Berven, 1999) found no significant differences between college students with and without LD for adjustment at the time of college entry, and for various other interpersonal and behavior capabilities. They suggested that a combination of protective factors or support resources might have enhanced the academic achievement and social success of students with LD despite their disabilities.…”

Attachment Style, Social Support, and Coping as Psychosocial Correlates of Happiness in Persons With Spinal Cord Injuries

“…that insecure attachment predicted psychological distress in a sample of college students, theorizing that students facing developmental issues that required autonomy were more vulnerable to psychological distress without a secure sense in primary relationships. Similarly, Huebner, Thomas, and Berven (1999) grouped college students based on disability status (early onset, late onset, and no disability), gender, visible disability, physical assistance, and use of mental health services to compare their attachment and interpersonal characteristics. They found that college students with disabilities having insecure attachments and high expectations for hostility in relationships were five times more likely to use mental health services than students reporting good secure relationships.…”