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Through adoption of the psycho-emotional model of disability, this study aims to offer consumer research insight into how the marketplace internally oppresses and psycho-emotionally disables consumers living with impairment.

This paper draws insight from the interview data of a wider two-year interpretive research study investigating access barriers to marketplaces for consumers living with impairment.

The overarching contribution offers to consumer research insight into how the marketplace internally oppresses and psycho-emotionally disables consumers living with impairment. Further contributions offered by this paper: unearth the emotion of fear to be central to manifestations of psycho-emotional disability; reveal a broader understanding of the marketplace practices, and core perpetrators, that psycho-emotionally disable consumers living with impairment; and uncover psycho-emotional disability to extend beyond the context of impairment.

This study adopts a UK-only perspective. However, findings uncovered that the model of psycho-emotional disability has wider theoretical value to marketing and consumer research beyond the context of impairment.

The insight offered into the precise marketplace practices that disable consumers living with impairment leads this paper to call for a revising of disability training within marketplace and service contexts.

Extending current consumer research and consumer vulnerability research on disability, the empirical adoption of the psycho-emotional model of disability is a fruitful framework for extrapolating insight into marketplace practices that internally oppress and psycho-emotionally disable consumers living with impairment.

In this chapter, we consider music as a tool for emotional regulation in relation to disability, which can be employed to counter the dehumanisation of disabled people that arises from unregulated emotional responses to disability. Responding to Julia Kristeva's presentation of non-disabled encounters with disability as causing a physical or psychical death, Alison Duncan Kerr's arguments on the rationality of regulating emotions in encounters where unregulated emotions have negative effects on the self and others are brought together through Rebecca Jiggens' cultural model of understanding the significance of disability to illustrate the irrationality and moral paucity of ableism. We argue that music can play a role in regulating the emotions typically felt towards the disabled. Kristeva's idea that disability wounds or even kills the abled is insightful, but if we are right, then the tight connection between death and emotional reactions to disability could be overcome through the process of emotion regulation.

The purpose of this paper is to report effectiveness of disability psychotherapy with a male adult with a mild intellectual disability presenting with complex emotional and behavioural problems.

An individual case study was used with repeated analytic, quantitative and qualitative measures. This reported progress from individual weekly disability psychotherapy of psychodynamic orientation within an emotional disability framework.

Disability psychotherapy led to a reduction in emotional and behavioural problems, reduction in emotional disability and facilitated protective psychological growth. In total, 88 sessions resulted in cessation of problem behaviours when other approaches did not. Given this therapy is likely to be reserved for the most complex and severe of cases, this study suggests more sessions of psychotherapy are needed than inferred from previous studies of effectiveness (Beail et al., 2007). This is to promote a sense of self which facilitates psychological well-being.

Limitations of a single case study include generalisability, controlling other factors in real life settings and subjectivity from inclusion of analytical measures. Further studies and follow-up would determine longevity of benefits. Nevertheless disability psychotherapy can be effective and should be available in a culturally appropriate service to meet the diverse needs of people with intellectual disabilities.

This case study adds to the limited body of evidence on effectiveness of psychotherapy for people with intellectual disabilities. It is novel to report formal outcomes from an emotional disability model (Frankish, 2013a) and the use of analytic and attachment outcome measures.

The purpose of this chapter is to present a summary of the literature related to homework. First, information on the search procedures is provided, including the criteria for inclusion in this review. Second, a historical overview of homework in the United States is provided, including definitions and major changes in public opinion over time. The third section addresses the difficulties experienced by students with emotional disabilities in regard to homework. The fourth section reviews the homework policies presently in place at local school districts across the U.S. The fifth section discusses the effects of homework when basic classroom strategies, cooperative homework teams, self-management and goal setting, and assignment completion strategies are used. The sixth section describes the homework practices used, as reported by teachers and students. The seventh section describes the problems experienced by students with disabilities, from the perspective of teachers, parents, and students. A final section describes the kinds of problems associated with home-school communication.

Promoting the self-determination of youth and young adults with disabilities has become best practice in the field of special education. Such efforts have been shown to positively impact student educational goal attainment, access to the general education curriculum, student involvement in educational and transition planning, and more positive postschool outcomes. This chapter discusses the self-determination construct, reviews the literature pertaining to what is known about promoting self-determination and goal attainment, and introduces assessments, evidence-based practices, and strategies for promoting student involvement.

The purpose of this paper is to reflect on putting a paradigm shift into practice to become a disability psychotherapist (Frankish, 2013a).

A personal reflective account.

The author suggests seven conditions necessary or advisable for growth of disability psychotherapy (DP) within the workplace.

Strategies to help implementation of DP have not been published to date.

The purpose of this paper is to focus on the theory and practice of disability psychotherapy (DP) using the integrative Frankish model (2013a). This draws on the model’s use with a 28-year-old male with a mild intellectual disability (ID) who presented with a range of emotional and behavioural problems.

A case study reporting on the practice of DP of psychodynamic orientation.

Adaptations useful in providing DP with people with IDs and the type of issues which arise are reported.

DP is possible and beneficial in community settings. Limitations of a single case study include generalisability of findings.

Existing papers focus on the model (Frankish, 2013a), development of the emotional development measuring tool (Frankish, 2013b) and contextual issues (Frankish, 2013c). This case study provides novel information on the practice of DP, and analysis of manifestations of white supremacy (Ani, 1994) in psychotherapy with people with IDs.

The development of social and emotional competence for children and adolescents occurs in the context of relationships they have with adults and peers. For students with disabilities and those who experience significant behavioral risk, building and sustaining positive relationships with teachers is vital to the development of social competence. In this chapter, we focus on relationships between teachers and students within a developmental framework, examining characteristics of these relationships for children and youth with and without disabilities, and showing how the quality of those relationships can be assessed and improved to foster student engagement in school. The chapter is comprised of three main sections. First, we provide a developmental framework for the development of positive, sustaining relationships with teachers for youth with and without disabilities. Second, we review methods for assessing the quality of those relationships; and third, we describe effective interventions to support sustaining relationships among students with disabilities and their teachers and peers.

The authors speculate only about relatively short-term advances in special education for students with emotional and behavioral disorders. Speculation is confined to the overlapping areas of core values, technologies, neuroscience, and law/policy. In core values, the authors hope to see a resurgence of commitment to special, effective instruction and to practice aligned with scientific evidence. It is hoped that technologies will advance practices in instruction, improve the uses of artificial intelligence in teacher training and teaching, and encourage the appropriate use of artificial reproduction to avoid disorders. Neuroscience, it is hoped, will yield more reliable and helpful classification of disorders, better and more useful imaging, and more effective treatment of a variety of emotional, behavioral, and academic problems. In law and policy, the authors hope the Supreme Court's Endrew case will result in greater focus on challenging, appropriate education. Law and policy should also encourage trauma sensitivity in education, make whole-school approaches to trauma sensitivity the priority, and avoid universal trauma screening. Students' and families' legitimate interests in confidentiality and data privacy should be protected in newly constructed information-sharing infrastructures.