PURPOSE/OBJECTIVE The purpose of this study was to qualitatively explore how adolescents conceptualize disability identity and what factors may influence adolescent disability identity development. Research Method/Design: These data were collected through semistructured in-depth interviews with 24 middle and high school adolescents with disabilities. The participants had a wide range of disabilities, including physical disabilities, learning disabilities, ADHD, Autism, and others. Analyses started with Hamilton's Rapid Assessment Process followed by identifying structural and in vivo codes using a computer-assisted qualitative data analysis tool to allow for multiple coders and memo writing across the research team. RESULTS The results indicate that adolescents are undergoing a heterogeneous and complex process to develop their disability identity. Additionally, the salience of the participants' disability identity often varied depending on the environmental context. Furthermore, social connections to peers with and without disabilities played an important role in the development of many participants' disability identities. CONCLUSIONS/IMPLICATIONS These findings suggest that adolescents with disabilities are engaging in a multifaceted meaning-making process to develop a sense of disability identity. Rehabilitation Psychologists and other practitioners can support disabled adolescents by helping them to discuss and develop a positive disability identity. Furthermore, practitioners can help disabled adolescents successfully develop their disability identity in a variety of different settings and contexts. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

中文翻译：

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探索与青少年的残疾身份。

目的/目标 本研究的目的是定性地探讨青少年如何概念化残疾身份以及哪些因素可能影响青少年残疾身份的发展。研究方法/设计：这些数据是通过对 24 名初中和高中残疾青少年的半结构化深度访谈收集的。参与者有各种各样的残疾，包括身体残疾、学习障碍、多动症、自闭症等。分析从汉密尔顿的快速评估过程开始，然后使用计算机辅助定性数据分析工具识别结构和体内代码，以允许多个编码员和整个研究团队的备忘录编写。结果 结果表明，青少年正在经历一个异质和复杂的过程来发展他们的残疾身份。此外，参与者的残疾身份的显着性通常因环境背景而异。此外，与残疾和非残疾同龄人的社会联系在许多参与者的残疾身份发展中发挥了重要作用。结论/意义 这些研究结果表明，残疾青少年正在参与一个多方面的意义建构过程，以培养残疾认同感。康复心理学家和其他从业者可以通过帮助残疾青少年讨论和培养积极的残疾认同来支持他们。此外，从业者可以帮助残疾青少年在各种不同的环境和背景下成功地发展他们的残疾身份。（PsycInfo 数据库记录 (c) 2021 APA，保留所有权利）。