TPC-Journal-V5-Issue2

316 interconnecting systems that make up the environment of a child with a disability. Counselors may explore disability identities and orientations within the individual with a disability, the family and society. Professionals can consider interventions concerning identity formation in the person with a disability by promoting self- awareness, boundary development, and the understanding of and externalization of ableism for both the child and family members. Mental health professionals have the opportunity to confront the stigma associated with disabilities and service acquisition. Counselors can use reframing to normalize variations within students and decrease pity. They can partner with the child and his or her parents to educate the child’s classmates and their parents, school personnel, and community about the disability and inclusive practices that prevent social isolation and encourage interactions that disarm bullying and myths about people with disabilities. Counselors can offer practical help to children who may struggle with social skills, study skills, communication, assertiveness, stress management, spirituality, transitioning from childhood to adulthood, and the importance of being or experiencing one’s humanity rather than just accomplishing tasks. In addition to using the introductory ideas provided in the article, counselors are invited to creatively adapt additional theories and techniques to support children with disabilities and their families. Conflict of Interest and Funding Disclosure The author reported no conflict of interest or funding contributions for the development of this manuscript. References Ableism. (2015). In Merriam-Webster’s online dictionary . Retrieved from http://www.merriam-webster.com/dictionary/ ableism Allen, D. M. (1994). A family systems approach to individual psychotherapy therapy. Northvale, NJ: Aronson. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author. American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author. Cadman, D., Boyle, M., Szatmari, P., & Offord, D. R. (1987). Chronic illness, disability, and mental and social well-being: Findings of the Ontario Child Health Study. Pediatrics , 79 , 805–813. Chan, S. (1998). Families with Asian roots. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross-cultural competence: A guide for working with children and their families (2nd ed., pp. 251–354) . Baltimore, MD: Brookes. Chan, S., & Lee, E. (2004). Families with Asian roots. In E. W. Lynch & M. J. Hanson (Eds.), Developing cross-cultural competence: A guide for working with children and their families (3rd ed., pp. 219–298). Baltimore, MD: Brookes. Crnic, K. A., & Greenberg, M. T. (1990). Minor parenting stresses with young children. Child Development , 61 , 1628– 1637. Darling, R. B. (2003). Toward a model of changing disability identities: A proposed typology and research agenda. Disability & Society , 18 , 881–895. doi:10.1080/0968759032000127308 Elman, N. S. (1991). Family therapy. In M. Seligman (Ed.), The family with a handicapped child (2nd ed., pp. 369–406). Boston, MA: Allyn & Bacon. Gilson, S. F., & DePoy, E. (2004). Disability, identity, and cultural diversity. Review of Disability Studies , 1 , 16–23. Goffman, E. (1963). Stigma: Notes on the management of spoiled identity. Englewood Cliffs, NJ: Prentice Hall.