From disabled to differently abled: A psychofortological perspective on first-year students living with disability

The aim of this study was to conduct an interpretative phenomenological analysis exploring the experiences of differently abled first-year students from a psychofortological perspective.Ryff's psychological well-being model was used as a theoretical underpinning.Through the course of an academic year, three male participants completed semi-structured interviews and reflective writing exercises.Data were analysed using interpretative phenomenological analysis.A cross-case analysis yielded themes related to participants' dynamic processes of finding purpose, direction and independence, as well as belonging, positive relations, self-acceptance and mastery.Collectively, the findings demonstrated how the participants moved from viewing themselves as disabled to differently abled, and that, despite numerous challenges, psychological well-being can be facilitated through the first-year higher education experience.KEYWORDS: living with disability; first-year experience; psychological well-being Placing one foot in front of the other, I've climbed to higher lengths.Reaching beyond my own limitations, to show my inner strength.No obstacle too hard for this warrior to overcome.I'm just a man on a mission, to prove my disability hasn't won (Hensel, n.d., My Quotes section)