Time perspective and future goals when university students have a disability: profiles and suggestions for intervention

Time perspective refers to the temporal orientation that guides and influences individuals’ actions and goals (Henson, Carey, Carey, & Maisto, 2006). Individuals could be characterized as future or present-oriented and this has implications on psychosocial functioning and well-being. In the first case they set goals and plan strategies for achieving them in the long term (Lens & Tsuzuki, 2007); are more successful both academically and in their careers (Simons et al., 2004). In the second case, they are inclined to form short term goals; are unable to plan a realistic life path and to see themselves as active agents (D’Alessio, et al., 2003; Zimbardo & Boyd, 1999). Youth with disabilities more frequently experience difficulties in setting future goals (Mercer, 1997; Smith, 1998), are afraid of failure or resort to external locus of control. Aims. The aim of this study was to characterize time perspective and future goals of university students with sensory or motor disability and to detail their beliefs about barriers and facilitating conditions. This may provide suggestions for career guidance programs. Participants. Thirty-five university students with sensory (7 visual, 8 auditory) or motor (20) disability were involved. A group of students without the mentioned disabilities and comparable for age, sex and courses attended was also included in the study. Instruments. Answers provided to three questions drawn from the interview My present and my future (Soresi, Nota, 2007) were analyzed. Participants were asked to focus on and to describe what they expected they will be doing in ten years; to list situations which may interfere with and those which may facilitate the realization of their future plans. Results. Chi square analyses have been conducted on frequencies of answers provided by the students. A high proportion of students is future oriented, i.e. refer specific plans, although the proportion of disabled students who are present-oriented is higher (21% vs 5%). Work is the primary goal for 45% of disabled students and for 75.6% of non disabled. Absence of specific plans characterizes 17.5% of students with disabilities while 35% of them refer generic wellbeing goals. Lack of motivation, limited interests or wrong choices may interfere with realization of future plans for both groups (respectively 32.4% and 24.2% for non disabled); health problems and social attitudes are perceived as the most frequent external barriers. Students with disability ascribed a similar relevance to both personal abilities (20%) and to external supports, mainly expected from services (19%), while nearly half of the non disabled students mentioned personal abilities as facilitating conditions (54.05%). Conclusions. This study highlights similarities and differences on time perspective in students with sensory/motor disabilities. It underlines the relevance for both groups of career guidance programs aimed to increase abilities facilitating realization of life projects and providing means for achieving their true potentials (Gysberg, et al., 2003; Soresi & Nota, 2000; Wehmeyer, et al., 2003; Szymanski & Parker, 2003). Specific dimensions for trainings are also suggested by students’ answers which may positively affect time perspective. Main references Soresi,S., Nota, L., (2007). ASTRID. Portfolio for the assessment, treatment and inclusion of individuals with disability. Volume 1. Firenze: Giunti O.S. Szymanski, E.M., Parker, R.M. (2003). Work and disability: Issues and strategies in career development and job placement (2nd edition). Austin, TX: Pro-Ed. Henson, J.M., Carey, M.P., Carey, K.B., & Maisto, S.A. (2006). Associations among health behaviors and time perspective in young adults: Model testing with boot-strapping replication. Journal of Behavioral Medicine, 29, 127–137.247