身心障礙學生在求學的歷程中，容易將他人對障礙的刻板印象內化，進而感到自卑與低自我評價。為了減少被標籤，身心障礙學生可能選擇不揭露自己的身分且拒絕參與支持活動，因此他們在校園生活中可能遭受標籤化的困擾進而影響其心理健康。受污名的族群克服標籤影響的重要因素常與正向心理學及自我疼惜之概念有正向相關。本研究採質性研究設計，探討身心障礙大學生面對標籤化調適的歷程，徵求了37位身心障礙大學生，進行5場焦點團體訪談並輔與2場深度訪談，針對身心障礙大學生面對標籤化調適的歷程收集資料，並利用紮根理論分析方法進行資料分析。研究結果顯示身心障礙大學生標籤化調適的歷程包含尚未理解階段、感受差異階段、面對差異階段及接受差異等四階段，而引導身障學生對於自身狀況的自我疼惜並為其形成正向自我的條件與脈絡，藉由對自身焦點的轉移形成正向自我並走向自我優越的過程，是促使身心障礙學生對於標籤化進行轉念與克服標籤化的關鍵因素。

Students with disabilities may internalize stereotypes held by others about their disabilities, which can lead to feelings of inferiority and low self-esteem. To avoid being labeled, some students may choose not to disclose their identity and decline to participate in campus support activities. It can be inferred that students with disabilities may face issues of labeling in college, which could negatively impact their mental health. Overcoming labeling is strongly linked to concepts of positive psychology and self-compassion. Therefore, the purpose of this study is to explore the adaptation process of college students with disabilities to labeling through these two perspectives. Using a qualitative research method, the study interviewed 37 college students with disabilities across 5 focus groups and 2 in-depth interviews. Data were collected on their experiences in adapting to labeling, and analyzed through grounded theory. The findings indicate that the adaptation process consists of four stages: the stage of not understanding, the stage of perceiving differences, the stage of confronting differences, and the stage of accepting differences. The study also found that fostering self-compassion and creating a supportive environment for developing an unjudged self-image are crucial in helping students shift focus away from their limitations, build a positive sense of self, and move toward self-empowerment. These perspectives play a key role in helping students with disabilities overcome labeling.

標籤化、身心障礙大學生、正向心理學、自我疼惜

Labeling, College students with disabilities, Positive psychology, Self-compassion