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1
Dudash, Louis IV. "Job satisfaction for rehabilitation counselors." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1902.
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Research reveals that rehabilitation counselors who are satisfied with their work environment tend to be more effective and have increased productivity. Rehabilitation counselors work with persons with disabilities to assist them in maximizing their ability to live independently in their communities.
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Jeon, Moo Kyong. "Advocacy competencies of rehabilitation counselor trainees in core-accredited rehabilitation counselor education programs." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1341.
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The purpose of this study was to investigate how well rehabilitation counselor trainees in CORE accredited rehabilitation counseling programs are prepared to advocate clients. In order to seek an answer to this research question, this study (a) measured the rehabilitation counselor trainees' self-reported preparedness to advocate for their clients, (b) assessed the rehabilitation counselor educators' perceptions of their students' preparedness to advocate for their clients, (c) explored the relationship between rehabilitation counselor trainees' self-reported preparedness to advocate for their clients and their educational experiences as well as their demographic information, (d) investigated whether there was a significant difference between rehabilitation counselor educators' perception of their students' preparedness to advocate for their clients and the rehabilitation counselor trainees' self-reported preparedness. The results indicated that rehabilitation counseling students developed advocacy competencies in some areas. However, it was also found that rehabilitation counseling students have lower advocacy competencies in the community and public level domains than in the individual level. Rehabilitation counseling students reported that rehabilitation counseling course work and their prior experiences with persons with disabilities were most substantial factors in the process of developing advocacy competencies.
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Yalamanchili, Priyanka. "UNDERSTANDING REHABILITATION COUNSELORS CULTURAL COMPETENCE THROUGH CLIENT PERCEPTIONS." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/925.
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The phenomenon being explored in this study was the understanding of minority clients' perceptions in relation to their rehabilitation counselors' cultural competence. A descriptive qualitative research methodology consisting of eight participants was used. Hycner's (1985) phenomenological analysis was used to investigate the in-depth interviews. The investigation revealed seven different themes that comprised of the essence of the phenomenon. The themes include: clients' understanding of the term cultural competence, self, attitudes, advocacy, understanding culture is important, role of culture, and expectations from the agency. The invariant structure that was consistent through all the above mentioned themes was the representation and manifestations of culture in the lives of the clients that continually challenged rehabilitation counselors' cultural competence through different phases of the vocational rehabilitation counseling experiences. The essence behind cultural competence was - perceiving the phenomenon as an experiential relationship based concept, where the client and the rehabilitation counselor educate one another about the all inclusive nature of the term culture and its role in the vocational rehabilitation process.
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Joseph, Corina Miki. "Family issues and rehabilitation: Do job descriptions incorporate family involvement in rehabilitation services?" CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1543.
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Santos, Roman Leslie Marie. "A Delphi panel study of rehabilitation counselors' competencies when working with Hispanic/Latino immigrant injured workers." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1392.
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Hispanic/Latino immigrants represent a significant and rapidly increasing population in the United States. Immigrants may suffer from numerous disadvantages in comparison to the predominant culture. Hispanic/Latino immigrant injured workers are being stigmatized for their lack of education and low social-economic status that they have in the U.S. The Hispanic/ Latino populations are willing to undertake the most risky, menial, and strenuous jobs, thereby increasing the possibility of workplace injury. Commonly, they receive vocational rehabilitation through private-sector insurance rehabilitation that most often is within Workers' Compensation systems.
Vaughn, Taylor, and Russell (1998) stated that it is unclear what specific issues confront rehabilitation practitioners employed in the private sector, and whether their training needs can address the unique conflicts encountered within the case management role. Moreover, Shaw et al. (2006) noted that there is an absence of convincing research demonstrating the effectiveness of rehabilitation service in this setting. Although research in counselor competencies for those who work in different settings was conducted over the years, studies on rehabilitation counselor competencies when working with Hispanic/Latino immigrant injured workers have not been conducted. The purpose of this Delphi study was to explore and identify what attitudes, knowledge, and skills rehabilitation counselors in the private sector need when working with Hispanic/Latino immigrant injured workers.
A Delphi methodology was implemented to conduct this research. In Round One, experts' responses that emerged from five open-ended questions were considered. Fifty items remained at the conclusion of the Delphi process as the resultant rankings in Rounds Two and Three of various competencies were evaluated.
The results of the current study showed that for practitioners who work with Hispanic/Latino immigrants injured workers, it is crucial to become competent in multiculturalism and ethics. However, the literature noted that counselors who work in the private sector have a critical need of training in multicultural and ethical decision- making
Information obtained for this study can be used to construct guidelines that determine the importance of certain attitudes, knowledge, and skills when developing training, in addition to updating the scope of practice for the professional organization.
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Duncan, J. Chad Martin E. Davis. "The purpose of undergraduate rehabilitation education implications for curriculum development /." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Rehabilitation_and_Special_Education/Dissertation/Duncan_John_46.pdf.
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Degiorgio, Lisa. "Examining Distance Education in Teaching Clinical Counseling Skills to Rehabilitation Counselors-in-Training." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195630.
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This exploratory study was designed to examine counseling skill acquisition for Rehabilitation Counseling education students enrolled in a distance education Practicum I course. The course utilized interactive television (ITV), Desire 2 Learn (D2L), a course management system, and some formalized group meetings for curriculum delivery. Students were asked to provide two audio recordings that served as pre-test and post-test measures of counseling skills. Recordings were analyzed by two evaluators. In addition to the recordings, students completed two survey instruments, an initial demographic questionnaire and a survey of attitudes towards the use of technology in the course that was completed along with the post-test recording. A comparison of pre-test and post-test means on the audio recordings revealed no significant change in counseling skills for students enrolled in this course. There was an increase in the number of empathetic responses, clarifying statements, paraphrasing, questions and closing statements on the post-test recordings but a decrease in attending responses and opening statements. Survey findings indicated that students perceived distance education to be an effective use of their time and improved the quality of course interactions. Students also reported that technology made interacting with their peers difficult and somewhat impersonal. Approximately half of the students agreed that they were comfortable with the course technology. A majority to students indicated they would have preferred a traditional approach to learning counseling skills. These findings have implications for counseling programs currently utilizing ITV or webconferencing to deliver clinical skills courses. It may have broader implications for other clinical skills training programs delivering training via other distance education modalities.
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Bunton, Dennis A. "Counseling Supervisors’ Experiences in Working with Counselors Who Are Seeing Transgender Clients." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1145.
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The transgender (TG) community has become more visible, both individually and collectively. The counseling professions, not unlike other professions, have lagged behind in their understanding of this population and their culture, an act that perpetuates stereotypes and supports unequal treatment. Among the many barriers faced by transgender individuals, barriers that block access to mental health and medical care are the most critical, as they can be life threatening (Shipherd, Green, & Abramovitz, 2010; Stotzer, Silverschanz & Wilson, 2013). Ignorance, bias, and discrimination are a common experience for those who are TG when trying to gain access to social services (Grant et al., 2010a). Accredited training programs that are responsible for training counseling professionals to work with all people, regardless of gender, vary in their extent and method of providing multicultural instruction, including information regarding TG individuals (Lewis, Bethea, & Hurley, 2009). A lack of uniform preparation for counselors may leave them unprepared to work with a population that is growing and becoming more likely to present for treatment. Supervisors are often counselors themselves with only two or more years of experience of training to establish their clinical licensure. Like counselors, they may have received minimal education with regard to transgender clients and culture during their masters training program. This study was an exploration of nine counselor supervisors’ experiences of providing supervision for counselors who worked with TG clients. Additionally, there was exploration into whether when supervising for counselors who are working with TG clients, what, if any changes occurred in the supervision relationship. Prominent themes emerged among the supervisors’ training experiences, their models of supervision and training, and their supervision alliances. An additional prominent theme among the supervisors interviewed was their trajectory of knowledge acquisition about transgender culture and needs. Most supervisors gained their knowledge through self-motivation, investigation, and self-direction. Likewise, the motivation that led the supervisors to seek more knowledge also compelled them to pass this on to others. Experiences from supervision preparation to supervision provision were explored, examined, and analyzed to identify common themes. Following the Grounded Theory (GT) methodology of Corbin and Strauss (2008), nine counseling supervisors, located throughout the United States, were interviewed. The population of interest for this study was unique and specific: counselor supervisors who supervised a counselor from a CORE or CACREP accredited program that was working with a TG client. The information from these interviews revealed a lack in formal training at both the Masters level for counselors and at the Doctoral level for supervisors. Through dialogue with these supervisors, a description of their experiences in their work and the relationships between themselves and their supervisees was exposed. Subsequent analysis revealed five themes: personal choice, multicultural skills to work with TG clients, lack of training, self-motivation to work with TG clients, and barriers to working with TG clients. Supervisors discussed their experiences of working with supervisees and their perception of necessary training to work with TG clients. Supervisees who lacked training struggled with such issues as language use and internalized hate. According to these participants’ training and education on the TG population was obtained in other venues such as conferences, on the job trainings, and from other certification organizations.
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Maiden, Rodney J. "Vocational rehabilitation counselors' perceptions and experiences of career theory usage with people with a disability and a criminal record." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1359.
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Vocational guidance and career counseling is the primary service provided to all applicants applying for vocational rehabilitation services. Vocational rehabilitation (VR) counselors specialize in helping people with a disability acquire employment. Yet, when the person has a disability and a criminal record this adds an additional element for consideration. The object of this research is Louisiana vocational rehabilitation counselors in the Baton Rouge Regional Office (BRRO) and their vocational guidance and career counseling skills of people with a disability and a criminal record. For vocational rehabilitation counselors are required to apply theoretically-based career counseling practices in the provision of vocational guidance and career counseling. The expected outcome is the agreement of an employment goal between both the person with a disability and a criminal record and the VR counselor. The purpose of this qualitative research study is to explore the perceptions and actual experiences of vocational rehabilitation counselors in their usage of career theories when providing vocational guidance and career counseling to with people with a disability and a criminal record.
Given the scarce amount of research on career counseling of people with a disability and a criminal record, anecdotal information from BRRO vocational rehabilitation counselors, and the researcher's experience working as a VR counselor, the researcher used the heuristic qualitative design to explore these perceptions and actual experiences. The nature of heuristics incorporates the researcher's work experience as a vocational rehabilitation counselor. Therefore, through review of literature and face to face interviews, the efficacy of the career theories is explored along with successes and challenges faced by Louisiana rehabilitation counselors in helping clients select an appropriate employment goal.
From the individual case studies, the themes of expectations, autonomy, counselor development, and fidelity to theories emerged from the data analysis. Eventually, the core category of incongruence in theory and practice emerged from the themes. The final chapter provides a discussion of the findings through the heuristic lens of the researcher. Additionally, implications for VR counselors, educators, and supervisors, future recommendations for research, and closing summary are provided.
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Perches, Saul Humberto. "The rehabilitation of Mexicans: A comprehensive guide." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1671.
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Scarborough, Janna L., and Dennis D. Gilbride. "Developing Relationship with Rehabilitation Counselors to Meet the Transition Needs of Students with Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/6361.
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The purpose of this article is to outline bow school and rehabilitation counselors can work together more effectively to meet the needs of students with disabilities. School and rehabilitation counselors share similar education, goals, and values, and they bring complementary skills and knowledge to their work with students. By increasing their understanding of rehabilitation counseling, school counselors can broaden their professional activities with students with disabilities to enhance their transition into the post-high school world.
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Hansmann-James, Sandra Elizabeth. "Using integrated media to anchor instruction in a rehabilitation counselor education course /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992810.
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Castillo, Paul. "Battering and the client: Implications for the rehabilitation counselor." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1086.
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The possibility that there are clients who are battered presenting themselves for vocational services without the battering relationship being identified or addressed was explored. Implications were drawn as to the influence early identification will have upon the formulation and successful completion of the Individualized Written Rehabilitation Plan.
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Magnuson, Lori Anne. "A Delphi study to understand relational bonds in supervision and their effect on rehabilitation counselor disclosure in the public rehabilitation program." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3495.
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The scholarly literature surrounding counselor supervision suggests that relational bonds built on liking, trusting, and caring between supervisors and counselors positively impact counselor willingness to disclose practice errors and ethical issues in supervision. This Delphi study explored the opinions of expert public rehabilitation supervisors regarding issues that affect the development and maintenance of relational bonds, as well as what factors affect counselor willingness to disclose in supervision, particularly minor ethical issues that may become more serious if not openly addressed. Forty-three supervisors who met the study criteria for experts were nominated for participation by TACE directors and public VR administrators. Expert criteria included five or more years of counselor supervision experience, possession of a Master's degree in Rehabilitation Counseling or related fields, and previous supervision training.
This Delphi study was designed to solicit the insights of expert supervisors and add to the base of research knowledge concerning counselor supervision. The study is significant because it is the first of its kind to be pursued exclusively among public rehabilitation supervisors exploring how relational bonds, counselor disclosure, and ethics are integrated into rehabilitation counseling practice.
Experts submitted their input using online questionnaires and were anonymous to other group members. In Round One, experts answered four open-ended questions regarding bonds and disclosure. In Rounds Two and Three, they ranked the importance of 39 Likert-scaled questions developed from Round One responses. Means and standard deviations were calculated for each round, and significance was tested using the Statistical Package for Social Sciences (SPSS).
The major findings of this Delphi study were that trust has the most impact on the development of relational bonds, and that anticipated supervisor reactions are the biggest factor in counselor disclosure. Experts rated availability and fairness as the most important factors for bond development, and cultivation of trust as the highest-ranked strategy for facilitating disclosure. Experts ranked counselor fear of recrimination of lower importance than the literature indicates. The extent of expert understanding regarding the differences between egregious and non-egregious ethical behaviors was unclear.
Suggestions for further investigation include (a) a Delphi study of expert rehabilitation counselors regarding bonds and disclosure, (b) examining supervisor needs for support from administration, (c) continuing education for supervisors and counselors regarding non-egregious ethical errors, and (d) reviewing ethics training opportunities for non-CRC supervisors and counselors in public rehabilitation agencies.
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Jang, Yoo Jin Portman Tarrell Awe Agahe. "The influence of Korean counselors' personal wellness on client-perceived counseling effectiveness the moderating effects of empathy /." Iowa City : University of Iowa, 2009. http://ir.uiowa.edu/etd/382.
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Park, Sangmin. "A phenomenological study of Korean female counselor educators’ career decisions." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5597.
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The number of international students in the U.S. is increasing, and a similar trend exists in the counselor education field. International students are defined as neither permanent residents nor U.S. citizens. It is therefore important for counselor educators to understand this population better in order to provide culturally appropriate career development training for them, as well as gain knowledge about their career decision-making process.
While several studies have investigated international students’ experiences with language barriers or cultural adjustment concerns, little research explores their lived experiences regarding the choice to stay or return to their home countries after completing their doctoral training. Given the limitations of previous studies on international students’ career development, this study focused on the career decision-making experiences of a particular subgroup of international students, namely, South Korean women in counselor education programs. The overarching research question guiding this study is: How do Korean female doctoral students and counselor educators who trained in CACREP-accredited programs experience/experienced their career decision-making processes upon graduation? The sub-questions of this study are: 1) How do they decide to pursue a particular job, either in their home country or in the U.S.? 2) What values impacted their career decisions?
The purpose of this qualitative study is to investigate the lived experiences of Korean female counselor educators who have decided on the location of their career upon graduation and explore how they made their decisions. Utilizing the phenomenological research method, this study aims to identify themes and patterns, as well as unique lived experiences in the career stories of Korean women counselor educators.
Findings from this study illustrated the unique career-decision-making experiences of Korean female counselor educators. By exploring their experiences, the researcher found common values influenced their career decisions were: family, academic freedom, belongingness, desire to make a scholarly contribution, and self-awareness. Participants also struggled from challenges like fear, hesitation, and exhaustion; limited resources; visa issues; language barrier and cultural differences; lack of publications; and competitive job market. Lastly, Korean female counselor educators utilized support systems such as Korean community, family, and their doctoral programs.
The findings provide insight into Korean female doctoral students’ career decision-making processes and contribute to U.S. university faculty and administrators' cultural awareness and understanding of the international student population in counselor education programs.
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Minor, Tameika. "Retention of Faculty of Color in Rehabilitation Counselor Education as it Relates to Their Perception of the Academic Climate." OpenSIUC, 2016. https://opensiuc.lib.siu.edu/dissertations/1220.
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This study investigates the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited rehabilitation counselor education (RCE) programs. Furthermore, this study aims to identify which factors best predict the employment continuation plans for this population. Participants were administered The Faculty Retention Questionnaire (FRQ) to examine these relationships. The sample in this study consisted of 63 tenured and tenure-track faculty of color employed by CORE accredited RCE programs. Due to the small sample size and the violation of the assumption of normality, bootstrapping techniques were used to resample the data. A univariate general linear model (GLM) was conducted to determine if the demographic characteristics (self-reported race, ethnicity, gender, country of origin, and tenure status) could predict the employment continuation plans of tenured and tenure-track faculty of color in CORE accredited RCE programs. Results of the GLM indicted that demographic characteristics were non-significant predictors. Multiple linear regression analysis was utilized to determine if the regression scores for the perception of academic climate components (role as researcher, tenure/promotion opportunities, workplace conditions, social climate, faculty/student relationships, role clarity, inter-role conflict, and person/role conflict) could predict the employment continuation plans of faculty of color in CORE accredited RCE programs. Results of the multiple linear regression analysis revealed that the linear combination of regression scores predicted 28.5% of the variance in the employment continuation plans. Inter-role conflict was the only statistically significant predictor. Consequently, understanding how perceptions of the academic climate by faculty of color affect their employment continuation plans will add to existing body of literature pertaining to retention of faculty of color in counselor education. Additionally, the results of this study may assist in the development and implementation of retention strategies and policies that are supportive of faculty of color.
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Reghabi, Beverly Joy, and Beverly Joy Reghabi. "Exploring the Ethics of Social Media Use in Rehabilitation Counselor Education." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/623020.
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The purpose of this study was to explore the ethics of social media use in rehabilitation counselor education programs. Program coordinators from 81 U.S. education programs accredited by the Council on Rehabilitation Education (CORE) were solicited to complete a survey regarding the ethical dilemmas or problems they encountered with respect to social media used by graduate students, faculty, and administrative staff. Of the 81 program coordinators, 28(34.56%) completed the survey. The survey asked program coordinators to report whether their program, department, or university had a social media policy, as well as whether they had encountered any social media-related ethical dilemmas. Finally, the survey asked program coordinators about their ethical beliefs regarding the use of social media in rehabilitation counselor education. The results found that 13 (46.43%) of the program coordinators had encountered at least one ethical dilemma related to graduate students' misuse of social media in the past year. The most frequently cited dilemma was students' "befriending" of faculty members on social networking sites such as Facebook. An examination of the data revealed no association between the type of social media policy employed and the probability of reporting an ethical dilemma. Program coordinators reported that the ethical use of social media will continue to be a challenge in the future, and the results of the present study could thus be used by rehabilitation counseling educators to develop policies and practices to better promote and regulate the appropriate use of social media in rehabilitation education programs.
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Mertes, Aaron P. "Rehabilitation counselor life care planners: a qualitative analysis of values and traits." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6802.
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This study is a descriptive qualitative analysis of the values and traits of rehabilitation counselor life care planners. Using the theoretical foundation of the Person-Environment fit theory, it reviews the available literature on rehabilitation counselor life care planners and fills in a missing sub-category of research on Person-Group fit within the private rehabilitation field and life care planning. It contains a review of rehabilitation counselor identity in order to provide context to how rehabilitation counselor life care planners view themselves as practitioners, particularly the role of income in career fit given ethical concerns surrounding money in the practice of life care planning. The primary traits resulting from this study are emotional differentiation, counselor as educator/performer, desiring intellectual excellence, detail oriented, and financial awareness. The primary values resulting from this study are recognition of humanity, integrity, objectivity, freedom in work, and social and financial responsibility. These results are discussed within the social culture of rehabilitation counseling to better understand their development.
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Wikoff, Haley Dianne. "Understanding the factors that influence school counselor advocacy for LGBTQ students." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6882.
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Lesbian, gay, bisexual, transgender, and queer (LGBTQ) students are at-risk for high rates of bullying and harassment in the school setting. School counselors are uniquely positioned to provide support to LGBTQ youth and work alongside building principals to create safe and welcoming school environments. To build on existing literature, this researcher set out to examine how demographic factors and the school counselor-principal relationship influenced school counselor advocacy for LGBTQ youth. By examining these factors, school counselors are better informed about the roadblocks or barriers that might influence their advocacy efforts. In addition, this information helps counselor educators to better prepare school counselors as advocates and change agents.
An anonymous survey with questions about demographics, attitudes, knowledge, and advocacy activity was completed by 169 practicing school counselors in the United States. Results revealed that sexual orientation of the counselor, the state in which the counselor works, the community setting, state and local policies influence a school counselor’s advocacy activity. Additionally, the number of years school counselors and building principals work together and the perceived collaborative working relationship are predictors of school counselor advocacy activity. Using a systems perspective can help school counselors identify how to advocate for LGBTQ students at the individual level, at the school, district, and community level, to the public arena.
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Bethel, Brian L. "A Qualitative Case Study: Stories of Healing Children with Disabilities and Play Therapy." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1489613314434149.
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Martinez, Machelle Yvette. "The application of a psychologically based model for cross-cultural counseling training within rehabilitation counselor education." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187194.
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The purpose of this study was to investigate the effects of cross-cultural counseling training as a short term treatment approach with master's students in rehabilitation counseling to increase cross-cultural counseling competence with Mexican American rehabilitation clients. Hispanics are projected to be the largest minority group in the United States by year, suggesting that Hispanics and Mexican Americans in need of mental health and rehabilitation counseling services will increase. Demographics studies find Hispanics to have characteristics that are generally correlated with increased prevalence of mental and physical health problems requiring psychotherapeutic services. Although there appears to be a need for counseling services by Mexican Americans, current counseling needs of Mexican Americans are not being adequately met. Cultural encapsulation of counselors-in-training has been identified as contributing to the difficulties experienced by mental health professionals in serving Mexican Americans. This issue of cultural encapsulation and its effects on ethnic minorities generated training recommendations from professional conferences. Using these recommendations as a foundation, the American Psychological Association Education and Training Committee of Division 17 developed minimal cross-cultural counseling competencies to be incorporated into counselor training programs. The cross-cultural counseling competency areas identified along three dimensions; awareness, knowledge and skills. This study investigated the efficacy of a cross-cultural counseling training program designed specifically to increase competence along the dimensions of awareness, knowledge, and skills. The study used a quasi-experimental pre-post test control group design. The study population consisted of 29 master' s students in rehabilitation counseling. Criterion measures were given to all subjects before and after the training. The experimental group received cross-cultural counseling training which combined World View, Intercultural Sensitizer, and Triad training models. Significant differences were not found between groups. However, the experimental group showed a significant within group difference in mean score gains on the dependent variables of skills beyond the.05 level of confidence. The data suggested that cross-cultural counseling training is effective as a short term treatment approach with master's level students in rehabilitation counseling to increase cross-cultural counseling competence in the area of skills with Mexican American rehabilitation clients.
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Woo, Hong Ryun. "Instrument construction and initial validation: professional identity scale in counseling (PISC)." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2663.
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The advantages of having a strong professional identity include ethical performances, promoted wellness, and increased awareness of roles and functions among individual counselors (Brott & Myers, 1999; Grimmit & Paisley, 2008; Ponton & Duba, 2009). Scholars in the counseling field have underscored the importance of unified professional identity of counseling, but have yet to create or comprehensively measure the construct. The purpose of this study was to construct a reliable and valid instrument the Professional Identity Scale in Counseling (PISC). The PISC is a 62-item instrument designed to measure professional identity in counseling professionals across all counseling sub-specialties and sub-populations. The PISC's development was based on a comprehensive definition of professional identity derived from the counseling literature.
To investigate the factor structure of the PISC, an exploratory factor analysis with the Principle Component Analysis extraction and the varimax rotation method was conducted. The factor analysis produced a meaningful six-factor solution with a total of 54 items. These six factors were Engagement Behaviors, Knowledge of the Profession, Professional Roles and Expertise, Attitude, Philosophy of the Profession, and Professional Values. They approximately accounted for 43.54% of the total variance in a sample of 371 participants.
Reliability was supported by internal consistency values as reflected in high Cronbach's coefficient alpha for four factors and acceptable Cronbach's alpha for one factor. Regarding validity, support for convergent validity of the PISC was illustrated as all six subscales significantly correlated with one subscale of the PIVS, Professional Orientation and Values, and five subscales significantly correlated with the other subscale of the PIVS, Professional Development. Social desirability that was measured using the M-C (20) did not appear to impact participants' responses to the instrument items, providing evidence of discriminant validity of the PISC.
Additional analysis was conducted to investigate differences among participant groups on the PISC total scores. Results showed significant group differences between master's-level and doctoral-level counseling professionals. Implications for counselors and counselor educators are also discussed related to the findings.
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Beck, Matthew Jon. "Exploring the experiences of school counselor-administrator teams in their work with LGBT students: a phenomenological study." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5414.
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Research suggests the collaborative role school counselors can have with administrators to bolster school reform and facilitate a safe and positive learning environment for all K-12 students (College Board, 2009a, 2009b) is vital. Unfortunately, research that explores the roles and efforts of school counselors and administrators in their collaborative work for and with lesbian, gay, bisexual, and transgender (LGBT) students is scare. Yet, according to Goodrich, Harper, Luke, and Singh (2013), LGBT students “have long struggled in schools with little support” (p. 319). To address this gap, the purpose of this phenomenological study was to explore the experiences of school counselors and administrators in their work to support a safe and supportive school climate for LGBT students. The following research questions informed and guided this study: a) What are the lived experiences of school counselors and administrators who make concerted efforts to improve the educational environment for LGBT students? b) How do school counselors and administrators make meaning with their relationships in their work with LGBT students?
The methods used to recruit participants for this study were modeled after College Board’s (2009b) study with seven exemplary school counselor-principal teams. In College Board’s (2009b) study, researchers identified school counselors and principals who received recognition for demonstrating exemplary contribution in their respective professional organizations. These exemplary professionals were than paired with their school counselor/administrator counterpart for joint interviews (College Board, 2009b).
By paralleling the best practice protocol established by the College Board (2009b), this study consisted of three rounds of interviews with four school counselor-administrator teams. Participants were selected from national and/or state level LGBT educational organizations, where a school counselor and/or administrator were awarded/recognized for creating a safe and inclusive school environment for LGBT youth. Additional participants included school counselors and administrators identified as the school counselor or administrator counterpart to the awarded. The researcher completed an inductive approach to data analysis, utilizing both open coding and horizontalization to reduce the data. Thematic categories emerged from the data and are presented and discussed as they relate to the overarching research questions. The between-case themes include: Learning firsthand, leading by example, intentional partnering, moving beyond turf wars, and pushing the system. Recommendations for school counselors, administrators, and school counselor-administrator teams are provided. Directions for future research are also discussed.
Keywords: School counselors, administrators, interdisciplinary collaboration, LGBT youth
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McKee, Marissa. "Identifying Competencies of AODA Clinical Supervisors for Integration into Rehabilitation Counselor Training Curriculum: A Delphi Study." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/441.
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This study preliminarily identified clinical supervision competencies needed for alcohol and other drug abuse (AODA) clinical supervisors for integration into rehabilitation counselor training (RCT) curriculum. The Delphi method via LimeSurvey® was utilized to identify competencies specific to AODA clinical supervision. A panel of six experts in RCT and AODA clinical supervision completed five rounds of data collection beginning with an open-ended question. Consensus and stability of responses were calculated following Rounds 2-5 of data collection. Panelist fatigue resulted in data collection being discontinued after Round 5, prior to a consensus or stability of responses being reached. A total of 115 competencies and 51 competency sub-items were administered in Round 5. Results suggested that a consensus was not reached on items as one panelist represented a minority view on many items during multiple rounds of data collection. This panelist discontinued responding during the fifth round of data collection. Rank analysis of items based upon mean response was inconclusive due to limited sample size and response options. Sub-item analysis revealed mixed results regarding original competencies versus sub-items. At times a competency was rated higher, at times a sub-item was rated higher, and in other examples a second sub-item was rated higher. A clear pattern of responses for sub-items was not evident upon visual inspection of mean responses. Content analysis with two reliability raters in addition to the primary investigator suggested competencies fell into seven content areas: Legal and Ethical Concerns; Organizational Management, Administration, and Program Development; Personal Characteristics and Skills of Leadership; Supervisee Performance Evaluation and Feedback; Supervisory Relationship; Theory, Roles, and Interventions of Clinical Supervision; and Treatment Related Knowledge and Skills. Implications for the field, supervisors, supervisees, and rehabilitation educators; limitations including panel and data collection, technology, and reliability and validity; and future research were discussed.
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McDaniels, Brad Wayne. "USING THE INTERNATIONAL CLASSIFICATION OF FUNCTIONING, DISABILITY, AND HEALTH TO PREDICT PARTICIPATION IN ADULTS WITH PARKINSON’S DISEASE: THE ROLE OF POSITIVE PSYCHOLOGICAL CAPITAL." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/63.
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Participation is generally considered the ultimate rehabilitation outcome and, for individuals with progressive illnesses, elucidating the factors that impact participation is critical. Parkinson’s disease (PD) is a chronic degenerative, neurological condition affecting nearly 1 million people in the United States, making PD the second most prevalent neurodegenerative disorder. PD has a profound negative effect on functioning and activity, but limited literature exists assessing the relationship between PD and community participation. The purpose of this study was to use the World Health Organization (WHO) International Classification of Functioning, Disability, and Health (ICF) as a framework for explaining how PD affects participation. Additionally, because the ICF explains the impact of chronic illness and disability as consisting of interactions between different contextual and disease-related factors, this investigation also addressed whether the personal factors, Positive Psychological Capital (PsyCap), mediated the relationship between functioning with PD and community participation.
A total of 114 individuals were surveyed from peer-led PD support groups in a Midwestern state. The study examined the individual and collective contributions of demographic characteristics, activities/functioning, environmental factors, and personal factors on community participation. Results from the hierarchical regression analysis suggest that demographic characteristics account for only 15% of the variance in participation, but when functioning was added to the model, 65% of the variance was accounted for. The addition of environmental and personal covariates did not result in any significant change in overall variance in participation. These results, along with the strong, positive linear correlations between functioning and participation (r = .78), indicate that functioning largely predicts an individual’s participation. The study also sought to identify any mediating effect of personal factors (PsyCap) on the relationship between functioning and participation. The results indicated that the completely standardized indirect coefficient was not significant, b = .065, SE = .0617, 95% CI = -.213, .029, with 0 falling within the CI, which confirms no significant effect of the mediator PsyCap.
The study contributes new knowledge to the association between the symptoms associated with PD and one’s community participation. Clearly, functioning is the primary predictor of participation. The lack of mediation of PsyCap, again, supports the strength of the relationship between functioning and participation. Although PsyCap did not mediate the relationship, implications for future research are discussed.
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Rashid, George J. "Counselor educator ego development and ethical decision-making post graduation." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/2262.
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Counselor Educators are interested in assessing and promoting the professional and personal development of those in the counseling profession, including their ego and ethical development. While there has been much research concerning such development, there is insufficient research concerning the level of personal development of Counselor Educators themselves, and how such development progresses over the course of their tenure as professors. Thus, this dissertation assessed the ethical decision-making and ego development of Counselor Educators who earned their doctorates from institutions accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and who are currently working as Counselor Educators at a CACREP-accredited program. In particular, the following questions had sought to be answered: (a) What is the level of ego development of Counselor Educators and how do they develop over their tenure as professors? (b) What is the ethical decision-making level of Counselor Educators and how do they develop over their tenure as professors? (c) What is the relationship between ego development and ethical decision-making as Counselor Educators develop both of these over their tenure? and (d) How do the varying environments, qualities, and responsibilities of Counselor Educators relate to ego development and level of ethical decision-making?
Essentially, the Researcher categorized Counselor Educators into two groups, according to their level of tenure: untenured (assistant professors) and tenured (associate professors and full professors). The Researcher then measured ego development, using the Washington University Sentence Completion Test (WUSCT; Hy & Loevinger, 1996), and ethical decision-making, using the Ethical Decision-Making Scale—Revised (EDMS-R; Dufrene, 2000). The Researcher then compared WUSCT stages and EDMS-R P indexes for each of the two group-mean scores through a one-way analysis of variance ANOVA), in order to ascertain if there were developmental differences between the two groups. It was anticipated that tenured professors, on the whole, would be more developed than untenured professors.
The results from the present study tentatively indicate that Counselor Educators are well-developed, in terms of ego development and ethical decision-making. Of the four research questions, there was one finding of significance: participants who stated that they were not very challenged by their department had higher EDMS-R P indexes than those who were challenged.
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Washburn, Fred AlDean. "Supervisee cognitive complexity." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1791.
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Supervision literature has indicated the importance of the supervisory working alliance in the development of effective supervision (Landy, Ellis, & Friedlander, 1999). While there has been a wealth of research on the role of the supervisory working alliance within supervision, there is a dearth of information on how this alliance is formed (Cooper & Ng, 2009). The purpose of this study is to examine if supervision cognitive complexity is a unique aspect of cognitive complexity within counseling and better understand its role in the formation of the supervisory working alliance.
Forty-two participants were selected from CACREP accredited masters and doctoral programs located in the North Central region of the Association of Counselor Educators and Supervisors (NCACES). Cognitive complexity was measured via two different measures: the Counselor Cognitions Questionnaire (CCQ) and Supervision Cognitive Complexity Questionnaire (SCCQ). The supervisory working alliance was measured by the Supervisory Working Alliance Inventory-Trainee (SWAI-T) which measures the supervisory working alliance from the perspective of the trainee.
Results indicated a strong correlation between counseling cognitive complexity and supervision cognitive complexity. Further, the supervision working alliance was not significantly correlated with either measure of cognitive complexity. Supervision cognitive complexity did provide a significant contribution to the variance accounted for in the subscale of client focus in the SWAI-T. Implications for counselor educators and supervisors are discussed.
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Thomas, Tammara Petrill. "The Effect of Personal Values, Organizational Values, and Person-Organization Fit on Ethical Behaviors and Organizational Commitment Outcomes among Substance Abuse Counselors: A Preliminary Investigation." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4920.
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Numerous research studies have concluded that values drive perceptions, responses to situations, judgments, interactions among people, and behaviors. In addition, studies have found that congruence or agreement between individual values and organizational values can increase job satisfaction and commitment. Minimal research has explored the concept of value congruence between substance abuse counselors and their treatment settings, and its impact on perceived ethical work behaviors and organizational commitment. This study explored how the extent of fit between individual and organizational values impacts ethical work behaviors and organizational commitment of substance abuse counselors.
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Dean, Asabi A. "A Delphi study to assess a potential set of items to evaluate trauma competencies in counselor education programs." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/5453.
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Trauma has been studied sporadically in the past. The Council on Accreditation for Counseling and Related Programs (CACREP, 2016) created several standards that address crises, disasters, and other trauma-causing events. These standards address the importance of the studying of trauma for those in the counseling profession. The broadly written standards do not have competencies that would address more specifically how best to implement the standards. This study used the Delphi Method to seek the experts help with creating competencies for the standards created by CACREP that address crises, disasters, and other trauma-causing events. The results will be the development of trauma competencies that can be used by counselor educators to train future counselors about trauma.
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Cathers, Lauretta. "Exploring Substance Use Disorders Community Outpatient Counselors’ Experiences Treating Clients with Co-Occurring Medical Conditions: An Interpretative Phenomenological Analysis." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3255.
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Abstract EXPLORING SUBSTANCE USE DISORDERS COMMUNITY OUTPATIENT COUNSELORS’ EXPERIENCES TREATING CLIENTS WITH CO-OCCURRING MEDICAL CONDITIONS. AN INTERPRETATIVE PHENOMENOLOGICAL ANALYSIS Lauretta Anne Cathers, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2013 Major Director: Amy Armstrong, PhD, Chair, Rehabilitation Counseling The Interpretative Phenomenological Analysis study presents the findings from a qualitative study examining substance use disorders (SUD) community outpatient treatment counselors’ experiences treating clients with co-occurring medical conditions. Interviews from five SUD community outpatient treatment counselors resulted in four emerging super-ordinate themes. The findings illustrate the relationships between SUDs, medical conditions and other predisposing, enabling and need factors. In order to assist clients in focusing on therapy, counselors work to identify resources to treat the basic needs of the clients, including medical care. Challenges included limited resources, complex system processes, and client fear and apathy. In addition, various unique challenges related to medical conditions treated by potentially habit forming medications and traumatic brain injury were identified. Counselors discussed how their roles and responsibilities have expanded to include case management and additional responsibility for the overall well-being of the clients they serve. They encouraged SUD educators to include more education on counselor self-care, trauma, pain conditions and the assessment process. Implications from the study highlight the need for integrated behavioral and physical health care.
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Boen, Randall. "The Evaluation of Attitudes towards Individuals with Mental Illness among Counselors in Training." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1643.
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Negative attitudes and stigma associated with mental illness have a profound impact on individuals who experience them. Researchers have defined stigma as the attribution of a deviant characteristic to members of a particular group. Persons with severe and persistent mental illness (SPMI) face many difficulties that impact their full participation in social life. Although attitudinal reactions to individuals with SPMI have improved considerably over the last few decades, there are still areas for improvement. Limited research has been conducted to evaluate attitudes and stigma associated with individuals with SPMI among human service professionals-in-training (HSPs). For this study HSPs were defined as individuals entering into social service, mental health, and substance abuse professions. Further, there have only been a few published studies in attitude research that utilized randomized vignettes portraying individuals with two different mental health diagnoses. Data collection occurred in counselor education and similar programs at many universities. A total of 79 participants (20 males and 58 females) took part in this study. Recruitment efforts reached HSPs at 27 universities throughout the contiguous United States. For this study, participants were asked to respond to self-report surveys and to one of two written vignettes to quantify their attitudes toward the individuals depicted in them. The two vignettes described an individual with a mental illness and differed in the diagnosis attributed to the individual: schizophrenia spectrum disorder in one vignette and generalized anxiety disorder in the other vignette. Results indicated that although there were slight mean differences between the two groups of participants, the differences were not statically significant, t (77) = 0.63, p =53. The Attribution Questionnaire-27 (AQ-27; Corrigan, 2012) gathered overall attitudes towards mental illness. The Mental Health Provider Stigma Inventory (MHPSI; Kennedy, Abell, & Mennicke, 2014) was used to collect data on attitudes, behaviors, and social pressure impacting stigma towards individuals who have SPMI. Data collected with these two scales yielded evidence to indicate that participants held stigmatizing attitudes towards individuals with SPMI. Data gathered suggested that graduate students in rehabilitation counselor education programs expressed fewer stigmatizing attitudes than students from other programs. This result was seen across both measures. Data were collected on frequency of contact with persons with mental illness to evaluate the association between contact frequency and knowledge of mental illness and negative attitudes. Demographic data gathered included gender, age, professional training, and number of years of work experience in a counseling-related role. Further, a hierarchical multiple regression was used to determine which order of predictors were statistically significant to the outcome measure. Prior literature suggest that prior contact and familiarity scores playing a more important role in predicting the outcome variable (AQ-27) then the demographic information. The first model was statistically significant F(6,72) =3.64, p= .003 and explained 23% of the variance in the dependent variable (AQ-27 total scores). After the input of these demographic factors the second step included LOF and SADP- PCF-R scores. After entry of the second step the overall variance was 28%. The second model was statically significant F(8,70) = 3.39 p = 002 and explained an additional 4% variance in the model. In the final adjusted model, four out of the seven predictor variables were statistically significant. A small pilot study consisting of rehabilitation counseling professionals was used to develop the methodologies for this study. The primary limitation of the primary study was the sample size. Further details of the methodology used and limitations of this particular study will be described in subsequent chapters. Implications of this study and suggested future research are proposed.
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Thomas, Patricia Ann. "Rehabilitation of obesity." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1454.
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This project investigates the many influences throughout the life span that interact to cause obesity. Heredity factors, overfeeding in infancy and childhood, repeated dieting, inactivity, lifestyle and psychosocial conditions all contribute to the incidence of obesity.
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Marshall, Cheryl Antoinette. "An analysis of motivation as a predictor of vocational rehabilitation outcomes." CSUSB ScholarWorks, 1989. https://scholarworks.lib.csusb.edu/etd-project/537.
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Ekstrom, Steffany. "Theoretical orientations of rehabilitation counseling implications for intervention /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998ekstroms.pdf.
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Younger, Crystal. "Characteristics of Effective Expert Witnesses in Rehabilitation Counseling." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/278.
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Vocational expert witnesses are retained to perform vocational assessments and provide vocational rehabilitation counseling services to disabled individuals. They are often required to testify as expert witnesses at trials on cases in which they have evaluated disabled individuals or provided rehabilitation counseling services to disabled clients. The purpose of this study was to identify characteristics of effective vocational expert witnesses. Certified Rehabilitation Counselors (CRCs) who were members of the International Association of Rehabilitation Professionals (IARP) were asked to complete the Rehabilitation Counselor Questionnaire and Survey and nominate effective vocational expert witnesses for this study. A total of 346 certified rehabilitation counselors participated. Ninety five of the 346 respondents were nominated by their peers as effective vocational expert witnesses. Results of this study determined that rehabilitation counselors who were nominated by their peers as effective expert witnesses were more effective than rehabilitation counselors who were not nominated as effective expert witnesses in a number of areas: Rehabilitation counselors who were nominated as effective expert witnesses have more self-confidence, enjoy debating more, enjoy conducting research more, enjoy administering tests more, utilize subjective sources more often in forming opinions, are more comfortable speaking generally or before a judge or jury, more often identify providing expert testimony as one of their favorite tasks, and get anxious less often before they testify. Rehabilitation counselors nominated as effective expert witnesses are significantly different from rehabilitation counselors who were not nominated by their peers as effective expert witnesses in that nominated counselors have a high number of court appearances annually, hold a state license as a counselor more often, and have been a rehabilitation counselor for a long time.
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Stinson, Jill D., and Michael D. Clark. "Motivational Interviewing with Offenders: Engagement, Rehabilitation, and Reentry." Digital Commons @ East Tennessee State University, 2017. https://www.amzn.com/1462529887.
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From experts on working with court-mandated populations, this book shows how motivational interviewing (MI) can help offenders move beyond resistance or superficial compliance and achieve meaningful behavior change. Using this evidence-based approach promotes successful rehabilitation and reentry by drawing on clients' values, goals, and strengths--not simply telling them what to do. The authors clearly describe the core techniques of MI and bring them to life with examples and sample dialogues from a range of criminal justice and forensic settings. Of crucial importance, the book addresses MI implementation in real-world offender service systems, including practical strategies for overcoming obstacles.https://dc.etsu.edu/etsu_books/1135/thumbnail.jpg
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DeGaetano, Jessica McCarthy. "The Role of Psychological Flexibility in Injury Rehabilitation." Thesis, Kean University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3642244.
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The purpose of this study is to explore the impact of psychosocial factors and psychological flexibility on rehabilitation protocol adherence in a sample of injured collegiate athletes. Self-report measures were given to injured athletes prior to the outset of a physical rehabilitation protocol, and a measure of rehabilitation adherence for each athlete was completed by the Chief Athletic Trainer upon the completion of rehabilitation. Logistic regression analyses with bootstrapping were conducted to determine if broad psychosocial factors such as those indicated within the BBHI – 2, and level of psychological flexibility as measured by the AAQ – 2 would significantly predict engagement and adherence to a rehabilitation protocol. The AAQ – 2 was found to significantly contribute to the overall logistic regression model. This measure would give medical providers a way to quickly and quantitatively assess for the presence of potentially problematic behavioral responding that has been demonstrated to negatively impact the course of rehabilitation.
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Bryan, Colleen S. "The application of learning organization principles to church growth." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/646.
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While many studies showed evidence of the use of learning organization theory in a variety of venues, these theories have been studied in a limited capacity in church settings. This research attempted to substantiate the presence of learning organization principles in churches experiencing growth, and to refine a tool to measure these characteristics in churches. Relationships and strengths of association between and among 3 learning organization principles of leadership, job structure and systems, and performance and development, and degrees of growth defined as negative, plateau, and positive growth were examined in a sample of Nazarene churches via a revised survey completed by senior pastors. Pre and post survey analyses were employed, resulting in stronger reliability and validity outcomes for the instrument and contributing to a significant gap in the literature. Correlation, multiple regression, and ANOVA methods were used to assess relationships between the 3 learning organization principles and 3 levels of church growth. Outcomes did not show significant substantiation of these relationships, except for slightly higher evidence of leadership in the positive growth group. This study adds to the scientific knowledge of church growth via the creation of a new survey instrument for church use. The promotion of social responsibility and professional application of knowledge to church venues is an important tenet of this study, and lends valuable insight and knowledge for church leadership to engage in strategies that lead to social change.
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Warner, Sandra. "Toward a new paradigm spirituality and its inclusion into the rehabilitation counseling process /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002warners.pdf.
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Masood, Anjum. "Current needs and practices of rehabilitation in Fiji and Pakistan." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/806.
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Ganther, Hazel. "Rehabilitation and the meaning of color." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1646.
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Kelsey, Daniel J. "The Development and Exploratory Validation of the Awareness of Social Justice for Individuals with Disabilities Scale." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1409.
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Individuals with disabilities (IWDs) continue to experience stigma, prejudice, and discrimination that result in social injustice. Counselors of all specialties and theoretic orientations provide services to IWDs. However, there is little discussion about disability-related social justice in the counseling and psychology literature. Counselors, psychology professionals, rehabilitation counselors, and society as a whole, must first be aware of the social injustices that IWDs experience and the role that society has in maintaining them; otherwise, counselors risk perpetuating these social injustices. However, there are no instruments that measure the awareness of social justice issues as they relate to IWDs. By creating and validating an instrument that measures awareness of social justice issues as they relate to IWDs, counselors may be able to increase their sensitivity, and develop both curricula and empirical research designed to address the social injustices faced by IWDs.
This research focused on the exploratory development and validation of a new instrument, the Awareness of Social Justice for Individuals with Disabilities Scale (ASJIDS). Five domains were identified that underlie disability-related social justice, (a) equity, (b) access, (c) participation, (d) the effects of the biomedical model of disability, and (e) sympathy and lowered expectations for individuals with disabilities. Items for the ASJIDS were grounded in these five domains and evaluated by expert reviewers. The ASJIDS was administered to 503 undergraduate students at a Midwestern state university, of which 436 completed every item. Internal consistency of the ASJIDS was found to be high; however, Cronbach’s alpha for each of the five domain-grounded subscales did not meet the accepted 0.70 cutoff. The values obtained from Bartlett’s test of sphericity and Kaiser–Meyer–Olkin’s measure of sampling adequacy met the criteria needed for exploratory factor analysis (EFA). However, interitem correlations were low, suggesting a weak factor solution. A five-factor solution accounted for 30.33% of the variance. The limitations of this research, implications for theory, practice, and training, and recommendations for future research are discussed.
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Sanderson, Priscilla Rose. "An Investigation of Selected Factors Correlating To Vocational Rehabilitation Outcomes." Diss., Tucson, Arizona : University of Arizona, 2005. http://etd.library.arizona.edu/etd/GetFileServlet?file=file:///data1/pdf/etd/azu%5Fetd%5F1037%5F1%5Fm.pdf&type=application/pdf.
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Tsai, Yi-Hua. "Ethics education and its influences on rehabilitation counseling master's students." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2650.
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The importance of ethics in helping professions and ethics education in counselor preparation programs have been stressed and discussed greatly. In order to foster helping professionals' ethical behaviors to ensure clients' rights and welfare, professional organizations have developed codes of ethics to serve as guidelines for helping professionals in ethical decision making; accreditation bodies for counselor education programs also have included standards of including ethics into curriculum. Studies regarding ethics-related issues and ethics education have been broadly explored and discussed within the counseling profession. Research regarding ethics education has emphasized the goals of ethics education, teaching in an ethical manner, using ethical instructional materials, and other general elements in ethics education, and was mainly focused on the perspectives of counselor educators. However, there has been a lack of studies to examine the outcome and influence ethics education has had on students' ability and practice. The purposes of the present study are to: (a) discover the current status of ethics education in master's rehabilitation counseling programs across the United States; (b) identify the general profiles of ethical orientations among a sample of master's students in rehabilitation counseling programs; (c) determine whether ethics education would impact future counselors' ethical reasoning and decision-making skills in terms of ethical orientation; and (d) explore rehabilitation counseling master's students' satisfaction towards ethics education and training received in the programs and their self-perceived confidence and competence level in making ethical decisions.
The study surveyed a total of 47 master's students in rehabilitation counseling programs. The results showed that a majority of programs offered ethics education in a combination method of a separate course and infused ethics-related topics throughout the curriculum, and 48 and 60 credit hours were the commonly adopted graduation requirements. ACA Codes of Ethics and Code of Professional Ethics for Rehabilitation Counselors by Commissions on Rehabilitation Counselor Certification (CRCC) were the commonly used materials in ethics education. Dual relationships on non-sexual nature, confidentiality, informed consent, duty to warn, and scope of practice were the five topics that were indicated to be important concepts to be covered in ethics education. In addition, lecture and whole class discussion were the common adopted methods in teaching ethics, while students' preparation was usually evaluated by examinations, assigned case studies, and term papers. Examination was not perceived as the most helpful evaluation method by master's students. On the other hand, practicum supervision and case studies were perceived to be more helpful in evaluating students' competence to practice ethically.
The ethical reasoning level of all participants as a whole exhibited a primary emphasis on individuals' needs, while societal regulations, norms, and laws are recognized but are considered as secondary concerns in ethical decision making. The results of data analyses also showed that students who received varied formats of ethics education and in different demographic information groups did not demonstrate significant differences on the degree of their moral development and sophistication of ethical reasoning. Moreover, on a 6-point Likert scale, participants reported to have a mean of 4.48 on their satisfaction about their current ethics education and have an overall mean of 4.39 on the confidence level and an overall mean of 4.53 on self-reported competence level in approaching and handling an ethical situation.
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Davis, Dytisha Monicke. "Rehabilitation Counseling Master's Students: Beliefs and Attitudes About Domestic Violence Toward Women." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4835.
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Domestic violence is a national concern that affects women of all ages and ethnicities, as well as women with disabilities. Although there is literature focusing on attitudes about domestic violence toward women, the literature review provided no studies that investigated attitudes about domestic violence toward women in relation to domestic violence knowledge, counselor competency, and counselor comfort level. Statistics reveal the increasing number of women who are in abusive relationships and the mental and health effects of domestic violence abuse.
This study explored Rehabilitation Counseling master's students' attitudes and beliefs about domestic violence toward women. The participants were 113 Rehabilitation Counseling master's students enrolled in Rehabilitation Counseling master's programs in 30 universities in different geographical regions of the United States. The study consisted of a demographic questionnaire and five research instruments: the Attitudes Toward Women Scale, the Domestic Violence Blame Scale, the Perceived Counselor Comfort Scale, the Domestic Violence Knowledge Test, and the Marlowe-Crowne Social Desirability Scale.
The results of the three hierarchical regression analyses are provided. First, there was significance based on domestic violence knowledge and race/ethnicity, and domestic violence and age: (a) Participants who identified as African American scored lower in domestic violence knowledge, and (b) participants in the age group 25 to 30 years scored lower in domestic violence knowledge. Second, there was no significant relationship between the criterion variables and perceived comfort. Third, there was a significant relationship between the criterion variables (domestic violence training and previous history of domestic violence) and competency level. Participants who indicated having training in domestic violence had a higher the level of competency than participants who indicated having no training in domestic violence. Participants who indicated having a previous history of domestic violence had a higher level of competency than participants who indicated not having a previous history of domestic violence.
Implications for counselors, educators, and future research are discussed.
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Glogowski, Jeffrey Ronald. "Vipassana Meditation and Teacher Decision-Making." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1001.
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The purpose of this grounded theory study was to build a theory about the process and function teachers construct around the effect Vipassana meditation has on stress, teaching, and decision-making. This study addressed the problem of how teachers respond to daily tasks and demands that can negatively impact their longevity in the profession. The starting point was the conceptual framework, including resolving cognitive dissonance, choice theory, mindfulness, and the perspective of Vipassana meditation. The research questions addressed how Vipassana meditation influences a teacher's daily routine, decision-making, classroom management, general procedures, and stressful situations. The data collection was done in 2 stages and included triangulation through 2 interviews, journals, and a questionnaire for all 9 participants. The analysis used pre, open, axial, and selective coding with both inductive and deductive processes which connected the conceptual framework to emerging concepts including equanimity, awareness, observation, context, detachment, nonjudgment, flexibility, being present in the moment, and engagement. Using these concepts, a possible theory involving the anicca perspective (one of non-permanence) on the decision-making process and as a stress management tool was generated. Implications for positive social change include a demonstrable positive effect on relationships in the classroom, pedagogy, and classroom management. This process can be considered in teacher training and professional development programs to decrease stress in order to help prolong teachers' careers.
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James, Wendy. "Perspectives of executive women: Life choices and balancing career with marriage and children." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/716.
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This qualitative study investigated the experiences of executive women and their choices in balancing work with marriage and children. Research on women in the workplace tends to conflate categories of hourly workers, part-time employees, and middle- and upper-management careers. Yet, the literature on balancing career and family life does not adequately portray the experiences of executive women. The purpose of the study was to discover executive women's perceptions about their career, how they chose their path, and how their career choices affected their decisions about marriage and children. The research questions for this study examined: (a) The effect of executive women's career choices on their balance of marriage and children, (b) reflection on career choices as an opportunity (enhancement) or loss (conflict) regarding marriage and children, and (c) the sacrifices made or regrets felt, if any, by executive women in pursuing a career. The research questions reflect the study's grounding in role theory, role conflict theory, and spillover theory. Data were collected via personal interviews with 10 participants, which were recorded, transcribed, and coded for themes. Results showed that although participants were conscious of making some sacrifices, such as feeling guilt missing their children's events and not making time for self or women friends and feeling some guilt about those sacrifices, they expressed no regrets for the decisions they made. The study has the potential to effect social change by providing insight about how an important subset of the professional work force attempts to balance career and family life. The study may also help women pursuing business careers make more informed choices about their personal and professional goals.
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Boston, Quintin. "Assessing Multicultural Counseling Competencies Of Internship Students Enrolled In CORE And CACREP Programs." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1878981931&sid=7&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2009."Rehabilitation Institute." Keywords: Rehabilitation, Multicultural counseling, Internship. Includes bibliographical references (p. 116-129). Also available online.
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Ngwana, Rudzani Gabriel. "The effect of spiritual counseling in the rehabilitation and correction of offenders." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/1106.
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