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1
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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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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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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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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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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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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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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Ganther, Hazel. "Rehabilitation and the meaning of color." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1646.
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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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Sullivan, Hannah. "MEASUREMENT OF DISABILITY ATTITUDES AND VIDEO GAMING TENDENCIES AMONG REHABILITATION STUDENTS." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2222.
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Throughout disability history, attitudes towards individuals with a disability have been a defining topic for research. History has shown that discrimination and stereotypes have been a common concern among people with disabilities and existing research has provided information regarding the general populations’ disability attitudes. This pilot study investigates the differences between Rehabilitation Counseling students’ disability attitudes utilizing the SADP and the Personal Information Form. This pilot study explores video game usage of Rehabilitation Students in training. This topic is explored in relation in terms of escape, attention, tangible, and sensory factors. Research questions analyzed within this pilot study include: What are undergraduate and graduate rehabilitation students in disability attitudes? and What are undergraduate and graduate rehabilitation video gaming tendencies?
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Kim, Ki Hyun. "Moving toward a better understanding of job satisfaction of South Korean masseurs with visual impairments: test of integrative job satisfaction model in social cognitive career theory." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1861.
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The research regarding employees' job satisfaction is one of the most important indicators of their vocational adjustment or outcome. In addition, understanding the level of job satisfaction of employees' with disabilities it is important to understand the predictors of success. This knowledge contributes to the qualitative and the quantitative improvement of vocational rehabilitation outcomes for individuals with disabilities. The purpose of this dissertation was to explore the job satisfaction of South Korean masseurs with visual impairments, utilizing the Social Cognitive Career Theory framework. A total of 221 South Korean masseurs with visual impairment responded to a survey, Including a demographic questionnaire and five instruments: Index of Job Satisfaction(IJS), The International Positive and Negative Affect Schedule short form (I-PANAS-SF), the Personal Efficacy Beliefs Scale (PEBS), Subjective Fit Perception(SFP), and the Multidimensional Scale of Perceived Social Support(MSPSS). Multiple regression analysis indicated that as masseurs in this study considered that they have a better fit with their job, as they experienced being more efficacious with their massage skills, and as they felt more positive, their level of job satisfaction was higher. Moreover, as masseurs in this study experience having a better fit with their job regarding their monetary aspects, as they feel efficacious with their massage skills, as they feel more positive, and as they consider their job duties fit their education or skills they learned, their level of job satisfaction also was higher. However, in this model (when these social cognitive career variables were accounted for altogether), no matter how masseurs with visual impairments consider how their personal values fit with their organizational values or how much social support they received from their family, friend, or significant others did not appear to contribute to overall their job satisfaction. In addition, the analysis supported the existence of a moderating effect of positive affect on the relationship between subjective fit and job satisfaction, in addition to the moderating effect of social support on the relationship between work related self-efficacy and job satisfaction among masseurs in this study. In conclusion, the integrative model of work satisfaction (Lent &Brown, 2006, 2008)provided a good overall fit to the data. Discussion of the results of the analyses of this study and limitations were demonstrated. Finally, implications for policy makers, researchers, and career counselors were also provided.
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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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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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Grayson, Keisha. "Perceptions of Supervisors Regarding Essential Knowledge Domains for Clinical Supervision in Rehabilitation." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/380.
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This study investigates the level of knowledge of clinical supervision among rehabilitation supervisors who provide clinical, administrative, and both clinical and administrative supervision. Moreover, the study intends to identify the knowledge domains that are important to providing clinical supervision in rehabilitation. In examining the knowledge domains for clinical supervision in rehabilitation The Rehabilitation Counselor Supervision Inventory (RCSI) was utilized. More than 120 rehabilitation supervisors employed within state-federal vocational rehabilitation field offices, community rehabilitation programs, and centers for independent living in Illinois comprised the sample. Participants completed the knowledge and skills domain portion of the RCSI. Descriptive statistics were computed on the six clinical supervision knowledge domains on the RCSI in order to examine the mean and standard deviation for the subjects' responses to the knowledge and skills scale. For the study, the supervisors rated the following clinical supervision knowledge and skills domains in order of importance: ethical and legal issues, rehabilitation counseling knowledge, intervention techniques and models, assessment and evaluation, supervisory relationship, and theories and models. Multiple linear regression analyses were utilized to assess the relationship between perceived importance of the clinical supervision knowledge domains on supervisory role (clinical, administrative, and both clinical and administrative supervisory roles). Results of multiple regression analyses indicated that supervisory role statistically predicted supervisors' perceptions of importance on four of the six clinical supervision knowledge domains on the RCSI. Understanding the relative importance of clinical supervision knowledge domains in the area of rehabilitation counseling will add to the existing body of research and literature specific to rehabilitation supervision and may assist in the development of appropriate training for supervisors who provide both clinical and administrative supervision.
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Roberts, Kathy Patrice. "The effects of primary disability types on handicapped persons utilizing rehabilitation services: measures of client satisfaction." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2509.
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The primary purpose of this study was to determine the degree to which clients were satisfied with rehabilitation counseling services. A secondary purpose was to determine if primary disability types such as psychotic disorders, mental and emotional disturbance and mental retardation, borderline (IQ range 70 to 85) influenced the degree to which clients expressed satisfaction with services rendered. The study was conducted in Atlanta, Georgia.
Data were obtained from former clients of the XYZ rehabilitation center. Data on 83 former clients who received rehabilitation counseling at XYZ rehabilitation center in fiscal years 1983, 1984 and 1985, were used in this study. Frequency Analysis, Measures of Central Tendency and Variability were used for statistical purposes. Results of the study revealed that, overall, XYZ clients expressed satisfaction with services rendered. In addition, results also indicated that of the three primary disability groups, overall, the mentally retarded, borderline group indicated being most highly satisfied with center services followed by the mental and emotional group and then the psychotic disorder group. Furthermore, the study revealed that primary disability types had no effect on the clients’ expressed satisfaction with rehabilitation services.
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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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Kirksey, Augustin Kellie Nicole. "A nationwide assessment of multicultural counseling competencies of rehabilitation practitioners in the private sector /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451959829.
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Muehlheim, Gina M. "Private and Public Sector Providers' Attitudes About Psychosocial Rehabilitation Interventions." Xavier University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1394729493.
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Dunlap, Paige Nicole. "Patterns of Service Delivery to Transition-Age Vocational Rehabilitation Consumers with Psychiatric Disabilities." OpenSIUC, 2009. https://opensiuc.lib.siu.edu/dissertations/102.
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With psychiatric disabilities representing a large number of transition-age youth in the US and low employment rates for individuals with disabilities in general, it is necessary to identify the patterns of service variables that are more likely to lead to a competitive employment outcome for this population. This study was an investigation of the vocational rehabilitation case service variables provided through the federal-state vocational rehabilitation system to transition-age consumers with psychiatric disabilities. The identified variables were then studied to determine relationships that exist as they pertain to employment outcomes. The population of vocational rehabilitation consumers was accessed using the Rehabilitation Services Administration 911 database for fiscal year 2007. The database was analyzed using a series of cluster analyses to determine patterns of services associated with competitively employed or unemployment outcomes for this population. A total of 5744 cases were analyzed in this study. The results indicated that there were three distinct clusters of vocational rehabilitation services delivered to this population: Basic services, Job Focused, and College Plus. The results also showed that employment status at application, medical insurance at closure, Job Focused Cluster, and race - African American were significant predictors of rehabilitation outcome. Significant predictors of yearly earnings at closure were employment status at application, medical insurance at closure, Basic Services Cluster, and Job Focused Cluster. The Hispanic race was not found to be a significant predictor in this study. Implications, suggestions for future research, and limitations of the study are discussed.
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Ackerman, Donna V. "The Impact of Teacher Collaboration in a Professional Learning Community on Teacher Job Satisfaction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/962.
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A dilemma in some local educational institutions is the lack of a supportive teacher community which could lead to decreased teacher job satisfaction. The purpose of this study was to describe to what extent teacher collaboration in a professional learning community (PLC) impacts teacher job satisfaction. Theoretical foundations by DuFour, Eaker and DuFour supported the relationships between PLC and teacher collaboration. Herzberg's theory of motivation and Maslow's hierarchy also served as frameworks in this study. An interpretive, qualitative research design was used to explore potential connections between collaboration and job satisfaction. Research questions addressed how scheduled school day collaborative time impacts teacher job satisfaction, job satisfaction changes due to a PLC environment, and the impact of teacher isolate on job satisfaction. Data included observations of collegial interactions, face-to-face interviews, recorded field notes and audio tapings captured during these data collecting events. Cross-referencing was applied between collection tools. Data were coded, categorized and analyzed following the process designed by Hatch. Ideal collaborative time and job satisfaction characteristics emerged as core themes. Specifically, scheduled collaboration provided a structure for developing strategies for meeting students' needs, and principal support for collaboration was shown to enhance teachers' perceptions of job satisfaction. Teachers also cited improved practices and enhanced collegial relationships as additional sources of increased job satisfaction. Implications for positive social change include improving teacher job satisfaction, which could assist in creating a positive, productive environment for teachers. This can result in more well planned learning environments and greater academic achievement for students.
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Ayers, Jennifer Parker. "Job satisfaction, job involvement, and perceived organizational support as predictors of organizational commitment." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/729.
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The purpose of this study was to determine whether or not there is a significant relationship between job satisfaction, job involvement, perceived organizational support, and organizational commitment among educators. A review of the literature revealed there is limited research that examined organizational behaviors among educators. Organizational commitment has been identified as a leading factor impacting an employee's level of success in various organizations. There remains a gap in the current literature regarding specific attitudinal behaviors influencing organizational commitment across various levels of education. Organizational commitment among educators employed at the primary, secondary, and postsecondary levels was examined. The sample for this study included 900 educators in a southern U.S. state. Based on the social exchange and leader member Exchange theories, this study used a nonexperimental quantitative design. The data were analyzed using three hierarchical multiple regressions. The findings of this study revealed a significant relationship between job satisfaction, job involvement, and organizational commitment. Given the significance of these findings, promotion of dialogue within education could enhance social exchange relations, employee involvement, and educator commitment. Social change implications include the improvement of the educational services and student success outcomes and promotion of the importance of quality workplace exchanges, personal growth, leadership, scholarship, collaboration, and the benefits of a highly committed workforce.
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Corson, Norman Earl. "Moral development of rehabilitation professionals and supervisors' assessment of success." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2438.
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This research explored the connection between the level of moral reasoning in rehabilitation professionals and their supervisors' judgment of them as more or less successful in providing services. Professionals from three work settings (private for-profit, private not-for-profit, and public) in two states (California and Texas) were categorized by supervisors into two research groups. Moral reasoning was assessed by the Defining Issues Test. A demographic questionnaire provided information on factors such as age, sex, exposure to previous ethics training, years in the field of vocational rehabilitation, and identification of the professional as an individual with a disability. Relevant data was obtained from 61 supervisors and 122 rehabilitation professionals. The research sample provided 20 matched pairs (one more successful and one less successful) from both the private for-profit and private not-for-profit settings and 21 matched pairs from the public work setting. This sample included 73 females and 49 males. Analysis found that rehabilitation professionals identified as being more successful had significantly higher moral reasoning scores on the Defining Issues Test than peers identified as less successful. This finding was not affected by sex, work setting, years in the field of vocational rehabilitation, or prior exposure to training in ethics. The factor of age was identified as having significant interaction with the level of assessed moral reasoning. A positive correlation was identified between age and supervisors' selection of more successful professionals. This research identified moral development as a factor in being judged by supervisors as successful in vocational rehabilitation services. It also discussed alternative criteria for success other than the “rehabilitated” status of the client, the role of moral development in successful case management, the need for assessing moral development in candidates for graduate school, and the place of moral development in hiring and training rehabilitation professionals. Several recommendations are made for additional research that include adding the supervisor's age as a research factor; focusing on rehabilitation counselors rather than including the general population of rehabilitation professionals; and comparing competitive closure rates of rehabilitation professionals with their levels of assessed moral reasoning.
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Han, Grace Alice. "An examination of the long-term effects of authorized training programs on injured workers in the state of Oregon." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/4202.
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The worth of rehabilitation programs should be measured in terms of their lasting impact on long-term employment. Vocational rehabilitation programs nationally and internationally appear to be falling short of their goal of long-term gainful employment. Competitive employment options for the injured worker appear to have leveled out, the pool of unemployed disabled workers appears to be rising, litigation and adversarial relationships are beginning to dominate the rehabilitation process, and costs of vocational rehabilitation are escalating. Increasingly, interest has focused on the long-term influence of vocational rehabilitation, particularly on the costly training programs, and on the employment and economic potential of program recipients.
The present study focused on the current socioeconomic and employment status of those individuals who participated in Authorized Training Programs (ATPs) in 1985 and 1986. It was hypothesized that workers who successfully participated in authorized training programs would be able to maintain long-term gainful employment at or near their wage-at-injury in the field in which they had received ATP training.
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Allen, Douglas Edward. "Rehabilitation in the state sector: Do job descriptions accurately reflect expected duties?" CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/989.
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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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Wein-Senghas, Alicia. "Motivational Interviewing in Vocational Rehabilitation: Why it Matters for People with Disabilities." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1619178984086752.
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