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Browne, LaVonne A. "On faith and work : the relationship between religiosity and work values /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036808.
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Wicomb, Samuel Domingo. "Graphic design students’ perceptions of work practice." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2391.
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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2016.The aim of this study was to examine how students experience the transition from the classroom to the workplace. This research explored what factors students found problematic and which factors was helpful during the transition. This research was qualitative and this study focused on the experiences of the participants and all data was collected from their perception of work practice. I used Activity Theory as a theoretical framework to compile and organize relevant data. Data was gathered using video recordings, hand written journal entries and individual interviews. The research was conducted in an on-campus design studio that is situated within the Design Faculty at Cape Peninsula University of Technology. The reason for choosing Design Logic as a site is the following; the studio sits neatly between the classroom and the workplace, although the studio is in a protected environment, most of the elements that are present in a real world setup is reflected within Design Logic i.e. the stresses of satisfying demanding clients, working with budgets, liaising with suppliers and the ever present looming deadlines all form part of the daily make-up of Design Logic. Although the starting point of the study was to search for the problem areas of the student’s transition into the work place, the analyzed data revealed the dissimilarities between the two systems and how the participants overcame the difference i.e. shifting identities and rules and norms to develop new skills suited for the work place. The workspace opened a Zone of Proximal Development (ZPD) and highlighted the value and importance of work practice in preparation of graduates for industry.
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Cooke, Christopher. "Physical work capacity evaluation in vocational rehabilitation and its effect on the vocational placement of disabled male workers." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31111.
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The purpose of this study was to examine the effect of program type and selected predictor variables on the vocational placement and feelings of self-esteem of disabled male workers. It was predicted that: (1) a physical capacity assessment program (PCA), designed by the investigator, would result in a higher rate of successful vocational placement than conventional placement techniques, in a shorter period of time and with a better vocational match; (2) increased measures of self-esteem would be experienced by the PCA group and at a more significant level than conventional vocational programs; (3) there would not be a significant interaction between the vocational placement variables and the independent variables of age, degree of disability and injury type; and (4) there would not be a significant effect of selected moderator variables between groups on the vocational placement variables.
Fifty disabled workers were randomly selected from the active caseloads of the Vocational Rehabilitation Department of the Workers' Compensation Board of British Columbia for participation in the study. Their average age was 33.32 years, and their average length of time on wage loss was 245 days. All subjects were injured as the result of an industrial accident, were no longer undergoing medical
treatment, had been cleared for a return to work but were suffering from a residual disability that prevented them from returning to the work force. Subjects were randomly assigned to one of two treatment conditions involving vocational counselling with job search training (JS) and vocational counselling with physical capacity assessment (PCA). Following completion of the program, subjects began job search activities and were monitored for a period of 6 months or until successful vocational placement was achieved.
Data analyses showed that: there was a significant main effect between groups for success in vocational placement with PCA placing more subjects than job search; there were no significant differences between groups on measures of self-esteem following completion of the programs; there was a significant interaction effect of age, degree of disability and type of injury with success in vocational placement and; there was a significant interaction effect of several moderator variables including marital status and length of time on wage loss with success in vocational placement and time to vocational placement.
The results tend to support the use of physical capacity assessment for the guantification of individual capacity to perform work. Further, the results suggest that the use of PCA information in the identification and
selection of appropriate vocational alternatives can significantly enhance the success of vocational placement disabled workers. Recommendations were made for future research.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Bartlett, William Donald. "Development of a field tested career decision workbook for Bible college freshmen /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-165548/.
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Browne, Jennifer M. "An internship report including an evaluation of the Student Work and Service Program at Memorial University." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ42354.pdf.
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Tooson, John Harry. "Evaluating Ohio's injured workers for vocational rehabilitation utilizing the Menninger return to work scale." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1050615058.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiii, 183 p. Includes abstract and vita. Advisor: Bruce S. Growick, College of Education. Includes bibliographical references (p. 180-183).
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Brenana, Stacy Lyn, and Deborah Gayle McTee. "School-to-career curriculum." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1803.
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The mission of this project is to develop a school-to-career curriculum that can be utilized by all middle school students. It is designed to help educate these students in the skills they will need to become successful in their future careers.
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Nelson, Mark D. "The effects of an intensive vocational evaluation involving work samples on career indecision, self-esteem, and state anxiety in rehabilitation clients." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53654.
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The work sample approach to vocational evaluation attained prominence in rehabilitation settings largely as a result of dissatisfaction with traditional evaluation methods. Although the predictive validity of work sampling is assumed superior to paper and pencil testing, it is the career development functions that makes work sampling particularly attractive. Frequently writers have extolled the career and self exploration components of work samples.
Among the specific variables work samples are assumed to positively affect are anxiety about making a career choice, career decidedness, and self-esteem. However these career development benefits like the predictive validity of work sampling have largely been unexamined. This study is an initial exploratory investigation of these proposed career development functions. It seeks to determine if undergoing a work-sample-based evaluation is associated with (a) a reduction in anxiety connected with career decision-making, (b) lessened career indecision, and (c) enhanced self-esteem.
To accomplish the aforementioned, 60 clients of a comprehensive rehabilitation center were administered the A-State Scale of the State-Trait Anxiety Scale, the Career Decision Scale, and the Self-Esteem Inventory prior to beginning a comprehensive work-sample-based vocational evaluation, and again after the evaluation was completed. Three different handicapping conditions were studied with an equal nuber of subjects in the three groups: (a) mentally retarded, (b) learning disabled, and (c) emotionally disturbed.
Using a repeated measures multivariate analysis of variance, a change in dependent measures scores from pretesting to postesting was observed. Evaluation activities did not interact with type of handicapping condition to affect these scores. Post hoc analysis indicated positive changes occurred in anxiety associated with career decision-making and self-esteem.
Super‘s (1983) model of career maturity was employed to examine the career development effects of a work—sample-based vocational evaluation. This model cites the counterproductive effects of anxiety and low self-esteem on career planning, both of which have been validated empirically. Consequently the change in the sample's anxiety and self-esteem are assumed to enhance the probability of career planning. The time between the vocational evaluation and posttesting may have been insufficient for career indecision levels to have changed.
The limitations of the study, are addressed as are the implications of the study for future research.Ed. D.
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Kelly, P. Scott. "Designing a vocational guidance program to assist high school students of the Wildwood Baptist Church, Kennesaw, Georgia." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Whiting, Rosalind Heather, and n/a. "Gender, family responsibilities and career success in the New Zealand accountancy profession." University of Otago. Department of Accountancy and Business Law, 2007. http://adt.otago.ac.nz./public/adt-NZDU20070214.145101.
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This study contributes to an understanding of the causes, consequences and complexities of gender inequity in career success (high levels of status and salary) in the New Zealand accounting profession. Sixty-nine (twenty-seven male and forty-two female) experienced Chartered Accountants were interviewed about their career histories. A feminist, interpretative and qualitative approach was followed and NVIVO was used for analysis. The first significant contribution of the study was the identification of five work/family strategies based on levels of family and work involvement (Traditional Men, Traditional Women, Family Balancers, Stepping Stone Men and Work First Women).
Secondly, the level of family responsibilities explained career success much better than gender alone, although these two factors were commonly (but not always) directly related.
The third contribution was the revision of the three-pronged model previously offered by Whiting & Wright (2001) to explain gender inequities in salary and status in the New Zealand accounting profession. Because the original model was derived from quantitative data, using qualitative data to revise the model constituted a sequential mixed method (pragmatic) approach. In the revised model, gender centrality and the three explanatory categories (Attributes, Structure and Attitudes) were removed. Career success was enhanced by high career aspirations (related to perceptions of stress, managerial and responsibility requirements and remuneration), long working hours and availability to clients, hard work, high technical competence and skills (enhanced by overseas experience), networking (less attractive to women), self-confidence (enhanced by mentoring for the least self-confident), flexibility to relocate if required (decreased by family and lifestyle ties) and large size and growth of the employing organisation.
Most influential were career aspirations and a long hours/available work ethic. This demonstrated the pervasiveness of the male linear career model (derived from the male breadwinner-female carer family structure), that rewarded (in terms of progression) unilateral allegiance to the firm. Career aspirations, desire for responsibility, perceived ability to handle pressure, long hours, availability to clients, networking and possibly technical skills (if there were periods of extended leave) were all influenced by the Chartered Accountant�s level of family responsibilities. Those with the least family responsibilities (childless, Traditional Men and Work First Women) demonstrated unswerving commitment to the firm and were equally the most successful career wise.
The impact of family responsibilities on career progression could be ameliorated by organisational cultural change. There were some indications of cultural change, being most prevalent in public sector and educational organisations. Enhancing conditions included a culture of flexibility and a concurrent atmosphere of trust, a less competitive work culture, absence of constant overtime demands and on-call work, encouraging top management who worked positively to retain and foster top performers over a longer period, and high level part-time positions supported by well-trained subordinate teams. To achieve these conditions provides an imminent challenge to organisations which employ Chartered Accountants, because the profession is increasing its proportion of females, has a younger generation more interested in work-life balance, and is losing many of its members overseas.
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Schimmel, Annmarie J. "The use of career assessments in transition planning : an exploratory study /." Online version of thesis, 2008. http://hdl.handle.net/1850/6241.
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Wood, Leigh Norma. "Graduate voices the nexus between learning and work /." Phd thesis, Australia : Macquarie University, 2007. http://hdl.handle.net/1959.14/47704.
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"2006"Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Institute of Higher Education Research and Development, 2007.
Bibliography: p. 167-173.
Introduction -- Experience and expression -- Becoming a professional -- Study design -- Graduates' experiences: a narrative -- Reflections on communication -- Examples of texts -- Reflections on learning and teaching -- Reflections and implications.
The aim of this study is to inform curriculum change in the mathematical sciences at university level. This study examines the transition to professional work after gaining a degree in the mathematical sciences. Communication is used as the basis for the analysis of the transition because of the importance of language choices in work situations. These experiences form part of the capabilities that become part of a person's potential to work as a professional. I found a subtle form of power and, of the opposite, lack of power due to communication skills. It is not as obvious as in, say, politics but it is just as critical to graduates and to the mathematical sciences. -- There were 18 participants in the study who were graduates within five years of graduation with majors in the mathematical sciences. In-depth interviews were analysed using phenomenography and examples of text from the workplace were analysed using discourse analysis. Descriptions of the process of gaining employment and the use of mathematical discourse have been reported in the thesis using narrative style with extensive quotes from the participants. -- The research shows that graduates had three qualitatively different conceptions of mathematical discourse when communicating with a non-mathematical audience: jargon, concepts/thinking and strength. All participants modified their use of technical terms when communicating with non-mathematicians. Those who held the jargon conception tried to simplify the language in order to explain the mathematics to their audience. Those who held the concepts/thinking conception believed that the way of thinking or the ideas were too difficult to communicate and instead their intention with mathematical discourse was to inspire or sell their ability to work with the mathematics. The strength conception considers the ethical responsibility to communicate the consequences of mathematical decisions. Not one of the participants believed that they had been taught communication skills as part of their degree. -- Participants gained a 'mathematical identity' from their studies and acquiring a degree gave them confidence and a range of problem-solving skills. Recommendations are made about changes in university curriculum to ensure that graduates are empowered to make a high-quality transition to the workplace and be in a position to use their mathematical skills. Mathematical skills are necessary but not sufficient for a successful transition to the workplace. Without the ability to communicate, graduates are unable to release the strength of their knowledge.
Mode of access: World Wide Web.
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Farrow, Soyna Hester, and Donna Marie Monroe. "Social work students: The learning of professional values in a graduate program." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1843.
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Lee, Ching May Mimi. "Career maturity, career decision-making self-efficacy, interdependent self-construal, locus of control and gender role ideology of Chinese adolescents in Hong Kong." HKBU Institutional Repository, 2007. http://repository.hkbu.edu.hk/etd_ra/811.
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Solorio, Sylvia. "Preparing for entry into the workforce: Educational attainment for CalWORKS students." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2440.
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This study concerns an evaluation of a community college support services program. The study participants included 58 female CalWORKS students. Data was gathered from a self-administered survey questionnaire designed specifically for this study to gather student's level of satisfaction with program services. Practice, policy and research implications were discussed.
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Bartlett, William D. "Development of a field tested career decision workbook for Bible college freshmen." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38331.
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Bible college personnel face a unique challenge in providing career counseling to their students. Bible college students hold a deeply religious world view which can bear directly upon their career decision-making. The purpose of this study was to develop a career decision making workbook for Bible college freshmen. The development of such a workbook required the identification of relevant spiritual determinants, appropriate career development resources, and the integration of career decision-making theory with a theology of work and leisure.
Research and development methods used in the study included (1) initial document design, incorporating the use of instructional design principles; (2) review of readability experts; (3) preliminary field testing with students; and, (4) main field testing with students.
The field tests were conducted as two-day workshops, involving a total of 38 subjects. The subjects were Bible college freshmen who volunteered to participate. The preliminary field test was conducted at a Bible college in southern West Virginia. The main field test involved three Bible colleges in the southeastern United States. Student interviews and a pretest-posttest design were utilized to obtain data on the workbook’s effectiveness.
Field test results indicated that the workbook helped subjects to (1) crystallize their current career thinking, (2) increase their appreciation for a spiritual-rational model, (3) understand the importance of leisure as part of the concept of career, and (4) seriously think about the future consequences of decisions. Subjects performed poorly on the terminal objective, i.e., the making of a tentative career decision. However, low scores were thought to be an indicator of the limited nature of the workshop format rather than a reflection of the effectiveness of the workbook.
Major conclusions were that (1) the workbook has the potential to encourage improved career decision-making skills for students and, (2) the workbook is adaptable to a variety of Bible college settings. Recommendations for document revision, operational field testing, and summative evaluation are presented.Ed. D.
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Session, Arazola Nadine. "Anatomy of the social worker." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1911.
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Gustafson, Allen. "Faith at work the power of positive questioning and communal listening in the role of discernment for the business professional /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Hook, Misty K. "Let me show you : mentors, role models, and multiple role planning of gifted young women." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177984.
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From our earliest history, gifted women from Sappho and Harriet Tubman to Eleanor Roosevelt and Nadine Gordimer have enhanced our lives through their gifts and accomplishments. Since many of these gifted women have succeeded in the face of almost insurmountable obstacles, it is often assumed that all gifted women will be able to achieve without outside help. However, many gifted women do not realize their potential and end up squandering their gifts in menial tasks, underpaid jobs, and unfulfilled lives. Thus, career development for gifted women is an essential task.For women who possess a variety of talents, one of the best ways to be fulfilled is through the balancing of multiple roles, such as family and work. Consequently, one aspect of career development, which is of great importance to gifted women in particular, is the decision about whether to engage in multiple roles and how to do so successfully. Since juggling multiple roles requires prior planning and serious commitment, one of the best ways to assist gifted young women in these tasks is to gain information about how the decision was made and determine their level of commitment to it. As with many career decisions, knowledge about, and encouragement for, particular choices may depend upon mentors and role models.Mentors and role models can be invaluable but their impact in helping with preparation for a lifestyle involving multiple roles is unknown. To determine who their mentors and role models are and how they affect attitudes toward multiple roles, 101 gifted high school women completed a demographics question and the Attitudes Toward Multiple Role Planning scale (ATMRP). Data were analyzed via frequency counts, chisquare, and MANOVA procedures.Contrary to expectations, study participants did not have significantly more role models than they did mentors nor was any one group mentioned most often as mentors and role models. As anticipated, most gifted young women did plan to combine family and paid employment in their lives. However, no significant group differences on the A'TMRP were found between those with mentors and role models and those without. Conclusions and implications are discussed.Department of Counseling Psychology and Guidance Services
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Lee, Soon Min. "ASIAN AMERICAN SOCIAL WORKERS: EXPLORING RELATIONSHIPS AMONG FACTORS INFLUENCING CAREER CHOICES." VCU Scholars Compass, 2008. http://hdl.handle.net/10156/2307.
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Martin, Kyle Thomas. "Type A Behavior Pattern: Its Relationship to the Holland Types and the Career Choice Process." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332013/.
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The primary purpose of this study was to investigate the relationship of the Type A behavior pattern to Holland's occupational types and the career choice process. The Type A behavior pattern is characterized by high levels of achievement striving, time urgency, chronic activation and hostility, and is an independent risk factor in the development of coronary heart disease. It was hypothesized that Type A college students would be more attracted than Type B individuals to aspects of a future work environment which would reinforce their Type A behaviors. Previous research had suggested a relationship between the Type A behavior pattern and Holland's Enterprising and Investigative types (Martin, 1986). This study sought to replicate those findings, and further examine the nature of the Type A/B-Holland types relationship. Data were collected from undergraduate students in a variety of academic fields of study. Subjects completed a questionnaire packet consisting of the student version of the Jenkins Activity Survey (Jenkins, Rosenman, and Zyzanski, 1965; Glass, 1977), the Vocational Preference Inventory (Holland, 1985b), and a modified version of the Minnesota Job Description Questionnaire (Rosen, et al., 1972) . The findings demonstrated that the Type A/B pattern is a significant factor in the career choice process. Type A's and Type B's had different levels of attraction to several aspects of a work environment in anticipating a career choice. The study also revealed that Type A/B pattern and the Holland types play separate roles in the career choice process. Implications of the study and future research directions are discussed.
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Robinson, Carrie Helene. "Examination of the relationship of work values to the "Big-Five" personality traits and measures of individualism and collectivism." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1185569363.
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Gonnet, Aurélie. "Des orientations au travail : une sociologie de la construction sociale des parcours, des expériences et des qualités professionnelles dans le cadre du bilan de compétences." Thesis, Paris, HESAM, 2020. http://www.theses.fr/2020HESAC034.
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Au travers du bilan de compétences, cette thèse étudie la construction sociale des parcours, des compétences et du sens du travail, en termes de direction comme de signification. Combinant approche socio-historique, enquête par questionnaire et démarche ethnographique (entretiens et observation), la thèse s’attache d’abord à rendre compte des manières dont l’orientation professionnelle et professionnels de l’orientation se sont saisis d’enjeux ayant trait à la distribution sociale du travail. Elle étudie ensuite les pratiques et usages professionnels de l’orientation des travailleurs et travailleuses en situation d’insatisfaction professionnelle. Premier dispositif public d’orientation professionnelle des adultes introduit dans le Code dutravail en 1991, le bilan de compétences a pour objectif de permettre aux travailleuses et travailleurs d’élaborer, à l’abri du travail et de son « marché », un projet professionnel motivant et motivé, c’est-à-dire conforme à leurs attentes et cohérent avec leurs compétences. Or, par la promotion d’une activation préventive, en amont de toute rupture professionnelle, et d’unelogique motivationnelle, le bilan de compétences conduit simultanément à externaliser la gestion des parcours professionnels vis-à-vis des lieux et temps de travail, et à responsabiliser des travailleuses et travailleurs enjoints à reprendre la main sur leurs choix professionnelsThrough the skills assessment, this thesis studies the social construction of the paths, skills and meaning of work, in terms of both direction and meaning. Combining a socio-historical approach, a questionnaire survey and an ethnographic approach (interviews and observation), the thesis first attempts to account for the ways in which vocational guidance and career guidance professionals have grasped issues relating to the social distribution of work. It then studies the professional practices and uses of guidance for workers in situations of job dissatisfaction. As the first public vocational guidance system for adults introduced in the Labour Code in 1991, the skills assessment is intended to enable workers to develop, away from work and its "market", a motivating and motivated professional project, i.e. one that meets their expectations and is consistent with their skills. However, by promoting preventive activation, upstream of any professional break-up, and a motivational logic, the skills assessment simultaneously leads to the outsourcing of the management of professional career paths with regard to work places and times, and to making workers aware of their responsibilities and urged to take back control of their professional choices
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Prince, Katherine Mary. "Social work records in the child guidance setting." Thesis, University of East London, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240733.
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Falk, Colby J. "Coordinating an effective return to work program." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004falkc.pdf.
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Whitman, Robert Leader. "Literacy, new capitalism, and new work orders: Case studies from school-to-work education." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.
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This dissertation examines literacy practices in settings that have been transformed by changes in capitalism of the last forty years. These settings are characterized by increased technologization, accrediting processes, team-building, and a requirement for independent critical thinking on the part of workers. The two school-to-work programs included in the dissertation are biotechnology and nursing. Both were sited in a two-year urban community college and both had the characteristics mentioned above. However they also provided a contrast it two ways. First, nursing is a traditional practice that has recently been transformed by changes in capitalism while biotechnology is a completely new field that didn't exist forty years ago. Second, students in these school-to-work programs were pointed towards different class positions within their work settings; biotechnology students toward elite positions, and nurses toward a more traditional and less elite position. The dissertation examines how apprentice workers in these settings learn new practices of a changed capitalism through literacy and other discursive processes as they move back and forth between school and work settings. It also examines students as they learn other aspects of capitalism through the grammars of their respective fields. These include gendered work identities, highly prescriptive critical thinking processes that bear the footprints of a sociohistorical past, and new processes of thinking and acting that are characteristic of a new moment in capitalism.
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Andersén, Åsa. "Self-efficacy, Vocational Rehabilitation and Transition to Work." Doctoral thesis, Uppsala universitet, Institutionen för folkhälso- och vårdvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-328796.
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The overall aim of this thesis was to examine the relationship between self-efficacy, individually tailored vocational rehabilitation and transition to work or studies. Study I was a cross-sectional study based on questionnaire- and registry data, investigating whether factors related to sick leave predict self-efficacy in women on long-term sick leave (n= 337) due to pain and/or mental illness. General self-efficacy was low. Anxiety and depression were the strongest predictors for low self-efficacy. Study II used longitudinal data from a randomised controlled trial, comprising partly the same women (n=401) as in Study I. Participants were allocated to either 1) assessment of multidisciplinary team and multimodal intervention (TEAM), 2) acceptance and commitment therapy (ACT), or 3) control group. Self-efficacy increased in the TEAM group in comparison with the control group. Study III had a descriptive qualitative design with individual interviews, studying participants’ (n=14) experiences with an individually tailored vocational rehabilitation project, and encounters with professionals working in it. The participants, who were on long-term sick leave due to mental illness or pain reported overall positive experiences with the project. The project was based on collaboration between authorities and motivational interviewing. The positive experiences were based on four categories: Opportunities for receiving various dimensions of support, Good overall treatment by the professionals, Satisfaction with the working methods of the project, and Opportunities for personal development. Study IV was a prospective cohort study investigating perceived self-efficacy in unemployed young adults (n= 249) aged 19-29 year with disabilities, and the association between self-efficacy and transition to work or studies. The study used questionnaire- and registry data from a vocational rehabilitation project. Higher levels of self-efficacy were associated with increased odds for ‘transition to work’. General self-efficacy was low, and young adults with lower self-efficacy reported worse self-rated health compared with those with higher self-efficacy. This thesis showed that multidisciplinary assessment with a multimodal intervention had positive effects on self-efficacy. Individually tailored vocational rehabilitation, based on cooperation and motivational interviewing, may be beneficial for individuals on long-term sick leave and the interactions between participants and the professionals may affect participants’ self-efficacy positively. Mental health needs to be considered when targeting self-efficacy in vocational rehabilitation. Furthermore, research is needed to a) clarify which components in the multidisciplinary team intervention can increase self-efficacy, b) study the effects of vocational rehabilitation based on an individual design, cooperation and motivational interviewing on self-efficacy, health and transition to work, and c) develop interventions that can increase self-efficacy and support transition to work/ studies in young adults with disabilities.
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Spence, Janet G. "The relationship between cooperative education student work values and work site manager's referent power." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1047503508.
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Thesis (Ph. D)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xi, 127 p.: ill. Includes abstract and vita. Advisor: David S. Stein, School of Physical Activity and Educational Services. Includes bibliographical references (p. 120-127).
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Gregory, David. "Envisioning a Career With Purpose: Calling and Its Spiritual Underpinnings Among College Students." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1364220599.
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Vilela, Elson da Cunha. "Significado do Trabalho e Escolha Acad?mico-Profissional: um estudo com universit?rios primeiranistas." Universidade Federal do Rio Grande do Norte, 2006. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17484.
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Previous issue date: 2006-05-19Relations between the meaning attributed to work by first year university students and their academic and professional choice were analyzed. The participants were 921 students, 17-52 years old (M = 22; SD = 4.9), enrolled in 16 courses common to two college level institutions of the city of Natal, RN, one public, the other private. A questionnaire was designed for collecting data about the academic-professional choice, with open-ended and multiple choice questions. Work meaning was obtained by means of two questions on centrality and two scales pertaining to the Inventory of Motivation and Work Meaning: value and descriptive attributes. A socio-demographic set of questions ended the questionnaire. Data was entered in a SPSS (Statistical Package for the Social Sciences) database, allowing for the pertinent statistical analyses, such as frequency, t test, chi square, factor analysis, cluster analysis and ANOVA. Results indicated that the decision about academic-professional career was made by the majority of the participants (in first option, N = 921) without the adequate consideration of the socio-professional reality (80.7%) and personal internal resources (98.5%). When considering the second option (N = 654), only the first criterion was taken into account, but only by 12.5% of the sample. The main difficulties faced by students during the choosing process were, then, made apparent in the data. 46.8% of the participants were unsatisfied with the course they had started and were anticipating unpromising perspectives in relation to it. The first year students took work as the second most important aspect of their lives and demonstrated an idealized vision about it. Five patterns of work meaning were identified. In relation to centrality and the value and descriptive attributes, the university students displayed differentiation in the attribution of work meaning according to course and area of knowledge
Neste estudo foram analisadas rela??es entre o significado atribu?do ao trabalho por universit?rios primeiranistas e a escolha acad?mico-profissional por eles realizada. Foram envolvidos 921 estudantes, entre 17 e 52 anos ( = 22, DP = 4,9), matriculados em 16 cursos comuns a duas institui??es de ensino superior da cidade de Natal (RN), sendo uma p?blica e outra particular. Para a obten??o dos dados relativos ? escolha acad?mico-profissional aplicou-se um question?rio desenvolvido para o estudo, contendo quest?es abertas e fechadas. O significado do trabalho foi apreendido por meio de duas quest?es sobre centralidade e duas escalas contidas no Invent?rio de Motiva??o e Significado do Trabalho: atributos valorativos e descritivos. Utilizou-se tamb?m uma ficha sociodemogr?fica. O registro das respostas aos itens de todo o protocolo deu-se sob a forma de banco de dados do SPSS (Statistical Package for Social Science) o que permitiu que fossem utilizadas t?cnicas estat?sticas pertinentes, tais como an?lise de freq??ncia, teste t, teste qui-quadrado (Pearson), an?lise fatorial, an?lise de vari?ncia (ANOVA) e an?lise de cluster. Os resultados indicaram que a escolha acad?mico-profissional, no tocante ? primeira op??o ao se prestar o vestibular (N=921), fora feita pela maioria dos participantes desprovida de uma adequada considera??o de crit?rios de avalia??o da realidade s?cio-profissional (80,7%) e de recursos pessoais internos (98,5%). Considerando-se a segunda op??o (N=654), apenas o primeiro crit?rio fora levado em conta e, ainda, de forma adequada por apenas 12,5% dos integrantes da amostra. Foram destacadas as principais dificuldades enfrentadas no processo de escolha. Constatou-se que 46,8% dos participantes se encontravam insatisfeitos com o curso iniciado e mantendo perspectivas pouco promissoras em rela??o ao mesmo. Os primeiranistas tomaram o trabalho como a segunda esfera de vida mais importante e demonstraram uma vis?o idealizada acerca do mesmo. Foi poss?vel a identifica??o de cinco padr?es do significado do trabalho. Quanto ? centralidade e aos fatores dos atributos valorativos e descritivos, os universit?rios apresentaram diferencia??o na atribui??o do significado do trabalho de acordo com curso e a ?rea do conhecimento
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Drew, Judith L. "Employment networks the supply side of the Ticket to Work-Work Incentives Improvement Act (PL 105-170) /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117591316.
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Thesis (Ph.D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xix, 210 p.; also includes graphics. Includes bibliographical references (p. 165-170). Available online via OhioLINK's ETD Center
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Hillerich-Sigg, Annette. "Essays on School-to-Work Transitions." Doctoral thesis, Humboldt-Universität zu Berlin, 2021. http://dx.doi.org/10.18452/22388.
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Diese Dissertation befasst sich mit staatlichen Maßnahmen zur Verbesserung des Übergangs Schule-Beruf von Schülerinnen und Schüler der Real- und Hauptschulen in Deutschland.
Kapitel 2 gibt einen Überblick über die ökonomische Berufsbildungsforschung. Wir stellen fest, dass noch Forschungslücken bezüglich junger Schulabgänger und langfristigen Arbeitsmarktergebnissen bestehen. Es werden ausgewählte Ergebnisse einer Fallstudie zu kurzfristigen Effekten einer Berufsorientierungsmaßnahme vorgestellt. Angesichts der noch bestehenden Erkenntnislücken skizzieren wir ein Konzept für ein regional geclustertes Übergangspanel.
Kapitel 3 analysiert auf Basis eigener Befragungsdaten die Teilnahme an Berufsorientierungsmaßnahmen an weiterführenden Schulen und ihre Wirkung auf die Berufsplanung. Die Teilnahme hängt vom Schulzweig, sowie vom Schul- und Klassenkontext ab, während persönliche Merkmale kaum relevant sind. Die Wirkung von Berufsberatung hängt vom Anbieter der Beratung ab.
Kapitel 4 untersucht die mittelfristige Wirkung einer Berufsorientierungsmaßnahme auf Arbeitsmarktergebnisse von Hauptschülerinnen und -schülern. Wir beobachten eine Verzögerung beim Eintritt und Abschluss der Berufsausbildung. Trotz der Verzögerung bestehen keine Unterschiede bei der Abbruchwahrscheinlichkeit und der Art der Berufsausbildung. Aber wir finden kleine, negative Effekte auf Beschäftigung und kumulative Verdienste innerhalb von sechs Jahren nach der Schule. Teilnehmende verbringen auch mehr Zeit in Arbeitslosigkeit.
Kapitel 5 analysiert die alternativen Übergangswege nach der Hauptschule in ihrem Effekt auf die Art der Berufsausbildung. Ich zeige, dass ein verzögerter Übergang in Ausbildung kein Nachteil sein muss. Allerdings stehen die ökonomischen Vorteile einer geringeren Zufriedenheit mit der Berufsausbildung gegenüber. Die Teilnahme an Berufsvorbereitenden Maßnahmen führt nicht zu einer anderen Art der Ausbildung als der direkte Übergang, aber zu einer geringeren Zufriedenheit.This doctoral thesis addresses policy measures implemented to improve school-to-work transitions of secondary school students in Germany, focused on students of the lower and middle track. Chapter 2 provides a survey of the economic research on vocational education. We find that research gaps still exists regarding young school-leavers and long-term labor market outcomes. We present selected results of a case study evaluating short-term effects of additional career assistance. Considering the research gaps we describe the concept for a regionally clustered transition panel. Chapter 3 analyzes based on own survey data the take-up of career guidance activities in secondary school and their effect on career planning. Take-up of career guidance depends upon the school track attended, and the school and the class setting, while personal characteristics are barely relevant. The effects of counseling depend upon the type of counseling provider. Chapter 4 assesses the effect of additional career assistance (ACA) on medium-term labor market outcomes of lower secondary school students. We find evidence for a delay in the transition into and completion of vocational training. Despite the delay, there is no difference in drop-out probability or the type of vocational training. But we find small negative effects on employment and cumulative earnings within six years after school. ACA participants also spend more time in unemployment. Chapter 5 analyzes alternative transition paths after German lower track secondary school in their effect on the type of vocational training. I show that a delayed transition into vocational training is not a disadvantage. However, economic benefits from continuing schooling come at the cost of being less satisfied with the vocational training. Participation in pre-vocational training does not lead to a different type of vocational training position than after a direct transition, but to lower levels of satisfaction.
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Cornes, P. F. "Rehabilitation and return to work of personal injury claimants." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382980.
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Thacker, Gary W., and Wayne E. Coates. "How the Quick Hitch Guidance Systems Work and Their Practical Applications." College of Agriculture, University of Arizona (Tucson, AZ), 1996. http://hdl.handle.net/10150/210864.
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McDonald, Laura Walmsley. "Can video interaction guidance improve children's participation in group work lessons?" Thesis, University of Strathclyde, 2015. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=26041.
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Video Interaction Guidance (VIG) is an intervention that aims to improve communication and relationships. It is a video-based approach that involves a trained VIG professional filming, editing and reviewing film clips with a client, of their interactions with a significant other person. This thesis explores whether VIG can be used to improve pupils' participation in group work lessons, following a novel application of VIG in natural classroom settings. Study 1 aimed to determine whether there were improvements in video samples of observable classroom behaviour following VIG and to investigate participant experiences of the intervention. Participant evaluation of VIG, via focus groups, interviews and questionnaires, was positive. However, while Percentage of Data Points Exceeding the Mean (PEM) calculations of video data using a multiple baseline across participant small-N experimental design showed some degree of post-intervention changes, these were not statistically significant (p>.05) as indicated by Dugard and Todman's bootstrapped exact probability test (2011). Study 2 investigated whether the improvements reported by participants from Study 1 could be objectively observed by experienced professionals. A sample of 4 educational psychologists blind rated a random sample of pre- and post-intervention videos and identified post-intervention videos as evidencing significantly more effective examples of group work (p=.003). The criteria used in their clinical decision-making were used to inform a new video coding schedule. Re-coded observations from the sample of videos used in Study 1 were then analysed. Target pupils were found to be significantly more attentive and attuned to their peers after VIG (p=.05). While PEM scores of video data again indicated other post-intervention improvements, these were not statistically significant (p>.05). This study is unique in reporting objective, observable pupil behaviour change over the relatively short period of VIG intervention, with high levels of client satisfaction and acceptability. Methodological limitations and recommendations for future research are discussed together with key implications for practicing EPs.
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Chi, Jinhao. "What Do Work Value Differentiation and Profile Elevation Predict?" Thesis, The University of Southern Mississippi, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638184.
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Using a sample of 251 college students, it was found that 1) when differentiation (D) of work values was calculated using three indices, high-low D, Iachan D, and variance D, only Iachan D positively related to indecision but high-low D and variance D did not, 2) none of the three indices of D related to career maturity, 3) work values profile elevation (PE) positively related to extraversion, openness, and negatively related to depressive symptoms and career indecision but was unrelated to career certainty and neuroticism and 4) work values PE moderated the relationship between Iachan D and career indecision. The findings from this study benefit both vocational counselors and clients by improving the utility of individuals’ work values results so that they can provide additional information to understand a person’s work values profile.
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Mansukhani, Ma Chi-fun Gigi. "Pre-service training course for student guidance officers : a proposal /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12341472.
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Waghorn, Geoffrey R. M. "Work-related subjective experiences, work-related self-efficacy and vocational status among urban residents with schizophrenia or schizoaffective disorder /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18598.pdf.
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Thång, Per-Olof, and Kerstin Littke. "Thematic quality assessment of learning at work within Higher Vocational Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20871.
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Waidtlow, Dorine Marie. "Transition to work and vocational identity among lower income young adults /." For electronic version search Digital dissertations database. Restricted to UC campuses. Access is free to UC campus dissertations, 2002. http://uclibs.org/PID/11984.
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Bouwkamp, Jennifer Clark. "The work values and job satisfaction of family physicians." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330807.
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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2008.Title from PDF t.p. (viewed on Jul 21, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3865. Adviser: Susan C. Whiston.
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Fadyl, Joanna K. "Development of a new measure of work-ability for injured workers." Click here to access this resource online, 2009. http://hdl.handle.net/10292/724.
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Background: Work-ability is often assessed as part of the vocational rehabilitation process for injured workers. However, research highlights a concern among therapists who carry out vocational assessments that there is a lack of consistency with regard to quality and comprehensiveness using current methods of assessment. One of the reasons for this is that there are no standardized measures of work-ability available that are designed to be used for the purpose of facilitating rehabilitation. The Participation And Work-ability Support Scale (PAWSS) is a new measure, conceptualized and initially developed by Professors Lynne Turner-Stokes and Kathryn McPherson, that was designed to address this gap. Design and Methods: This research was designed to develop the PAWSS measure to the point where it had face validity, and was complete enough to be formally psychometrically tested. The design of the research involved three parts. Firstly, a comprehensive review of the literature was undertaken. This was done to identify all the aspects of work functioning that are considered to contribute to work-ability, and then consider currently available work-ability measures in relation to their suitability for assessing vocational support needs. Secondly, in phase one of the research, qualitative focus groups and interviews with stakeholders in the return-to-work process were undertaken. The purpose of this phase was to check the content of the measure against stakeholder experiences, and determine the most appropriate administration context and procedures. Interviews and focus groups were analysed using descriptive analysis, and findings were used to inform revisions to the measure. Finally, phase two of the research involved pilot testing the measure. This was carried out by contracting experienced occupational therapists to test the new measure with consenting workplace assessment clients. Feedback from assessors and injured workers, assessor testing notes and scoring were analysed to examine feasibility and acceptability of the PAWSS, and revisions to the measure were made in accordance with findings.Results: The qualitative interviews and focus groups (phase one) provided feedback and comments that informed adaptations to the measure to bring it more in line with stakeholders’ experiences of work-ability. Furthermore, this phase provided information about the context in which the measure should be administered, and this was adopted for the pilot testing. Pilot testing of the measure (phase two) showed that the measure was acceptable to both the assessors and the injured workers, and that it was feasible to administer as part of a workplace assessment. Revisions to the measure and training procedures at this stage were primarily made to enhance clarity of item descriptions and scoring decisions. Conclusions and implications for practice: Findings from the research confirmed the need for a standardized measure of work-ability that can be used to plan vocational supports and interventions. Furthermore, the PAWSS was shown to be feasible and acceptable as a comprehensive tool for assessment of the work-ability of injured workers. Further research is needed to test the reliability and validity of the PAWSS before it can be used in practice.
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Millar, Fiona Alison. "Career management in the creative and cultural industries : an exploratory study of individual practices and strategies." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24484.
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This study presents insights on career management in the creative and cultural industries in Scotland with detailed exploration into practices and strategies employed by cultural workers. Following a phenomenological approach, the study has used subjective data of individual career experiences and interpreted them into objective patterns of career management. Using qualitative research interviews and thematic analysis, the doctoral study explored the career management experiences of thirty six cultural workers and identified particular strategies adopted in the self-management of precarious and unpredictable careers. Employment in the creative and cultural industries is with precarious which constitutes a specific environment for career management and career progression. Not enough is known about the ways in which cultural workers manage their careers in these circumstances. The aim of this study was to understand the realities of contemporary career management in the creative and cultural industries and to identify particular practices and strategies in which creative careers might be managed. Beyond the scholars in this field, this research is of interest to cultural workers, policy makers in the creative and cultural industries more broadly and higher education institutions preparing graduates for work in the creative and cultural industries. The empirical evidence gathered can better inform cultural workers of effective career management strategies and propose policy interventions that would facilitate effective career management and career management education. Key findings focus on the use of online / social media within creative careers and how such activity takes place; the development of a new harmony between art and economic logics and the application of development based career strategies in creative careers, with cultural workers being more managerial than they even recognise themselves. The findings from this study offers confirmation to what is already known about careers in the creative and cultural industries, greater depth and detail to what is already known and extend understanding about the relationship disconnect between individual career Career Management in the Creative and Cultural Industries Abstract management strategies and the policies designed to support cultural workers – policies which focus on growth and development of the industry but not those individuals who make up the industry. Exploration of the phenomenon of career management in the creative and cultural industries requires further research, which could include: alternative methodologies to elicit perceptions based on the findings from this study, deeper exploration into both the difference in career management within the creative and cultural industries and the emerging relationship between art and economic logic.
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Larks, Sherise. "Snack Food Reinforcement During Work and Non-work Hours Among U.S. Office Workers." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4072.
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The current epidemic of overweight and obesity has been partly credited to a growing trend for snacking and sedentary work behaviors. The purpose of this quantitative, cross-sectional survey was to investigate whether the difference between snack food reinforcement during work and non-work hours and work food motives predicted BMI among U. S. office workers. This study was based on the theoretical framework of the individual differences theory, in the context of the behavioral choice theory and reinforcement theory. The independent variables were food reinforcement and food motives; the dependent variable was BMI. Descriptive, correlational, and exploratory analyses were used. The survey was administered to a sample of 100 adult male and female office workers using SurveyMonkey. The results of the study determined that there was a statistically significant difference in food reinforcement during work hours versus non-work hours; however, only change in intensity was a statistically significant predictor for the workers' BMI class scores (p < .05). Moreover, during work-hours, office workers were willing to exert more effort (pay more) to obtain these snack foods than during non-work hours. An increase in work intensity was associated with an increase in the odds of being obese, with an odds ratio of 1.050 (95% C.I. [1.016, 1.084]). Food motives were not associated with BMI class scores (p < .05). These analyses have provided support for the hypotheses that food reinforcement is greater during work hours among office workers. As a result, they have significant positive social change implications which include relative policy changes within companies, tailoring the workplace environment to meet individual needs, providing healthier snack food choices, and increasing prices on high energy-dense foods. The workplace environment can provide opportunities for dietary, physical and worksite environmental change as well as individual behavior changes. It is important to continue to investigate how the workplace food environment may influence energy intake and weight-related behaviors to create awareness among this population. The more individuals and organizations know about these environmental food-related behaviors, the more opportunity they may have to take action in mitigating risk for weight gain during work and non-work hours.
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Pickering, Amanda. "Work related social skills and vocational training of adults with intellectual disabilities /." Title page, table of contents and abstract only, 1988. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsp595.pdf.
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Wolfe, Jessica B. "An application of vocational interest and confidence measures to work-bound youth." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1089037693.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xi, 155 p.; also includes graphics Includes bibliographical references (p. 132-138). Available online via OhioLINK's ETD Center
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Ebrahimi, Anni. "A recreational and vocational program for foster youth who reside in group homes| A grant proposal." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1587276.
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The purpose of this thesis project was to write a grant proposal to secure funding for a recreational and vocational program for female foster youth who reside in group homes run by Rosemary Children's Services in Pasadena, California. A literature review was conducted to examine topics related to foster youth living in group homes, including the challenges and outcomes of foster youth, protective factors, and the barriers to and benefits of recreational activities and vocational training. The goals of the proposed recreational and vocational program were to enhance educational attainment and to provide better job opportunities for this population. The Weingart Foundation was identified as a potential funder for the proposed program. The actual submission or funding of this grant proposal was not a requirement for the successful completion of the project.
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Dewhirst, Claire. "Thinking practice : CPD as ethical work." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/19766.
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This study draws upon a methodological approach based on the use of objects to explore the experiences of a group of teachers undertaking a Masters-level Continuing Professional Development programme. Eight Respondents were invited to bring three objects to their interview that represented significant aspects of their practice in relation to the course. These objects afforded an exploration of respondents’ views, experiences and consideration of the impact of the programme on their professional identities. In order to engage analytically with the data the work draws upon notions of spatiality as well as the later work of Foucault on truth and subject formation. The thesis considers the role of professional learning as shaped by the current policy process and, how professional learning is, in turn, shaped by the teachers undertaking the course. Such a consideration allows for a methodological take on the CPD process as one whereby people, as well as objects, such as ‘standards’, play equally important roles. In drawing upon the later work of Foucault (1984a, 1984b) analysis of the data considered the ways in which the practices of the course that the teachers engaged with (Askēsis) lead to a desire to speak their mind and express ideals of truth about educational practice (Parrhēsia). This means that in thinking about their practice through the activities and processes of the programme encourages the development of the ethical work of the teacher. In the light of such problematisation, this study encourages a rethinking of both policy and practice and argues for a change in the discourse of education from the concept of professional development to that of professional learning within a relational and ethical framing.
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Evans, Gary E. "The development of vocational ministry staff." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.
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Fassett, David R. "Academic standards alignment with essential work skills : perceptions from Indiana guidance counselors and employers." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354645.
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The purpose of this exploratory study was to look at the importance of Indiana's Algebra I academic standards in relationship with essential, entry-level work skills as perceived by employers and guidance counselors in northern and northeastern Indiana. Counselors and employers were sent electronic (e-mail and web-based) or hard (paper) copies of a survey instrument. Section II of the survey asked for demographic data, (age, race, gender) as well as information related to the size of the business or school, type of business, and years in current position. Respondents were also asked to rate their knowledge of the Indiana academic standards, the Americans with disabilities Act and Section 504 of the Vocational Rehabilitation Act. In Section III, respondents were presented with the nine Indiana Algebra I standards, along with examples to illustrate and further explain each standard. Employers rated each standard, and the standards combined, on its importance to skills required from people seeking jobs immediately after leaving high school using a Likert scale. Guidance counselors rated the importance of the standards based on what they knew of the labor market within school district and surrounding areas using the same Likert scale. Comments were solicited at the end of the survey instruments. Employers disagreed with the importance of any of the Algebra I standards, or the standards as whole, as entry-level work skills. Their highest mean rating was 2.4. Counselors also disagreed, although on two standards their mean rating was above the Neutral rating. Sample size was deemed too low for generalization, but study does supply a framework for future research.Department of Special Education