Showing papers in "Rehabilitation Education in 2006"

A Qualitative Exploration of African-Americans' Attitudes Toward Mental Illness and Mental Illness Treatment Seeking

Abstract: This article presents data from a qualitative study of mental illness attitudes and mental health service use in a community sample of African-Americans (N=70). Specifically, we examined cultural factors that shape community norms, including mental illness stigma, attitudes and behaviors. Focus groups were used to examine the influence of culture on broad thematic categories associated with mental illness and mental health service use. The following five thematic categories were examined: (a) descriptive terms and causes of mental illness, (b) cultural norms regarding mental health, (c) attitudes toward mental health service use (d) presence and determinants of mental illness stigma, and (e) strategies for reducing mental illness stigma and increasing access and use of mental health services. Thematic categories were selected based on the applicability of the information for education and stigma reduction intervention programs. Study findings have relevance for the development of culturally appropriate education and stigma change interventions for African-Americans.

Chinese and American Perspectives on Stigma

Abstract: This paper discusses the Chinese and American perspectives on stigma. We review Chinese lay theories on disability and describe their impact on stigma and stereotype formation. These lay theories are understood on the basis of Chinese beliefs and values: Confucianism, Taoism, Buddhism, shame and guilt, and dialectical thinking. An understanding of these lay theories can help researcher and educators better understand observed differences in cognition and behavior between Chinese and American cultures and, thus, provide a means of comprehending and reducing confusions and conflicts between groups. Research findings on Chinese and American differential attitudes and implications for rehabilitation education and curriculum development are also discussed.

Contemporary Issues Facing Rehabilitation Counseling: A Delphi Study of the Perspectives of Leaders of the Discipline

Abstract: Challenges to the profession of rehabilitation counseling have frequently been cited in the rehabilitation counseling literature, but little empirical evidence exists about the perceptions of the field’s leadership regarding the current critical issues of importance to the field. This study reports the results of a Delphi study that elicited consensus opinions among the field’s leadership about issues critical to the field of rehabilitation counseling. Despite some variation in the degree of importance ascribed to the issues identified by participants, 41 of the 42 issues identified by participants were considered to be important in the final rounds of the study. These issues can be thematically classified into five domains: (a) professional identity and recognition; (b) changes in service delivery systems; (c) education and training issues; (d) research; and (e) professional association issues. Implications for the field of rehabilitation counseling are discussed.

Personal Responses to Disability Stigma: From Self-Stigma to Empowerment

Abstract: Traditional theories of stigma and discrimination suggest that members of stigmatized groups internalize public stigma and suffer a loss of self-esteem and self-efficacy. More recent evidence suggests that this internalization, or self-stigma, is not a uniform response across members of stigmatized groups. Some people are not so negatively affected by stigma. They are either relatively indifferent or energized to pursue their goals and advocate for equitable treatment and opportunities. In our work on mental illness stigma, we have developed a model of personal responses to stigma that accounts for this variation. In this paper, we describe this model and discuss considerations for extending it more broadly to the stigma of disabilities. We close by suggesting the models implications for strategies to support empowered responses to disability stigma.

Barriers to Effective Clinical Supervision for Counseling Students and Postgraduate Counselors: Implications for Rehabilitation Counselors

Abstract: There are barriers to effective clinical supervision for counseling students and postgraduate counselors. This article identifies barriers that prevent graduate students and master strained counselors from receiving appropriate supervision or training to carry out supervision; discusses inconsistencies in clinical supervision standards and practices in the counseling profession; specifies implications for rehabilitation counselors and their consumers; and concludes with recommended actions to reduce barriers to effective clinical supervision. Both published literature and personal observations are used.

Integrating Spirituality in Rehabilitation Counselor Supervision

Abstract: Incorporating issues of client/consumer spirituality within rehabilitation counselor education and supervision emerges as one of the most challenging, yet misunderstood areas in rehabilitation counselor training. The search for personal meaning of one’s chronic illness or disability is thought to be an existential and spiritual pursuit. Accordingly, some researchers and educators in rehabilitation counseling have advocated exploring disability from a metaphysical or spiritual perspective. A greater awareness and understanding of the client’s/consumer’s spirituality facilitates counseling from a culturally centered perspective and offers rehabilitation services that are more holistic. This article explores the implications of infusing the spiritual aspects of counseling into clinical supervision. Guidelines for rehabilitation counselor educators and supervisors are offered for integrating spiritual aspects of counseling into rehabilitation counselor education and supervision.

A Review of Mental Illness Courtesy Stigma for Rehabilitation Educators

Abstract: This paper explores courtesy stigma of mental illness. Courtesy stigma describes the prejudice and discrimination experienced by individuals associated with persons with mental illness. Individuals negatively impacted by courtesy stigma may include family members, friends, caregivers, and coworkers. This paper provides an overview of current research on courtesy stigma. We also present strategies to address courtesy stigma and discuss implications for the training goals of rehabilitation educators.

Abuse against Women with Disabilities

Abstract: This paper presents an overview of abuse against women with disabilities (WWD). WWD are frequently at greater risk of abuse because they may have difficulty identifying their abuser, their testimony against the offender may be discounted, they may rely upon their abuser to provide personal care services, and for a variety of reasons they may find it more difficult to leave the abusive situation. Specific characteristics which place women at risk of abuse are distinguished by categories of disability. In addition, programmatic and policy issues related to accessibility to services are discussed and recommendations to rehabilitation educators are provided.

Value Change and Adjustment to Disability: Implications for Rehabilitation Education, Practice, and Research

Abstract: A primary factor in an individual’s adjustment to disability is that person’s constellation of values toward the myriad of disability issues he or she will face. If rehabilitation counselors actively engage in interventions that address value orientations towards the experience of disability, the potential for positive adjustment increases. despite the benefits of value change interventions, it is a process largely misunderstood and ignored in the rehabilitation education and service provision arenas. clarification of value-based concepts is provided, and the ramifications for education, practice, and research are discussed.

Erase the Stigma: Make Rehabilitation Better Fit People with Disabilities

Abstract: Individuals with disabilities such as mental illness face stigma and discrimination from the public in many situations: employment, housing, and health care. In this article, the impact of public mental illness stigma is reviewed. Drawing from sociological and social psychological literatures on stigma, the paper discusses individual-cognitive and institutional-structural models that seek to explain the development and maintenance of mental illness stigma. These models are then framed as strategies which rehabilitation counselors might use to diminish stigma at the public and institutional-structural levels. These strategies include education, protest, consequences, contact, and affirmative action.

Rehabilitation Student Perceptions of Web-Based Learning

Abstract: A collaborative effort was undertaken by the University of Arizona, Arizona Rehabilitation Services Administration, San Diego State University, and the Dinè (Navajo) Nation’s Office of Special Education and Rehabilitation Services to provide Web-based training in assistive technology to rehabilitation students. This article describes the process of course delivery and the perceptions of University of Arizona students about their experiences. Following completion of the course, a Perception Survey was administered to the students to ascertain positive and negative perceptions of participating in a Web-based course. The students’ responses are used throughout the article to convey their perceptions. The findings of this project support current literature regarding students’ perceptions of Web-based distance education; however, several inconsistencies emerged within themes. Themes and the inconsistencies within them are discussed along with the impact that this Web-based course had on program development at the University of Arizona.

Faculty Learning Communities to Promote Full Inclusion of Students with Disabilities on College and University Campuses

Abstract: Students with disabilities are enrolling in and completing higher education at unprecedented rates. However, in comparison to their peers without disabilities, they are not receiving comparable benefits from their education (e.g. full-time jobs, employment commensurate with their education). Because of their specialized knowledge and skills, rehabilitation educators are in unique positions to take the lead in providing guidance to their colleagues regarding how to better prepare students with disabilities to prosper in postsecondary education and the world of work. The purpose of this paper is to introduce the faculty learning community (FLC) as a vehicle that can be used to achieve this end. The authors recommend strategies for developing, implementing, and evaluating faculty learning communities that promote full inclusion of students with disabilities on college and university campuses.

Rehabilitation Counselor Specialty Areas Offered by Rehabilitation Counselor Education Programs

Abstract: Many rehabilitation counselors specialize in some area of rehabilitation or counseling. This investigation surveys the types of specialty areas offered by master’s degree-level rehabilitation counselor education (RCE) programs in the United States. The majority (60 percent) of93 RCE programs in the United States offered specialty “concentrations,” “emphases,” or “certificates.” There were 29 different specialty areas offered by 56 RCE programs. The top areas identified were substance abuse counseling, clinical mental health counseling, and deafness and hearing impaired rehabilitation. The implications for RCE are discussed.

The Electronic Portfolio: A Proposed Solution to the Issue of Integrating Computer Technology in Rehabilitation Education

Abstract: Computer technology is now an integral part of rehabilitation counseling professional practice. Yet, there is limited information on how to teach rehabilitation counseling students to apply computer technology skills. The electronic portfolio can be one solution to integrate computer technology within the rehabilitation counseling curriculum. The electronic portfolio requires students to apply computer technology skills in addition to the traditional components and advantages of the portfolio. This paper describes how the electronic portfolio can assist rehabilitation counseling students to apply computer technology, which can enhance their rehabilitation counseling practice and strengthen their professional identity.

The Pursuit of Promotion and Tenure

Abstract: Newly appointed assistant professors in rehabilitation counselor education programs may experience challenges as they learn to balance research, teaching, and service in their pursuit of promotion and tenure. An understanding of the expectations of rank and the yearly preparation required may ease one phase of this process. Techniques which facilitate effective and productive research, teaching, and service are discussed, based on personal experience and a review of the literature.

Accreditation Options for the Undergraduate Rehabilitation Program

Abstract: Although there is interest for accreditation of undergraduate rehabilitation programs, there is no specific mechanism currently available. This article outlines four accreditation options including: affiliate with an existing accreditation organization, develop a new accreditation body within the Council on Rehabilitation Education, create an independent accreditation organization or make no further effort to pursue accreditation. Impacting which option may be best for undergraduate rehabilitation programs are related issues concerning the variety of program names used to identify the academic major, clarifying the interest to pursue international rehabilitation education, conducting outcome based research of undergraduate alumni to support accreditation standards, and assessing the interest for accreditation among rehabilitation faculty.

RehabilitationResearch in the 21st Century: Concerns and Potential Solutions

Abstract: In a recent qualitative investigation of research priorities, members of the National Council on Rehabilitation Education (NCRE) identified barriers to conducting research that fell primarily within three areas: (a) accessibility, (b) research skills, and (c) organizational cultures. Directly related to each of these barriers is the availability of resources to carry out activities that address them. The ramifications of such barriers are significant as research is essential to the growth and development of the field of Rehabilitation. The purpose of this paper is to discuss these barriers at length and explore strategies that can be implemented at individual and organizational levels to address them.

A Rehabilitation Educator's Perspective on Merging Accreditation Resources

Abstract: Mergers of corporations, associations, and other organizations are common in today’s world of shrinking resources and rapid change. A merger has been proposed by the Boards of the Council on Rehabilitation Education (CORE) and Council for Accreditation of Counseling and Related Educational Programs (CACREP). The purpose is to strengthen both organizations as they combine resources to be responsive to the needs of their membership and the students served by those programs. This article proposes a process for reviewing the considerations from the perspective of a rehabilitation educator.

Stressors Experienced by Interns Enrolled in a Master's Rehabilitation Counselor Program Using a Distance Education Model

Abstract: This paper reports the results of a study of stressors experienced by interns enrolled in a master’s degree rehabilitation counselor program using a distance education model. Distance student interns experienced two types of stressors (i.e., internship-specific and personal). Personal stressors accounted for the largest number of responses. These stressors involved personal relationships with others, school responsibilities other than the internship, health problems, time-related concerns, professional/work demands outside the internship, and financial concerns

The State of Rehabilitation Undergraduate Education: A Survey of Undergraduate Coordinators

Abstract: Rehabilitation counseling is the pillar of rehabilitation education, but rehabilitation programs at the undergraduate level have been hiding in its shadow for over 45 years now. These programs are not well known outside the rehabilitation field and are commonly misunderstood even among rehabilitation educators. In addition to providing a background summary of undergraduate education, this article presents results of a national study that provides a professional profile of undergraduate program coordinators, descriptions of program faculty, and data on the characteristics of undergraduate programs in rehabilitation.

The Use of Age 65 as a Data Management Strategy in Rehabilitation Research

Abstract: T chronological age of 65 years often has been viewed as a symbolic event that dichotomizes vocational life within the categories of employment or retirement. In the past, age 65 years was congruent with the moment in time most persons could be expected to exit the labor market. However, as North American society becomes \"grayer,\" the functional meaning of age 65 years in regard to employment and retirement becomes unclear because there is greater variability in the lifestyle choices made by persons over 65 years of age as compared to the choices available in the past. Increasingly, the decision to exit or re-enter the labor market is based on financial security and health rather than on attainment of the milestone age of 65 years. It is likely the age 65 years will no longer represent the upper limits of career life as the eligibility age for public benefits is increased to 67 years or more and as the value of pension benefits continues to decline. The purpose of this paper is to suggest that researchers and educators adopt definitions of older age that reflect the multidimensional aspects of the aging process to describe the upper age limits of employability. A change in manner in which the upper age boundaries of employability are defined would be of benefit to consumers of employment services because the use of chronological age 65 as a data management device to separate study populations into age cohorts for whom employment is feasible and cohorts \"too old\" to work promotes negative stereotypes that are harmful to workers who are older. There exists a discrepancy between the definition of old age as codified in employment policy (often 65 years of age) and the definition of old age based on individual functional ability and circumstances. The discrepancy between the chronological and functional definitions of old age occurs because some workers may define themselves as old or may have the financial means to withdraw from the labor market at an age much earlier than 65 years while other workers may feel relatively young or may lack the financial means to cease employment at age 65 years. The use of a chronological age of 65 years as an upper limit of employment feasibility or as an age criteria for inclusion in employment research has the effect of homogenizing the employment experiences of persons age 65 years and older and perpetuating age based stereotypes of the employability of persons who are older. Ageism Chronological age has been frequently used to define old age in studies of employment and to serve as a reference point in discussions of

Person-centered therapists describe the counselor's self

Abstract: The therapist’s contribution is crucial to therapeutic progress in person-centered therapy. Although Carl Rogers (1951) established the personhood of the therapist as a central element in client change, there is a paucity of research in how person-centered therapists describe and experience the self they bring to therapy. In the research described here, person-centered therapists were interviewed and asked to describe the self they bring to therapy and how they might use this self in therapeutic work. Therapists described the self that they bring to therapy as a central entity that plays an important role in the therapeutic alliance. Rogers’view that the personhood of the therapist is a key part of the therapeutic endeavour is confirmed in this study. The various ways that therapists might use their self, particularly when building relationships and connecting with clients, is also described in the present study. Person-Centered Therapists Describe the Counselor’s Self From the beginning of the development of person-centered therapy, Rogers recognized the importance of the person of the therapist as vital to the therapeutic process (Rogers, 1951, 1957) Rather than stress technical skills or theoretical knowledge, the emphasis within person-centered therapy was on the attitudes and qualities of the therapist, including: (a) being genuine and congruent, (b) demonstrating empathy or understanding, and finally, (c) respecting and valuing the client as a person with the ability to self-direct (Meador & Rogers, 1984). If the client is able to recognize these therapist Person-Centered Therapists Describe the Counselor’s Self 45 The Person-Centered Journal, Vol. 13, No. 1-2, 2006 qualities, the client will engage in the process of positive change (Meador & Rogers, 1984). Thus, the self or personhood of the therapist is essential to the model of change established by Rogers and is the focus of this paper. Theoretical framework Discussions on the self of the counselor need to take into account how the concept of self is used in person-centered therapy. Early in his career, Rogers defined the self as: the organized, consistent conceptual gestalt composed of perceptions of the characteristics of the ‘I’ or ‘me’ and the perceptions of the relationships of the ‘I’ or ‘me’ to others and to various aspects of life, together with the values attached to these perceptions. It is a gestalt which is available to awareness though not necessarily in awareness. It is a fluid and changing gestalt, a process, but at any given moment it is a specific entity (Rogers, 1959, p.200). This definition of self has direct implications for how therapists might perceive and experience the self in therapy. First, the self can be pinned down at any given moment, in terms of an individual’s self-representations or self-concept as characterized by the I or me. Simultaneously however, the self is constantly in a process of development and full of possibilities, rather than a fixed and fully formed structure or substance. The importance of one’s inter-personal environment is also highlighted as this concept of self includes an individual’s interpretations of how others might perceive him or herself. Critics of Rogers’ theory of self (for example, Holdstock, 1993, 1996; Smith, 2001) argue that this model of self emphasizes internal factors and overlooks sociological elements. For instance, Holdstock (1993, 1996) argues that Rogers’ view of self is focused exclusively on the individual, or what he refers to as an “individuocentric approach” (Holdstock, 1993, p.45). Holdstock (1996, p.399) clarifies his argument by stating “others are attributed a secondary and not a primary role in the life of the individual.” Rogers’s view of the self, like Maslow’s (1971) notion of self-actualization, is essentially a westernized view of the self, which contrasts with the interdependent model of self found in many non-western cultures (Holdstock, 1996). Similarly, even though the relationship between the client and therapist is emphasized, Smith (2001) argues that the primary goal of person-centered therapy is the actualization of the lone individual, and not the individual in relationship to others. The criticism that Rogers’ (1959) original self theory is overly focused on the individual has been effectively combated by recent

Applications of Meta-Analysis in Rehabilitation Research Education

Abstract: Over the past 25 years, meta-analysis has assumed a significant role in the synthesis of counseling and psychotherapy research. It has the potential to greatly enhance research utilization by rehabilitation counselors, by presenting a large amount of research in a significantly more manageable format. This review examines the meta-analysis process as applied to outcome research, discusses common advantages and criticisms of meta-analysis, and summarizes the results of meta-analyses related to rehabilitation outcomes. In addition, a model of evidence-based, rehabilitation counseling practice that includes components supported by meta-analysis is provided to demonstrate how meta-analysis can be used to advance knowledge and understanding in the field of rehabilitation counseling, as well as increase research utilization by counselors.