Disability Awareness Activities on College Campuses: A National Study of Campuses with Undergraduate and Graduate Programs in Rehabilitation Counseling

1998 ◽  
Vol 29 (2) ◽  
pp. 30-34
Author(s):  
Mark A. Stebnicki ◽  
Monika Sibrava ◽  
Jennifer Rice-Mason
Keyword(s):  
Rehabilitation Counseling ◽  
Panel Discussion ◽  
College Campuses ◽  
Disability Services ◽  
National Study ◽  
Graduate Degrees ◽  
Program Coordinators ◽  
Disability Awareness ◽  
Full Participation ◽  
Campus Activities

This study surveyed all Program Coordinators in Offices of Disability Services on college campuses across the U.S., that offered undergraduate and graduate degrees in rehabilitation counseling. Data was collected regarding the type, frequency and support of disability awareness activities among students, faculty, and staff, as well as the financial resources allocated to carry-out such activities. Students, as opposed to faculty or staff, participated inmost awareness-type events. The most frequently reported type activities were panel discussion groups, seminars and outside guest presenters. The data suggests that little financial support and other resources are allocated for such campus activities. Implications are discussed regarding the lack of awareness among college professors and other staff/administrators concerning the special accommodations required for full participation across campus programs and services.

Graduate Education in Rehabilitation Counseling and the Stigma of Mental Illness: A Review of the Literature

2021 ◽  
pp. JARC-D-20-00005
Author(s):  
Randall Boen ◽  
Derek Ruiz
Keyword(s):  
Mental Illness ◽  
Service Providers ◽  
Rehabilitation Counseling ◽  
Self Evaluation ◽  
Disability Awareness ◽  
Persistent Mental Illness ◽  
Full Participation ◽  
Disability Stigma ◽  
Stigma Of Mental Illness ◽  
Effective Service

The Rehabilitation Counseling profession has foundations in disability awareness and acknowledges disability stigma as a barrier to full participation. Graduate-level rehabilitation counseling programs assist students with self-evaluation and examination of attitudes toward individuals with disabilities. Effective service providers are seen as having knowledge of how social attitudes play a part in issue of inclusion and full participation. Mental health is an area that has historically drew considerable attention. However, barriers to effective service delivery still persist and may include the stigma toward individuals with mental illness. Attitude formation and the implications of stigma will be provided in this conceptual article. This literature review will include an overview of factors that may contribute to stigmatizing reactions. Recommendations for graduate educational programs are discussed including best practices. These include creating a learning environment that focuses on student’s awareness, knowledge, and skills surrounding issues that affect individuals with severe and persistent mental illness.

Television Programming and Disability

1977 ◽  
Vol 8 (1) ◽  
pp. 28-32 ◽  
Author(s):  
E. Keith Byrd ◽  
P. Dianne Byrd ◽  
Conrad M. Allen
Keyword(s):  
Rehabilitation Counseling ◽  
Public Broadcasting ◽  
Chi Square ◽  
Television Programming ◽  
The Public ◽  
Graduate Degrees ◽  
Program Type ◽  
Public Broadcasting Service ◽  
Network Program ◽  
Broadcasting Service

Determining the nature of television programming during prime time in 1976 as it relates to the depiction of disability was the purpose of this study. Two judges read program descriptions, each being responsible for six months of the programming year. Both judges held graduate degrees in Rehabilitation Counseling and have professional experience in work with various disabilities. Chi-square analyses were performed on network, program type, disability, days of the week, and months of the year. Significant results at p < .01 are reported for network, program type, and disability. The largest frequency of disability-related programs were presented by the Public Broadcasting Service and were news documentaries. Mental illness was depicted most frequently by the private networks, and the largest portion of programming depicting disability is of a dramatized or comedic nature. There is a need for educating viewers on the realities of disability along with entertainment.

Supply of and Demand for PhD-Level Rehabilitation Counseling Educators and Researchers: An Investigation of Perceptions and Trends

2018 ◽  
Vol 32 (4) ◽  
pp. 218-230
Author(s):  
Roy K. Chen ◽  
Miranda Lopez ◽  
Javier N. Rodriguez
Keyword(s):  
Online Survey ◽  
Rehabilitation Counseling ◽  
Supply And Demand ◽  
Analytical Techniques ◽  
National Study ◽  
Supply Side ◽  
Central Tendency ◽  
Tenure Track ◽  
Job Market

PurposeThe purpose of this study was to examine the supply of and demand for PhD-level rehabilitation counseling educators and researchers.MethodA national study was conducted using online survey to collect data. The participants comprised 128 educators and researchers. The analytical techniques included t-tests, measures of central tendency, and correlational analyses.ResultsThe findings show that 54.4% participants believed there is a shortage of PhD-level educators and researchers; however, only 14.3% felt optimistic regarding the employment outlook for future PhD graduates. From the supply-side perspective, 141 doctorates were awarded during the four academic years from 2011–2012 through 2014–2015. Over the same period, there was a demand to fill 418 openings, albeit most not tenured or tenure-track positions.ConclusionThe tenuous link between supply and demand makes predicting this job market a challenge. The potential glut of PhD graduates is of concern and needs to be addressed.

scholarly journals Facilitators and barriers to education for chiropractic students with visual impairment

2019 ◽  
Vol 34 (2) ◽  
pp. 116-124
Author(s):  
Aditi Joshi ◽  
Suzanne L. Ray
Keyword(s):  
Visual Impairment ◽  
Academic Experiences ◽  
Inductive Method ◽  
Disability Services ◽  
Barriers To Education ◽  
Staff Members ◽  
Disability Awareness ◽  
Deductive Method ◽  
Facilitators And Barriers ◽  
Education Of Students

Objective The purpose of this study was to document the academic experiences of students with visual impairment in a doctor of chiropractic program. Methods Ten participants were recruited, including 3 students who are “legally blind,” 2 student notetakers, 3 faculty members who taught students with visual impairment, and 2 staff members from the Disability Services Office. For this qualitative study, the students were recruited through the Disability Services Office. The participants were audiotaped during approximately 1-hour interviews conducted in a semistructured manner within a private setting (a quiet office) on the campus during office hours. Thematic analysis was conducted using a deductive method for codes and an inductive method for themes. Results We identified facilitators and barriers to the education of students with visual impairment. Notable facilitators were planning for accessible educational materials, accessibility of workable space, and support systems, such as notetakers and close interaction with faculty. Notable barriers were attitudes of students with visual impairment toward their education, lack of personnel training, and lack of disability awareness in the campus community. Conclusion Meticulous planning of resources and communication are key to enriching academic experiences of students with visual impairment.

Vocational Rehabilitation Services in Uruguay: A Rehabilitation Counseling Perspective

2014 ◽  
Vol 45 (2) ◽  
pp. 18-25
Author(s):  
Paola Premuda-Conti ◽  
Heber da Cunha
Keyword(s):  
Full Employment ◽  
Rehabilitation Counseling ◽  
Demographic Data ◽  
People With Disabilities ◽  
Disability Services ◽  
Public And Private ◽  
Vocational Rehabilitation Services ◽  
Work Training ◽  
Key Aspects ◽  
Social Security Benefits

Provisions to promote work for Uruguayans with disabilities have been included in many Uruguayan national laws (e.g., Law 16095, Law 18651), however, their participation in the labor force remains low. This paper introduces current demographic data on people with disabilities, as well as key aspects of Uruguayan society, such as prevalent attitudes towards people with disabilities. In addition, a brief overview of social security benefits and disability services is presented, followed by a description of current policy and major pieces of legislation that affect employment of people with disabilities in that country. Finally, selected public and private initiatives to foster employment opportunities for Uruguayans with disabilities, such as the Work Training program for people with disabilities (Programa de Capacitaciόn Laboral para personas con discapacidad or PROCLADIS) and the Target Employment program (“Objetivo Empleo), are presented in detail and discussed. Implications for rehabilitation counselors and practitioners are provided. The pursuit of full employment for people with disabilities remains a challenge in Uruguay, however, recent policy initiatives are auspicious.

National Study of Diversity Requirements in Student Affairs Graduate Programs

NASPA Journal ◽  
2003 ◽  
Vol 40 (4) ◽  
Author(s):  
Lamont A. Flowers
Keyword(s):  
Student Affairs ◽  
Graduate Program ◽  
Graduate Programs ◽  
Student Affairs Professionals ◽  
National Study ◽  
Diversity Courses ◽  
Diversity Course ◽  
Program Coordinators ◽  
Core Courses ◽  
Degree Level

The present study examined the extent to which diversity courses are being required (i.e., as core courses) in student affairs graduate programs at the Master’s degree level. A diversity course was defined as a course that was developed and taught with the expressed intent of promoting the development of culturally proficient student affairs professionals who are knowledgeable and sensitive to the histories, circumstances, and needs of culturally and racially diverse individuals. Data for the study was obtained from program coordinators or directors of student affairs graduate programs. Of the student affairs graduate programs for which complete data was obtained (N = 53), 74% or 39 student affairs graduate programs required a diversity course at the Master’s degree level. Of the student affairs graduate programs that did not have a diversity course requirement, 8% or 4 of the programs were in the process of instituting a diversity course requirement in their student affairs graduate program. Implications for student affairs graduate programs are discussed.

scholarly journals The Paradoxical Nature of Disability Services: Illustrations from Supported Employment and Implications for Rehabilitation Counseling

1995 ◽  
Vol 26 (2) ◽  
pp. 17-22 ◽  
Author(s):  
Edna Mora Szymanski ◽  
Sarah Johnston-Rodriguez ◽  
Michael J. Millington ◽  
Benjamin H. Rodriguez ◽  
Jennifer Lagergren
Keyword(s):  
Supported Employment ◽  
Rehabilitation Counseling ◽  
Unintended Consequences ◽  
Disability Services ◽  
Organizational Productivity ◽  
Support Organization ◽  
Self Actualization

Paradoxes are common in disability services and present challenges for rehabilitation counseling. Failure to reveal and address both poles of paradoxes can result in unintended consequences. The concept of paradox is illustrated in supported employment. The following two paradoxes are discussed: (a) organizational productivity versus supported employee self-actualization, and (b) support organization survival and profit versus supported employee independence and interdependence. Implications for rehabilitation counseling are discussed.

Essential Knowledge Domains Underlying Effective Rehabilitation Counseling Practice

2008 ◽  
Vol 39 (4) ◽  
pp. 28-38 ◽  
Author(s):  
Michael J. Leahy ◽  
Patricia Muenzen ◽  
Jodi Saunders ◽  
David Strauser
Keyword(s):  
Rehabilitation Counseling ◽  
Academic Program ◽  
National Study ◽  
Rehabilitation Counselor ◽  
Knowledge Domains ◽  
Program Accreditation ◽  
Counseling Practice ◽  
Changing Practice ◽  
Counselor Certification ◽  
Essential Knowledge

The purpose of this study was to identify and examine the major knowledge domains required for rehabilitation counseling practice across settings in today's rapidly changing practice environment. Data obtained and analysed from a recent national study by the Commission on Rehabilitation Counselor Certification (CRCC) is reported and reviewed in detail. Specific implications for knowledge translation of the study's finding for practitioner certification and academic program accreditation are identified.

Locating, understanding and celebrating disability: Revisiting Erikson’s “stages”

2017 ◽  
Vol 28 (3) ◽  
pp. 427-444 ◽  
Author(s):  
Karen Jordan ◽  
Emma Tseris
Keyword(s):  
Human Service ◽  
University Education ◽  
Disability Services ◽  
Developmental Tasks ◽  
Disabled People ◽  
Service Workers ◽  
Developmental Experiences ◽  
Developmental Theories ◽  
Full Participation ◽  
Low Expectations

The assumption of universal human developmental tasks is central to Erikson’s influential Eight Stages of Man. While grand developmental theories have been strongly critiqued from a feminist perspective, it is necessary for feminists to also consider the implications of Erikson’s theory from a critical disability perspective. Applications of Erikson’s theory have claimed that disabled people experience stagnated development because they are unable to complete the achievements required for full participation in adulthood. However, we argue that the positioning of disabled people as diminished adults is open to question, as it is based on narrowly defined notions of “autonomy”, “industry” and “initiative”. Additionally, constructions of disabled adults as “dependent” or “vulnerable” render invisible the systematic exclusion of disabled people from social and economic opportunities. Human service workers who adopt normative developmental understandings may not realize the potential for “well-intentioned” disability services to cause harm through paternalism and a culture of low expectations. It is essential that universalized models of adulthood are deconstructed from both feminist and critical disability perspectives, in order to locate, understand and celebrate diverse developmental experiences. We offer some ideas about how this deconstruction might be enacted within a university education context.

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