Role of Professional Societies on Increasing Indigenous Peoples’ Participation and Leadership in STEMM

Indigenous people are the most underrepresented racial/ethnic group in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) in the United States. Most prior research suggests this trend is the result broadly of settler colonialism, and more specifically of cultural differences between students and school/university environments; poor academic preparation in K-12 schools; vague constructs of educational or vocational goals; insufficient financial aid; unwelcoming school and university environments; prejudice and racism; and social isolation. There is also a vast body of published work on the unique epistemologies and knowledge systems held by Indigenous peoples, which are only recently being acknowledged within mainstream STEMM communities. One potential reason for lower participation in STEMM programs and professions by Indigenous people that has generally gone unexplored relates to unique cultural and spiritual factors that could deter Indigenous people from STEMM fields. Our research investigates the range and variation of cultural/spiritual/ethical practical issues that may be affecting Indigenous people’s success in STEMM. Our research provides valuable insights for policy and practices within higher education institutions and industry to provide flexible pathways for Indigenous people to reduce or eliminate barriers related to culturally- and spiritually-informed issues. In this paper, we explore how our findings can be used by professional societies to provide leadership to higher education institutions and industry in the area of changing some standard practices to be more inclusive of Indigenous people. An important mode of systemic change in STEMM fields is through professional societies that guide future practices in various STEMM disciplines.

Barriers to and Facilitators of Vocational Development for Black Young Adults with Serious Mental Illnesses

Objective: Black young adults with serious mental illnesses (SMI) have low rates of employment and school completion. Racial disparities exist in the delivery of vocational services, with Black people less likely to be screened in, and if screened in less likely to receive job training. This qualitative exploratory study examined how Black young adults with SMI perceive the barriers and facilitators to achieving their vocational goals. Method: Our conceptual model for this study is the Social-Ecological Model, which contains four domains of analysis (intrapersonal, interpersonal, community, and societal), informed by Critical Race Theory. We completed semi-structured, qualitative interviews with 28 Black young adults with SMI. We analyzed data using qualitative content and inductive analyses. Results: Numerous respondents were experiencing racial discrimination in their vocational pursuits and their lives overall, and had doubts about achieving vocational success in racially imbalanced environments. Facilitating their vocational growth was trusting relationships with non-judgmental and understanding vocational counselors who provided supports reflecting client preferences. As college students, respondents benefited from the presence and accessibility of Black faculty and students. As employees, they valued workplace supervisors who provided direct support and feedback. Conclusions: Black young adults with SMI face high and racialized barriers to pursing work and education at multiple socioecological levels. The field of psychiatric rehabilitation should prepare vocational counselors to understand and address the needs and expressed preferences of Black young adults with SMI. Also called for is research, centered on and directed by Black communities, on the effectiveness of race-conscious vocational practices.

Comparison of counseling methods to promote employment for HIV+ ADULTS

BACKGROUND: Despite improved health and during a strong job market (pre-COVID-19), a substantial proportion of HIV+ adults remained unemployed. This study sought to provide time-limited counseling to promote employment goals. OBJECTIVE: To determine whether behavioral activation (BA) or supportive counseling (SC), would be more effective in promoting vocational goals (full or part-time, paid or volunteer). METHODS: The study included two groups: those with clinically significant fatigue, who were first treated with armodafinil. Once their fatigue diminished, they were enrolled in the counseling program. Those without fatigue were enrolled directly. Both BA and SC interventions were manualized, consisting of eight individual sessions plus a follow-up. RESULTS: 116 participants entered counseling, including 87 assigned to BA and 29 to SC. Of these, 79 completed counseling or found a job by session eight. By follow-up, 51%of BA versus 41%of SC participants had found jobs, a non-significant difference either clinically or statistically. CONCLUSIONS: Multiple issues contributed to difficulty in employment, including gaps in resumes, loss of contact with former colleagues, and uncertainty about career direction. Ongoing barriers included substance use, housing instability, ambivalence about forfeiting government benefits, as well as inadequately treated depression. Success in employment for about half of participants is, in this context, a reasonable outcome.

Consumer perspectives of vocational rehabilitation and return to work following acquired brain injury

Introduction: Following acquired brain injury, the goal of return to work is common. While return to work is supported through different rehabilitation models and services, access to vocational rehabilitation varies within and between countries, and global rates of employment post-injury remain low. The literature identifies outcomes from vocational programs and experiences with return to work, yet little is known about individuals’ perceptions and experiences regarding rehabilitation to support their vocational goals and experiences in attempting to return to work. Method: This qualitative study investigated the experiences of community-living adults with acquired brain injury (n = 8; mean age 45 years; mean time post-injury of 5.5 years) regarding their vocational rehabilitation and return to work. Focus groups and semi-structured interviews were conducted, with data analyzed via thematic analysis. Results: Participants identified negative and positive experiences with vocational rehabilitation and return to work. Five overarching themes were identified: addressing vocational rehabilitation in rehabilitation; facilitators of recovery and return to work; the importance and experience of working again; acquired brain injury and identity; and services, systems and policies. Participants also identified five key areas for early vocational rehabilitation services: education; service provision; employer liaison; workplace supports; and peer mentors. Study findings inform current and future practice and service delivery, at a clinical, service and system level.

Early Vocational Rehabilitation After Serious Injury or Illness: A Systematic Review

The aim of this systematic review was to compile the evidence for early vocational rehabilitation interventions for people with major injury or illness. Embase, Scopus, Cochrane Library, Medline, CINAHL, and Psycinfo databases were searched. Five hundred abstracts were reviewed for eligibility. Full-text review of 125 studies revealed a total of 25 published studies that met the eligibility criteria to be included in this review evaluating early approaches to vocational rehabilitation and return to work. Findings suggest that intervening early with respect to an individual’s vocational goals is imperative, although the definition of “early” varies. Programs achieve better vocational outcomes when specifically employing comprehensive vocational interventions, including vocational assessment, individualized planning, and follow-up support, to ensure a person’s return to employment is timely and sustained. Integration of vocational rehabilitation professionals within a multidisciplinary team and access to advocacy services were shown to be effective inclusions in early vocational rehabilitation programs for people with a serious injury or illness.

The Development of Purpose

Purpose is a unique character strength that develops over the life span, beginning with the formulation of personal, family, and vocational goals in early adolescence. A growing body of research has produced a clear picture, international and multicultural in scope, of how purpose is acquired and sustained, how purpose functions, how new purposes evolve over the life span, and how purpose relates to other character strengths and psychological capacities. The chapter presents a psychological definition of purpose, describes the dynamics of purpose development, and reviews studies of purpose across a variety of cultural contexts. The chapter also discusses education for purpose in secular and religious schools.

Mental health, social inclusion and the development of vocational services in the NHS – what can be learnt?

Purpose The purpose of this paper is to describe the learning from a historical NHS vocational service development that focused on: mental health, employment and social inclusion – in an inner city area – involving service users, staff and commissioners. Design/methodology/approach It is a descriptive case study. A range of historical documents was content analysed and described through a first-person narrative: service user consultations, service specifications, audit records, outcome frameworks, internal service evaluations and published literature. Findings When vocational NHS service developments are grounded in what service users say helps them (person-centred, networked and co-ordinated approaches) the evidence indicates people can achieve their vocational goals. Research limitations/implications The range of documents described is factual, although the learning insights from some of the service developments are based on personal judgements. The author was the responsible manager – personal bias is high. There is not enough robust evidence to warrant generalisation. Practical implications When employment and social inclusion are prioritised, as core business in NHS, outcomes and health impact can increase. Greater detail is needed from healthcare policy makers – focusing on who exactly should undertake this work and what the key commissioning social inclusion performance indicators are. Originality/value The bulk of literature on employment support focuses on promoting evidence from one model: individual placement and support. Evidence here indicates a broader range of activity (education, training and volunteering) can have value and health impact.

A Meta-Analysis of the Correlates of Educational and Vocational Goals for Latina/o Students

Among Latina/o Americans, the fastest growing segment of the U.S. population, disparities exist in educational and career attainment. The emergence of research on Latina/o students has resulted in varied findings that make it difficult to draw conclusions as to which predictors are most closely associated with goal outcomes for this population. Using meta-analytic techniques, the current study examined the magnitude, direction, and heterogeneity of effect sizes across multiple educational and vocational goal outcomes for Latina/o students (i.e., educational/vocational aspirations, expectations, goals/plans, and persistence). Across 34 independent samples from 33 studies, career-related self-efficacy, peer support, adult support, barriers, and Anglo acculturation had moderate effects on at least one of the outcomes, with career-related self-efficacy and peer support being moderately related to two or more outcomes. If replicated, this research suggests that interventions focused on career-related self-efficacy and peer support could enhance the development of educational and career goals for Latina/o students.

“To fill the emptiness”: The importance of work in life history narratives of older adults with schizophrenia-spectrum diagnoses

Objective: This study’s purpose was to develop an understanding of the importance and meaning of vocational histories, present-time employment status, and vocational goals for older adults who were in treatment for schizophrenia-spectrum diagnoses. Methods: The theory of cumulative adversity and advantage focused 35 semistructured interviews and 43 field observation points that developed life history narratives of seven older adults in treatment for schizophrenia-spectrum diagnoses. Thematic narrative analysis was the primary analytic strategy. Results: Five shared themes within the life history narratives connected to vocational histories: “Purpose is provided by work,” “identity in work,” “perseverance toward value-based vocational goals,” “the importance of an income,” and “illness symptoms and their treatment disrupted work.” Discussion: Findings connect to practice implications for vocational programs for persons with serious mental illnesses, suggesting that vocational services for older adults could be rehabilitative and that vocational assessments should be holistic and values oriented. Psychiatric rehabilitation programs developed specifically for older adults might benefit from the inclusion of vocational rehabilitation options that do not rule out competitive employment. Social workers must be aware of bias in the profession toward persons on the basis of age and serious mental illnesses. Conclusion: In line with current vocational rehabilitation literature, the study concludes that psychiatric rehabilitation treatment that inhibits work can have unintended negative consequences for all persons with serious mental illnesses. Those negative consequences have to potential extend into later life challenges that range from identity challenges to challenges in day-to-day survival.