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Healthcare professionals from whom clients might seek services should provide the best quality care regardless of biases, predispositions, worldview, and personal values. The purpose of this study was to explore how the perceived cause of spinal cord injury (SCI) affected service delivery recommendations from bachelor-level rehabilitation services trainees. Specifically, causal attribution of disability was the dependent variable in two case vignettes, one where the person was personally responsible for the cause of the SCI (i.e., driving under the influence, leading to a motor vehicle accident) and one with an external cause (i.e., motor vehicle accident caused by another driver). The impact on acute care, lifelong care, and specific specialist recommendations was assessed. There was a significant difference in the scores for external cause (M = 1.85, SD = .89) and internal cause (M = 1.4, SD = .60) of SCI and recommendation for life-long care, t(245) = 4.62, p = .000. Acute care and specialist recommendations revealed no differences. Implications for training to address attitudes are discussed.. Keywords: Causal Attribution, Attitudes toward Disability, Rehabilitation Services, Spinal Cord Injury, Patients impart their highest trust in the health care professionals from whom they might seek services, to provide the best quality care regardless of biases, predispositions worldview, and personal values. [...]

BACKGROUND: Employment has been shown to be the fourth most commonly reported need for veterans and their families, and unemployment rates have ranged from 1–69% dependent on the mental health diagnosis. Complications from the COVID-19 pandemic have had a significant impact on psychological functioning, and social isolation has led to increased psychiatric symptoms. Vocational rehabilitation is an intervention provided to Veterans in an attempt to remove barriers to employment while also increasing involvement in gainful work activity. OBJECTIVE: The purpose of the current study was to examine the impact that COVID-19 has had on employment rates at discharge for veterans with mental health disorders participating in a VHA vocational rehabilitation program. METHODS: An outcome-based, summative program evaluation design was used to assess the quality of Veterans served (2016-2021) at a vocational rehabilitation program served at a medical center located in VISN 12 of the U.S. Department of Veteran Affairs. RESULTS: Findings showed that veterans with Bipolar and Psychosis were less likely to discharge with employment (not considering COVID-19). CONCLUSION: No significant meaningful differences existed in employment rates when comparing pre/post March 2020 (official start of COVID-19 pandemic) for veterans with psychiatric diagnoses. [ABSTRACT FROM AUTHOR]

Background: Graduation rates show that only 16.4% of students with disabilities (SWD) are likely to complete a bachelor's degree compared to 34% of students without disabilities (SWOD; U.S. Bureau of Labor Statistics, 2015). The purpose of the current study was to explore disability-related equity gaps in a post-secondary educational institution to determine which general education courses may be difficult for students with disabilities. Methods: A disproportionate impact method was used to identify equity gaps among SWDs and SWODs enrolled in a post-secondary academic institution (dataset were grades collected by the University's Institutional Research Department as a part of Equity Gap Report). This process included identifying the outcome (i.e., final grade) and comparing the percentage earning an A, B, or C (70% or higher in the course) for SWDs with and SWODs. Findings: Students enrolled with the Disability Support Services (DSS) experienced equity gaps in several general education courses in comparison to students not enrolled. In some, chemistry, algebra, and introduction to psychology courses demonstrated the greatest equity gaps for students enrolled in DSS. Smaller equity gaps appeared in foundational biology and communication courses. Conclusions: Despite efforts to include SWDs in general education classrooms, the present study reveals that large gaps remain and contribute to inequitable outcomes for this population. The large achievement gap between students with and their peers without disabilities is an indication that these students still have limited access to the instruction that they need to succeed in school. It is likely that the persistence of the gap reflects a need for students with disabilities be accorded access to individualized instruction especially in the science related subjects. [ABSTRACT FROM AUTHOR]

Designer drugs are the synthetic variants of drugs designed to mimic the mind-altering effects of a controlled substance. These substances are created in labs and distributed through many channels across the globe, notably via the internet (Vardakou, Pistos, & Spiliopoulou, 2011). Many variants have been created to mimic the effects of marijuana, amphetamines, and others (Wohlfarth & Weinmann, 2010). These substances are difficult to regulate as new analogues can be quickly created to skirt bans. Unfortunately, new generations of these substances can be more potent and have broader effect than their predecessors, increasing their potential for harm (Christophersen, 2000). Research is unable to keep up with the changes in formulations and detection methods lag behind, thus leading researchers to rely heavily on hospital data in order to draw conclusions about the spectrum of effects these substances have. Synthetic drugs have been linked to substance-induced psychiatric disorders, notably psychotic symptoms (Amsterdam, Brunt, & Brink, 2015). These substances present unique challenges to rehabilitation professionals in the realms of case management, screening, and harm reduction. More research is needed into both the physiological and psychological effects of these substances as well as in techniques for rehabilitation case managers to appropriately serve individuals who are using these substances.. Keywords: Designer drugs, substance induced disorders, screening, New legal formulations of designer drugs are emerging at a rate faster than the current pace of research. Due to the rapid proliferation of these substance and the constant reformulations, [...]

Participation in competitive employment and other meaningful work activities is considered a fundamental human right and crucial to the health and well-being of people with and without disabilities. Approximately less than 30% of the persons with a disability aged 16 to 64 were employed in 2017, which is a striking disparity given that 73.5 % of people in this age group without disabilities were employed. Several 2x2 Factorial Designs were used to determine how a job applicant's disability status (disability disclosed, disability not disclosed) and gender (female, male) impacted how Human Resource Managers' (N = 392) evaluated the job applicant in three areas, including (a) how likely are they to hire this job applicant, (b) how qualified do they view this job applicant, and (c) what would they recommend as a starting salary if the applicant was hired. Furthermore, there was an interest in investigating how knowledge of Title 1 of the Americans with Disabilities Act (ADA) influenced the Human Resource Managers' hiring-related decisions. Findings revealed that the starting salary was significantly lower for the applicant with a disability. Knowledge of the ADA did not control for any hiring-related decisions. Discussion and implications are provided.. Keywords: People with Disabilities, Employment, Americans with Disability Act (ADA), Discrimination, Labor Force Participation, Participation in competitive employment and other meaningful work activities is considered a fundamental human right, crucial to the health and well-being of people with disabilities and without disabilities (Chan, Shaw, [...]

BACKGROUND: The global COVID-19 pandemic has directly impacted individuals with rare diseases who are attempting to maintain or obtain employment. Individuals with Neurofibromatosis Type 1 are especially at risk due to their disease. OBJECTIVE: The current study compared the impact that generalized anxiety and quality of life had on work readiness and potential barriers that individuals with NF1 had in gaining and maintaining employment during the COVID-19 pandemic to a sample of healthy individuals using a moderating mediation analysis. METHODS: A total of 213 individuals (105 NF1; 108 Healthy individuals) were recruited to complete a cross-sectional study in which a series of work-related assessments were completed. RESULTS: Generalized anxiety had an indirect effect on work readiness, fully mediated by barriers, with higher anxiety associated with more barriers, in turn negatively correlating with work readiness; quality of life partially mediated the effect of barriers on work readiness and was negatively associated with the former and positively with the latter. CONCLUSION: Quality of life was a mediator of the relationship between perceived employment barriers and work readiness for the healthy individuals group only. The results imply that anxiety and quality of life are significant mediators and require consideration in terms of evaluation and facilitation of employment maintenance and acquisition. [ABSTRACT FROM AUTHOR]

Purpose: To examine postsecondary faculty attitudes and actions toward inclusive teaching strategies (ITS) designed to benefit all learners. Method: The Inclusive Teaching Strategies Inventory is a self-report survey that measures faculty attitudes toward ITS and traditional academic accommodations, as well as their in-class actions. The authors electronically sent the survey to faculty (N = 422) at 3 universities. Results: Results concluded that experience with previous disability-related training (e.g., workshops, courses, books/articles, websites) was associated with more positive self-reported attitudes toward ITS and more actual use of ITS in courses. No significant differences in attitudes or actions between the 3 universities were found. Other findings revealed attitudes toward ITS were associated with actions incorporating ITS in courses. Conclusion: Rehabilitation educators should review ITS guidelines, seek ITS training opportunities on their respective campuses, begin to incorporate ITS where appropriate for specific courses, and measure ITS effectiveness after implementation in courses. Additional research is recommended to examine ITS effectiveness in various postsecondary educational settings.

Emergency preparedness of people with disabilities is of great importance and interest to the rehabilitation counseling discipline. The purpose of the current study was to explore emergency preparedness knowledge of rehabilitation counseling master level graduate students and confidence related to providing emergency preparedness services (e.g., psychological first aid). A sample of master's level rehabilitation counseling students (n = 145) rated on average slight disagreement to slight agreement in terms of whether each item of the EPKCS survey was covered in their Rehabilitation Counselor Education (RCE) program. In terms of assisting people with disabilities develop self-preparedness plans, findings revealed that respondents on average slightly disagreed that information on how to provide these services was provided during their courses within their RCE program. A simple linear regression revealed that a significant proportion of the total variation in confidence in providing emergency-preparedness related services were predicted by training. Increasing emergency preparedness content within the RCE curriculum may: (1) directly increase confidence among rehabilitation professionals in training, as demonstrated in our findings, (2) increase emergency self-preparedness of people with disabilities, and (c) assist programs in meeting accreditation standards. Keywords: emergency preparedness, rehabilitation counseling, disability, rehabilitation training, self-preparedness, ethics, CACREP accreditation standards, prior to July 1, 2017, the Council on Rehabilitation Education (CORE) was the primary accreditation body for Rehabilitation Counselor Education (RCE) programs. On July 1, 2017, CORE merged with the [...]

Introduction: The purpose of the study was to investigate factors that influence vocational rehabilitation program enrollment and employment at discharge of veterans with psychiatric and co-occurring alcohol and other substance use disorders enrolled at a veteran health administration (VHA) medical center. Methods: A sample of 2,550 veteran patients referred for VHA vocational rehabilitation between 2016 and 2021 were examined for the current study. The current study was classified as quality improvement/assurance, thus resulting in exempt research by the U.S. Department of Veteran Affairs Institutional Review Board. Results: Veterans with active alcohol use disorders (AUDs) and co-occurring depression, anxiety, post-traumatic stress disorder, or bipolar disorders were less likely to be enrolled for vocational rehabilitation program services compared to those without these co-occurring diagnoses. Veterans with AUD (active & inremission status combined into one category) and a diagnosis of anxiety were less likely to be employed at discharge compared to veterans with AUDs and no anxiety diagnosis (anxiety diagnosis - 3.5% vs. no anxiety diagnosis - 5.8%). Discussion: VHA vocational rehabilitation can be an effective intervention to assist veterans in reintegrating back into the community. Yet, there appears to be some disparities in the program enrollment and employment at discharge, dependingon the nature of the psychiatric diagnosis. Investigating the factors contributing (mediating or moderating) to these discrepancies are needed. Although it appears access is not the issue in being referred for vocational rehabilitation services, other factors are likely contributing to program entry. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine prior training of Forensic Vocational Rehabilitation models within graduate training programs, and (2) evaluate which models are most commonly used dependent on forensic vocational setting. A total of 69 FVCs that were members of the International Association of Rehabilitation Professionals (IARP) organization participated in the current study. Findings showed that RAPEL (64%, n = 44), PEEDS-RAPEL (52%, n = 36), LaborMarket Access (49%, n = 34), Vocational and Rehabilitation AssessmentModel (45%, n = 31), Deutsch/Sawyer (42%, n = 29), and Field's Practical Approach (41%, n = 28) were the models reported that study participants received the most training during their graduate studies (>40%). The RAPEL model (75%, n = 52) and PEEDS-RAPEL model (57%, n = 39) were reported as being most frequently used during the entirety of the participants' career, regardless of forensic setting. [ABSTRACT FROM AUTHOR]

Among the changes in the 2010 revised Code of Professional Ethics for Rehabilitation Counselors of the Commission on Rehabilitation Certification (CRCC) are standards and guidelines addressing end-of-life care for clients who are terminally ill. The CRCC standards provide guidance in three key areas: (1) Counselor competency for working with end-of-life clients; (2) counselor scope of practice regarding end-of-life clients; and (3) counselor choices pertaining to confidentiality in cases where terminally ill clients are considering hastening their own deaths. In this article we discussed the Code of Professional Ethics for Rehabilitation Counselors (Commission on Rehabilitation Certification [CRCC], 2010) that addresses end-of-life care for clients who are terminally ill. Practical ramifications of the standards are discussed and potential dilemmas presented. Practice implications for rehabilitation counselors are outlined., Among the changes in the 2010 revised Code of Professional Ethics for Rehabilitation Counselors (Commission on Rehabilitation Certification [CRCC], 2010) are standards and guidelines addressing end-of-life care for clients who [...]

This study examined public VR agencies (n = 27) throughout the United States and examined agency barriers when alcohol and other drugs of abuse (AODA) was involved. Specifically, state Directors were asked to identify the procedures of handling coexisting disabilities (e.g., screening, formal policy and procedures on referral for substance abuse treatment services) and eligibility of services for clients with substance use disorders (SUDs). The results of this study showed that VR agencies have limited knowledge of the importance of screening for SUDs and the procedures that are needed when AOD issues are present. Discussion and implications are provided., Individuals with physical disabilities are likely to experience Alcohol and Other Drugs of Abuse (AODA) at rates far in excess of the general population (CSAT, 1999; Koch, 2002, 2008; Koch [...]

The purpose of this study was to measure faculty attitudes toward academic accommodations and the inclusive teaching method labeled Universal Design for Instruction (UDI). Identifying faculty attitudes can determine readiness for organizational change with respect to implementing UDI principles and can be useful when developing training methods or materials by comparing differences between faculty groups. The study utilized an online survey among 1,621 faculty at a medium-sized Midwestern public research University and found significant differences among faculty (N = 381) based on teaching experience, prior disability-related training, and academic discipline. Discussion and implications are provided., Universal Design for Instruction (UDI) is an instructional concept that utilizes postsecondary institutional stakeholders, or university faculty, to create inclusive courses that move beyond mandated academic accommodations (Scott, McGuire, & [...]

The present study addresses the importance of the onset of disability, subjective well-being, and satisfaction with educational accommodations received through disability support services (DSS) for students with disabilities. A total of 116 participants receiving services from DSS at a Midwestern University completed a survey via online and/or paper format. The purpose of this study was (a) to determine whether onset of disability was independent of reported subjective well-being for postsecondary students with disabilities (SWD), and (b) to assess students' satisfaction with educational accommodations received through disability support services. Results indicate no significant relationship existing between subjective well-being and onset of disability for postsecondary SWD; however, findings revealed that the majority of students reported satisfaction with received accommodations from DSS. Discussion and implications are provided., Students with disabilities (SWD) entering a postsecondary program of study has been increasing (Christ & Stodden, 2005; Hadley, 2007; Stodden & Dowrick, 2000; Wehman & Yasuda, 2005; West, Kregal, Getzel, [...]

Alcohol and drugs continue to create barriers for persons with disabilities who are trying to gain competitive employment. Literature has shown a lack of screening in public funded vocational rehabilitation programs. The goal of the current study was to determine if screening for alcohol and drugs at Community Rehabilitation Programs that provide comprehensive vocational evaluations would be effective and if the GAIN-SS would be an appropriate screening instrument. The current study had 38 participants referred from state funded VR programs to receive comprehensive vocational services. Results indicate that 13.2% are at moderate risk for substance use disorders and 5.2% are at high risk for substance use disorders. Discussion and Implications are provided., Vocational Rehabilitation (VR) is a service utilized to serve individuals that have a disability, mental or physical, resulting in substantial barriers to employment. These services are offered through public funded [...]

The purpose of this study was to incorporate Bloom's cognitive levels (Remembering/ Knowledge, Understanding/Comprehension, Applying/Application, Evaluating, and Creating/Synthesis) of understanding for rehabilitation counselor training programs. Forty rehabilitation counselor educators completed an online survey rating how important, how confident, and how frequently each participant incorporated the six learning domains of Bloom's taxonomy within the classroom. The results indicate that rehabilitation counseling educators stated that they felt confident and that it is important to implement all the learning domains of Bloom's taxonomy. Rehabilitation counseling educators indicated that application learning domain has the most impact on student learning. This study also provides implications and future directions to help discussion among rehabilitation counselor educators. [ABSTRACT FROM AUTHOR]

Transition for youth with disabilities can be one of the most critical and empowering times in a youth's life. However, many young adults exit high school without a plan for the future or ability to take control of their own lives, and many youth with disabilities are not employed, not living on their own, and not integrated into the community (Harwick et al., 2017). The role of transition is to help youth with disabilities "develop requisite skills and knowledge that will allow them to successfully adapt to and even thrive in new environments" (Akos et al., 2007, p. 273). Various responsibilities are held by both vocational rehabilitation counselors and special education teachers in relation to transition services but there is still a debate on who should assume the leadership role in specific competency areas (Kwiatek, 2017). The purpose of this paper is to provide detail related to the roles and responsibilities of vocational rehabilitation (VR) and special education professionals to assist in the transition collaboration to improve service-delivery outcomes for transition-aged youth with disabilities. [ABSTRACT FROM AUTHOR]

While a first impression may seem a singular unit of analysis, it comprises a number of elements. Those elements include facial and body appearance, expressions, eye behavior, posture, gestures, vocal characteristics, proximity, and touch (Knapp et al., 2014). Forensic vocational rehabilitation experts are tasked with analyzing several sources of assessment to develop objective conclusions related to a claimant's ability to work or to decide how to assist in the job placement process. To assist in this effort, the current paper will provide an overview related to the following topics: (a) general nonverbal behavior/communication; (b) different representations and interpretations based on culture, gender, and disability; (c) the impact of first impressions and clinical impressions; and (d) interventions to avoid erroneous interpretations of behavior on the part of the professional or others with whom the client might interact. [ABSTRACT FROM AUTHOR]

Post-Traumatic Stress Disorder (PTSD) has been connected to loss of employment, social withdrawal or isolation, impaired occupational functioning, development of a co-existing psychiatric disorder, suicidal ideations, self-harming behaviors, and potential for substance abuse problems (Hughes, Lusk, & Strause, 2016). Resnick and Rosenheck's (2020) research found that the rate of competitive employment at discharge from a Compensated Work Therapy program (program funded with Department of Veteran Affairs) was 30% for Veterans with PTSD compared to 36% for Veterans without PTSD. Another study found that of post-9/11 Veterans surveyed in Los Angeles, 65% stated that they needed meaningful help finding a job (Zogas, 2017). The purpose of this paper is to (1) provide information related to how to assess and improve psychological readiness for Veterans with PTSD, (2) identify reasonable accommodations for Veterans with PTSD, and (3) other vocational intervention strategies to increase employability/placeability of Veterans with PTSD. [ABSTRACT FROM AUTHOR]

People with psychiatric disabilities represent a significant percentage of the individuals served by rehabilitation programs. Research has shown that most individuals with psychiatric disabilities are interested in employment but vocational providers may lack the knowledge, skills, and abilities to assist this population (Henry & Lucca, 2004; Medar et al., 2017), and this papermay provide valuable considerations to Vocational Rehabilitation Counselors to increase positive outcomes such as securing and maintaining employment. According to Substance Abuse and Mental Health Service Administration (SAMSHA, 2012) unemployment of people with psychiatric disabilities is around 60-90%, work has always been an integrating force, although many people with psychiatric disabilities are unemployed. This article will provide information which will contribute to a better understanding of psychiatric disabilities and the employment and career counseling strategies that have proven successful. [ABSTRACT FROM AUTHOR]

Previous research has indicated that female vocational rehabilitation consumers are more likely to be placed with a lower starting wage (average of $4,360), and receive less on-the-job training, job readiness training, job search assistance, and job placement assistance. The purpose of the study was to evaluate how rehabilitation professionals recommend certificate and proficiency certificate programs when the consumer chooses a program that is not perceived as gender appropriate. Vocational Rehabilitation Professionals' (N = 348) were randomly assigned to 1 of 6 conditions where the rehabilitation goal and certificate program (i.e., receptionist and general office clerk, computer information systems) and gender of the hypothetical client (i.e., male, female, no gender disclosed) were manipulated. Findings revealed no significant differences between the male and female consumer in their pursuit of the female-dominated certificate program (i.e., receptionist and office clerk), and no significant gender differences when the consumer was pursuing the male-dominated certificate program (i.e., computer information systems). However, findings revealed that the male-dominated profession was recommended more to the male consumer compared to the female consumer when controlling for the perceived gender-dominance of the certificate program, p = .003. [ABSTRACT FROM AUTHOR]

Previous research has shown that female consumers receiving vocational rehabilitation (VR) are more likely to be placed with a lower starting wage (average of $4,360 per year less) than male consumers, and are placed in lower skilled employment, and traditionally 'female-oriented' jobs such as child care. The purpose of this study was to better understand the possible reasons for gender disparities in VR by (a) examining the role of a consumer's gender and educational degree sought in the decision-making process of students when recommending VR services, and (b) evaluating sexism (i.e., benevolent, hostile, ambivalent) among rehabilitation counselors in training. A 3 x 2 Factorial Design (Gender [male, female, no gender indicated] x Graduate-level educational degree sough [English, Chemistry]) was utilized to determine if future rehabilitation professionals (N = 128) were making recommendation for VR services based on a consumer's gender. Results revealed a significant interaction between gender and educational degree sought, but no significant main effects. Pairwise comparisons showed only significant differences between the control group and male consumer when reviewing Chemistry as the educational degree, and the control group and female consumer when reviewing English as the educational degree. Discussion and implications are provided. [ABSTRACT FROM AUTHOR]

The article offers information on Global Appraisal of Individual Needs-Short Screener (GAIN-SS), a family instrument being used as a monitoring tool. This tool was reportedly developed to quickly identify individuals with one or more behavioral health disorders. GAIN-SS includes instructions for administering, scoring and guidance on how to interpret results.

The purpose of this study was to measure faculty attitudes toward academic accommodations and the inclusive teaching method labeled Universal Design for Instruction (UDI). Identifying faculty attitudes can determine readiness for organizational change with respect to implementing UDI principles and can be useful when developing training methods or materials by comparing differences between faculty groups. The study utilized an online survey among 1,621 faculty at a medium- sized Midwestern public research University and found significant differences among faculty (N = 381) based on teaching experience, prior disability-related training, and academic discipline. Discussion and implications are provided. [ABSTRACT FROM AUTHOR]

Ethics in rehabilitation continue to evolve as the profession evolves. Ethics contribute to the process of how services are offered to persons with disabilities (PWDs). Specifically, they help professionals to make decisions regarding effective and appropriate treatment, and protect PWDs from harm during the rehabilitation process. The National Association of Rehabilitation Leaders (NARL) currently uses specific standards to help rehabilitation leaders and administrators provide ethical services to the clients they serve, and effective leadership to their staff. However, the current NARL Code of Ethics does not adequately reflect the challenges that administrators face due to such issues as changes in technology, an increased focus on multiculturalism, and changing concerns within the field of rehabilitation. The purpose of this manuscript is to provide a suggested update to the current NARL Code of Ethics to better reflects current issues that rehabilitation administrators or leaders may face. [ABSTRACT FROM AUTHOR]

The purpose of this study was to measure faculty attitudes toward academic accommodations and the inclusive teaching method labeled Universal Design for Instruction (UDI). Identifying faculty attitudes can determine readiness for organizational change with respect to implementing UDI principles and can be useful when developing training methods or materials by comparing differences between faculty groups. The study utilized an online survey among 1,621 faculty at a medium- sized Midwestern public research University and found significant differences among faculty (N = 381) based on teaching experience, prior disability-related training, and academic discipline. Discussion and implications are provided. [ABSTRACT FROM AUTHOR]