Iraq veterans were asked to describe readjustment difficulties following their return from combat service. A qualitative analysis addressed four themes (professional concerns, social interactions, behavioral and emotional challenges, and changing life views) relevant to post-service classroom adjustment. Recommendations for educational accommodations are provided based upon review of the literature and qualitative data analysis.
Have digital technologies reached their full potential? It seems pretty clear that the answer is no. ?All aspects of digital technology continue to evolve as scientists make discoveries, managers incorporate these discoveries into their products and services, government agencies utilize new technologies to improve service provision and information management, and social scientists investigate the impact these new technologies may have on social interaction, the global economy, and society as a whole. This chapter describes recent developments in a range of digital technology areas including input devices, output methods, storage technology, process technology, and various applications including enhancement of the sensory rich environment enabled by digital technology, deep Web search, online language translation, improved security methods, automated payment systems, and interplanetary Internet. Impacts on broader societal institutions such as healthcare, government services, higher education, political campaigns, cybercrime law enforcement, and life at home are also identified. Digital technology trends and implications for digital product managers are discussed as well as directions for future research.
Using the Counselor Trainee Attitudes Measure (CTAM) to assess student attitudes toward alcohol and other drug abuse (AODA), results indicated that students had more positive attitudes toward AODA when they were in recovery or had a family member in recovery. Furthermore, completion of AODA related courses predicted more positive attitudes toward AODA. Undergraduate versus graduate standing also appear to play a role in model adherence.
Background: This study compared differences in work roles and functions, employment settings, job titles, and compensation received over a 12-year time period as reported by two different samples of undergraduate-trained personnel. Method: Using the same survey instrument from an earlier investigation conducted by Herbert et al. (2010), data from 166 respondents who graduated from 14 undergraduate rehabilitation programs across the country were asked to estimate the frequency and importance of each job task performed. Findings: Although there was a broad diversity in work tasks, as it relates to the ranking of job tasks performed on a daily basis and their relevance to client service outcome, there was a strong consistency between the current and earlier study, particularly among the highest ranked job tion, and providing client training on problem-solving. It is also clear that undergraduate rehabilitation alumni continue working in diverse work settings and hold a wide variety of job titles earning an annual salary of $33,058, with half earning between $20,640-$35,000. Conclusions: Results from this study may be useful in terms of student recruitment information, program curriculum considerations, and accreditation requirements applicable to undergraduate rehabilitation education.
The process and importance of Knowledge Translation (KT) for the field of rehabilitation counseling is described. One element of the KT process, systematic reviews of the literature, is described along with several strategies for grading evidence. Practicing clinicians, as do consumers, encounter a number of barriers to using primary source research. Rehabilitation counselors need access to the best evidence available to inform their clinical practice. Consumers of rehabilitation counseling services require high quality accessible information about evidence to support their informed decision making about participating in rehabilitation programs.
Positive psychology offers rehabilitation counselor educators a framework to help students evaluate their own competencies and understand the value of a strengths-based approach to rehabilitation counseling. This article reviews several positive psychology techniques and discusses recommended uses as well as their effectiveness. Positive psychology techniques can also be benefit faculty to enhance their own happiness or subjective well-being.
Developing an evidence-based practice approach has been advocated for in rehabilitation counseling research. However, the evidence-based practice approach which focuses primarily on intervention efficacy is theoretically flawed which limits its application to rehabilitation counseling research. Specifically, evidence-based practice research does not address the important construct of external validity. In this paper, the RE-AIM evaluation model is introduced as a comprehensive model that takes into account both internal and external validity. After the model is introduced, the authors provide a brief example of how the RE-AIM model can be applied to rehabilitation counseling research. Recommendations for rehabilitation counseling research, funding organizations, and journal editors are provided.
Community-based participatory research (CBPR) has emerged as an approach designed to promote community health and well-being through the establishment and maintenance of research partnerships between communities and academic researchers. Rather than the academic researcher assuming what is best for a community, CBPR utilizes community partnerships to establish full and equal participation in research by community members, organizational representatives, and academic researchers. CBPR emphasizes co-learning, reciprocal transfer of expertise, and sharing of decision-making power. In this article, we introduce CBPR within the context of rehabilitation research, outline some of the essentials for conducting a CBPR study, and apply CBPR in the research process. A CBPR case study is provided.
Evidence-based practice espouses that all healthcare professionals should provide their clients with the most effective clinical services based on sound research evidence. This philosophy of practice has since permeated to an array of health care and human service disciplines, and the rehabilitation counseling profession is no exception. Although the evidence-based practice movement is not without its controversy and critics, this movement also presents a window of opportunity for the rehabilitation counseling profession to promote and support a systematic agenda for theory-driven rehabilitation counseling research. The use of scientific evidence derived from theory-driven research to inform rehabilitation counseling practices could contribute to higher employment rates and better quality of employment outcomes for people with disabilities. In this article, we provided an overview of the key concepts related to evidence-based practice, critical issues and challenges that surround the evidence-based practice movement, and the implications and opportunities of this movement for the rehabilitation counseling profession.
Basic coaching principles such as practicing skills daily, providing feedback, and collaborating are valuable to athlete development. This article will investigate these principles and the scholarship of teaching and learning as a method to examine rehabilitation counseling education. The article concludes with andragogical examples and questions for educators to investigate when planning their teaching.
The study assessed attitudes toward counseling individuals with substance use disorders and perceived confidence of providing substance abuse screenings and referrals among a random sample of Certified Rehabilitation Counselors (CRCs). Results indicated CRCs have positive attitudes toward counseling individuals with substance use disorders. Results also show that hours of substance abuse training, role adequacy, role-related self esteem, role support, and role legitimacy, in combination, predict perceived confidence in providing substance abuse screenings and referrals. All effect sizes were large. Implications, future research, and limitations were discussed.
Given the emphasis on evidence-based practice (EBP) in the 2010 Code of Professional Ethics for Rehabilitation Counselors, it has become even more critical for rehabilitation educators and rehabilitation counselors to understand EBP, how to implement it in teaching and in practice, and how to access available EBP resources. This paper defines and describes EBP, provides a brief introduction to the most common EBPs related to rehabilitation counseling, and examines several sections of the Code of Ethics for Rehabilitation Counselors which direct counselors to the use of EBP in practice. Resources and suggestions for incorporating EBP into rehabilitation education and rehabilitation counseling practice are provided.
This study describes certified rehabilitation counselors' attitudes (n=163) about evidence-based practice, knowledge and skills related to obtaining and evaluating evidence, use of literature in practice, availability of information, and perceived barriers to evidence-based practice. Responses related to knowledge and skills were mixed with strong confidence reported in the ability to review professional literature and address clinical questions but less confidence in adequate academic preparation to use evidence-based practice. Perceived barriers to evidence-based practice were identified, including insufficient time and difficulty applying research to current practice. Implications for practice, education, and professional development are discussed.
The recent shift in the helping professions to the implementation of evidenced-based practice (EBP) presents challenges to the field of rehabilitation counseling, most notably in the areas of integrating rehabilitation philosophy, ethics, and the relationship between research and practice. A dichotomy between the history and the future of the field within EBP has created tension for rehabilitation counseling researchers and practitioners. Rehabilitation philosophy, ethics and practice as well as the medically based framework of EBP and how this may be contributing to dichotomous perceptions within the field will be examined. A more robust interpretive framework is presented to assist in the reconciliation of this dichotomy in order to promote a more dialectic interpretation of EBP.
This article describes how rehabilitation educators can aid students and practitioners in learning about and engaging in evidence-based rehabilitation counseling practice (EBRCP). Information describing (a) the definition and rationale for EBRCP, (b) controversies surrounding EBRCP, (c) facilitating rehabilitation counselor enthusiasm for EBRCP, (d) EBRCP pedagogical approaches, and (e) learning objectives in EBRCP training is provided.
