Career Counseling With Handicapped Persons

This article presents a comprehensive overview of the career counseling process for handicapped persons, with emphasis on developmental differences, assessment techniques, occupational information and exploration, and job placement techniques.     

Counseling the Disabled Older Person for the World of Work

Although work is meaningful to many older persons, numerous barriers exist that prohibit their active participation in the labor force. Employment counselors must possess a variety of attributes to help break down these barriers. This article discusses skills that the counselor needs when working with older adults and in particular with those who are disabled. Specialized approaches to job placement are discussed, including job modification and job restructuring. To become a successful advocate for the disabled elderly wishing to enter or remain in the labor market, the employment counselor is urged to become familiar with characteristics of older persons and federal laws relating to job development and placement for older and handicapped workers.     

Placement Counseling: Focus on the Community College

Because of the vocational emphasis in the two-year college, placement is even more important here than in other institutions. Statistics accentuate the employment needs of two-year college students during their attendance at college and after graduation. Despite the needs, placement services have not been adequately developed. Counseling needs in the two-year colleges are varied and complex. There is a need for career counseling, counseling for career flexibility, preparing for the job interview and how to keep a job, follow-up, counseling and developing opportunities for minorities as well as concern with handicapped, veterans, and marginal students. Community awareness and participation is essential. To accomplish this, an adequate, well-prepared staff is required.     

L’insertion professionnelle des travailleurs handicapés en France : principes et réalités

The principle underlying positive discrimination – or “affirmative action” as the phrase went in the US, essentially targeting “racial” discrimination – consists in giving more to those who have less, and defines how we understand the ways handicapped persons can get a job. This translates into policies which, despite being updated many times since their first implementation between the two world wars, have remained true to their initial, protective purpose. Over those past decades, their target groups have grown more and more diverse, but identifying them has always been the work of social and medical organisations where the State and local communities are uniting forces. Simultaneously, the professional insertion of the physically or mentally challenged has been made possible through three actions. One was to clearly define the protected segment of the most handicapped to prevent any doubt on status, while allowing the segment to grow. Another was to multiply placement organisations, such as the Cap-Emploi network, dedicated to rationalizing their own procedures for better performance while improving how they can help the handicapped to better access the ordinary job market. Yet another was to implement innovative instruments such as the AGEPFIPH. Finally we will insist on how employers are reluctant to hire individuals with limited employability. In other words this article proposes to evaluate collective objectives, notably public policies as perceived through the threefold aspect of identification-insertion-reception of the handicapped. Exploring the factors of the all-too-frequent low employment rate of handicapped workers, this article demonstrates how the policy instruments, despite their increasing number, fail to address their own negative impacts, such as the segmentation and substitution of targeted groups. It therefore questions the various logical distortions assumed by the instruments available when confronted with population limits and recipients’ demands. It therefore examines the issues regarding the status and collective management of this unskilled labor force in a context of critically changing working conditions in jobs that remain a very remote perspective.     

Examining foster care: A viable solution for placement of handicapped children?

Foster care for handicapped children has become a frequently used and even more frequently criticized procedure. Traditional methods of foster placement have resulted in a number of negative outcomes, especially for the placed children. Based on a review of some recent innovative foster care programs, this paper has isolated a number of options for the restructuring of the entire foster care delivery system. These options include: rigorous client evaluation, use of selection and training criteria for foster parents, matching of client needs to caregiver abilities in making placement decisions, and ongoing professional support and supervision after placement. Systematic consideration of these issues may help make foster care a more viable solution to the growing problem of home placement for handicapped children.     

Some limitations of the interview form in careers counselling for the mildly mentally handicapped

An examination is offered of the structure of talk in interviews in which careers officers ask mildly mentally handicapped teenagers about their preferences for post-school placement. Careers interviews in the special school represent a particularly asymmetrical version of professional/client interaction, in which the direction and scope of talk is determined almost wholly by the professional. The difficult task of getting mentally handicapped leavers to 'take the floor' in the formal interview situation is one that careers officers typically approach by moving towards certain highly directive elicitation practices. It is argued that information gathered via traditional interviews amounts to an extremely problematic basis for placement. Possible directions for changes in the focus of careers work with such leavers are suggested.     

Successful Postgraduate Placement Experiences: What is the Influence of Job and Supervisor Characteristics?

We know little about what determines an effective placement experience, yet vocational placements are an integral part of many professional degree programmes. The aim of this research was to examine the influence of job (task variety, task identity, task significance, feedback, and autonomy) and supervisor (relationship quality and mentoring) characteristics on placement outcomes. The findings were tested on samples from two professions for which placement were a compulsory part of their course. Sample 1 consisted of 266 undergraduate nurses, and sample 2 consisted of 176 postgraduate psychologists. The findings showed that job and supervisor characteristics explained unique variance in professional development and placement satisfaction. Of the five job characteristics examined, skill variety, feedback from the job, and task significance influenced placement outcomes. Mentoring emerged as the most important supervisor characteristic that was associated with professional development and placement satisfaction, and to a slightly less extent, supervisor–student relationship quality was also important. The research and practical implications of the findings were discussed.     

Using an Abbreviated Job Club Program in a Job Service Setting

A preliminary study was conducted to examine the possible utility of an abbreviated version of a group support program for job placement with clients of the Job Service. Such procedures may be helpful both in achieving job placement for clients and in assisting clients in meeting personal needs related to the stress of job seeking. Suggestions for further empirical validation of results are included.     

Factors to be considered in placing handicapped children in regular classes

In light of recent legislation, school psychologists, administrators, and teachers are required to decide if handicapped pupils' educational needs can be met in regular classrooms. This paper examines information that may be used to derive this placement decision and proposes decision-making guidelines to be considered.     

A Comparison of Adaptive Behavior Ratings: Revised Vineland and AAMD ABS-SE

Although the assessment of adaptive behavior is a mandated component of many school assessments, concerns have been raised about the measurement of the construct and related professional practices. Estimates of adaptive behavior have been shown sometimes to vary by instruments and raters and therefore may influence placement decisions in unknown ways. This study examined the agreement among teachers and parents on the revised Vineland and the AAMD Adaptive Behavior Scale-School Edition for a sample of developmentally handicapped children. A sample of learning disabled children was also included in order to explore the effects of a restricted range on the correlations. Also, the potential effects of estimates of adaptive behavior on placement decisions were analyzed. The results suggest that serious discrepancies could occur that would directly affect placement decisions.     

EFFECTS OF HANDICAP AND JOB CHARACTERISTICS ON SELECTION EVALUATIONS

An experiment was conducted using 211 upper division and graduate business administration students who evaluated hypothetical job applicants. The applicant was either an amputee, an epileptic, or "normal." The job either involved public contact or it did not; and, it either involved supervisory responsibilities or it did not. Generally, handicapped applicants were evaluated no differently than normal applicants. Epileptic applicants, however, were expected to establish better relationships with clients and customers as well as with other employees than were normal applicants. Further, amputees were offered a smaller salary than normals. Implications for future research and unfair discrimination are discussed.     

Complementary pairing of handicapped workers with compensatory skills: a strategy to increase independence

Although the right to and the beneficial psychological effects of productive employment by the handicapped are well documented, many potential workers remain unemployable because of the nature of their handicapping conditions. This study is an experimental investigation of the effect on job performance of pairing handicapped persons with complementary skills. Workshop productivity was measured for two pairs of workers, each consisting of a cerebral-palsied person and a mentally-retarded partner. Using a multiple-baseline design with a reversal component, production on a packaging task was assessed during individual work and paired cooperative work. The combination of the cerebral-palsied workers' ability to provide reinforcement and the retarded workers' production skills resulted in a significant increase in productivity. The potential extension of this strategy to individuals with these and other disabilities is discussed.     

Direct and Frequent Curriculum-Based Measurement: An Alternative for Educational Decision Making

Direct and frequent measurement of student peroformance in the school curriculum is discussed as an emerging alternative way of educational decision making. Several alternative assessment models in which curriculum-based measurement is employed are discussed. To illustrate important points about curriculum-based measurement (CBM), a case example is utilized. It is seen that CBM procedures offer practical and useful means for making a range of instructional and placement decisions commonly made by special services personnel for handicapped children and youth.     

Establishing a Placement Index for behaviorally disturbed children using the Hand Test.

Hand Test variables were evaluated to see if they would empirically discern varying levels of behavioral and social maladjustment in severely behaviorally handicapped children. Hand Test protocols of 6- to 18-year-old students (N = 100) were gathered. Twenty protocols from each of three levels of special education placement were obtained in addition to 40 protocols of students enrolled in regular educational classrooms. A stepwise discriminant analysis yielded both pathology (PATH) and aggression (AGG) as significant discriminators (p less than .05). Cutoff scores and a weighted equation consisting of nine variables was derived using proper placement in group setting as the criteria. The assignment of children to correct placement levels was 64% or 79%, depending on the stringency of criteria. These findings reinforce the utility of the Hand Test as a valuable tool in the psychologist's testing armament for assisting with placement decisions and support the strength of integrating multiple variables to aid with these decisions. Replication of this study for the purpose of cross-validation of the Placement Index is strongly encouraged.     

Counseling— A Friend to Placement

The policy declaring placement as top priority, accompanied by a responsive focus of staff and budget resources, has decreased the availability of counseling services to applicants contacting the employment service. Many people, if they are to be assisted in finding and keeping jobs, need the help given by professional employment service counselors. Management and program planners need an accountability rate of the importance of counseling services in the accomplishment of the placement priority. A study, covering two years of employment activities, was conducted in the Utah agency to gain insight into the question. The statistical material studied concerned available applicants, number placed, number counseled, and counseled applicants placed. The data indicated that counseled applicants have better than twice the chance of being placed on a job than uncounseled applicants. Thus, in Utah, counseling services have a positive influence in the job placement of an applicant.     

The impact of Federal rehabilitation laws on the expanding role of employee assistance programs in business and industry

Federal statutory and case law protecting the rights of individuals with disabilities has had a major impact in expanding the occupational options for mentally and physically impaired employees. One serendipitous result of these protections has been the expansion of job opportunities for psychologists in business and industry. This article examines important federal laws and regulations pertaining to the employment rights of the handicapped worker and emphasizes the intricacies involved for psychologists who work in the employee assistance field or who consult with management. The expansion of vocational options for psychologists working with business is traced, and future prospects for psychologists in this area are explored.     

EFFECT OF SUPPORTED EMPLOYMENT ON THE VOCATIONAL OUTCOMES OF PERSONS WITH TRAUMATIC BRAIN INJURY

This paper reports the job placement of 5 males with severe traumatic brain injury. An individual placement model of supported employment was used. All individuals were placed in competitive employment and received staggered intervention over time by trained employment specialists. A multiple baseline design across persons was used to evaluate results. All individuals had been unable to work consistently or at all in competitive work environments. The range of wages was $4.25 to $5.00 per hour with an average of 339 hours of employment specialist intervention time required per case. The major problems experienced by employment specialists were insubordinate and disruptive behaviors as well as other inappropriate social behaviors displayed at the job site.