Rehabilitation Counseling Bulletin

Veterans are an increasing population in postsecondary education. Many student veterans have disabilities affecting their well-being and success in college. This study aims to add to current knowledge on well-being by exploring the relationship between flourishing, personality traits, and service-connected disability among student veterans. First, we set out to psychometrically validate the Flourishing Scale (FS) for student veterans. Second, we evaluated the association of the Big-Five personality traits and flourishing. Finally, we evaluated the differences in flourishing among student veterans with and without service-connected disabilities. Two hundred five student veterans were recruited for the current study. A random split-half approach was adopted to perform an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Subsequent to conducting the EFA and CFA, a hierarchical multiple regression analysis was performed to investigate the relationships between flourishing and Big-Five personality traits. Finally, an independent-samples t test was conducted to compare the flourishing scores of student veterans with and without a service-connected disability. Findings indicated FS is a reliable and valid scale that could be used to measure flourishing in student veterans. Detailed findings and their implications for rehabilitation counseling are provided.

The purpose of this study was to investigate employment outcomes for vocational rehabilitation (VR) consumers with deaf-blindness, a population that has received no attention in the literature. The sample was obtained from Rehabilitation Services Administration Case Service Report (RSA-911) data and included 1,382 consumers with deaf-blindness identified as their primary or secondary disability whose cases were closed during fiscal years 2013, 2014, and 2015. Independent variables consisted of consumer personal characteristics and VR service-related variables. Two measures of employment outcomes were used: obtainment of competitive employment and a composite measure of job quality. Overall, the results indicate that several VR service-related factors are associated with whether deaf-blind consumers obtain competitive employment, but consumers’ personal characteristics are much more important in determining job quality. Implications for improving employment outcomes for consumers who are deaf-blind include providing job-related services, supporting educational advancement, and providing counseling and guidance. Results also support the importance of accounting for employment status at application in RSA-911 analyses and the efficacy of service provision by separate agencies for the blind.

The passage of the Workforce Innovation and Opportunity Act has placed increased emphasis on business engagement for vocational rehabilitation agencies, yet many rehabilitation counselors are not prepared to work with businesses. The primary purpose of this study was to evaluate the initial effectiveness of a business development training for rehabilitation counselors who work with consumers who are blind or visually impaired. A secondary purpose was to report on the sample’s pretraining status on variables associated with business development. Participants were 80 counselors and counselor supervisors employed by four separate agencies who completed the 19-h in-person training. Data were collected from participants prior to and immediately following the training. Outcome variables were self-perceived knowledge, skills, and comfort level with business development activities and measured business development knowledge and self-efficacy. Prior to the training, participants recognized the importance of, and a personal need for training in, business development and perceived moderate levels of comfort, knowledge, and skills. Participants demonstrated statistically significant increases on all outcome measures, with effect sizes ranging from medium to large. These results provide support for the effectiveness of the training in improving business development outcomes in the short term. Additional research is needed to evaluate its long-term effectiveness.

The purpose of this article is to examine the results of the certified rehabilitation counselor (CRC) knowledge validation study conducted in collaboration with the Commission on Rehabilitation Counselor Certification (CRCC). The research design for the present study includes both descriptive and ex post facto approaches. Three hundred ninety-four CRCs completed the Knowledge Validation Inventory–Revised (KVI-R) survey. Factor analysis results revealed six knowledge domains: (a) rehabilitation and mental health counseling, (b) employer engagement and job placement, (c) case management, (d) medical and psychosocial aspects of chronic illness and disability, (e) research methodology and evidence-based practice, and (f) group and family counseling. The findings of this study provide important information for CRCC to examine and develop test and item specifications that will guide future versions of the CRC examination. The findings also inform the description of the knowledge base underlying the practice of rehabilitation counseling and contribute further empirical evidence regarding the knowledge domains identified in this replication and extension of the previous study completed in 2012.

Vietnam is in the emerging stage in supporting and protecting people with disabilities (PWDs) in terms of employment rights and opportunities. The main purpose of this study was to explore how Vietnamese perceive their coworkers with disabilities in general workplace settings. In addition, the secondary objective of this study was to explore how Vietnamese perceive community acceptance and inclusive education of PWDs in different environmental contexts. Results indicated participants had generally positive affective reactions toward their coworkers with disabilities in the workplace. However, findings also indicated that Vietnamese people possessed hierarchical attitudes toward people with different types of disabilities in terms of community acceptance and educational rights.