Counseling Individuals with Didsabilities A New Formula

Running head: COUNSELING INDIVIDUALS WITH DISABLITIES
Counseling Individuals with Disabilities:
A New Formula to Help Individuals with Disability Find Their VOICE
Jennifer L Gee
Capella University

COUNSELING INDIVIDUALS WITH DISABLITIES: A NEW FORMULA 2
Abstract
The goal of this paper is to discuss the counseling dynamics of working with disabled
persons. This paper will investigate the interactive effects between the counselor and client, the
most effective counseling methods, and how the beliefs and values of disabled persons affect the
counseling setting. This paper will propose an innovative program for working with and
bettering the counseling dynamics of working with disabled persons.

Project Population Selection and Rationale
Population Selection:
Physically Disabled
This learner does not have any problems working with any individuals of the physically
disabled population. However, this learner has worked with this population in various incidents
and has learned that many times clients of this population lack sufficient recourses and support
systems to help them. Furthermore, this particular population has an increased risk rate of being
abused physically as well as sexually. This learner believes in the need for better treatment
options and available resources to help protect this population from these types of adversities. As
such, this learner would like to increase her knowledge and awareness for assisting this
population by researching various combined clinical resources available to reach out to this
population.
This Learner would like to interview a close friend who has cerebral palsy, but would
only like to include his first name to protect his identity.
Interviewee: Brandon
Date: November 4, 2010
Time: 4 p.m.
Location: Home, via telephone.

Interview Questions:
 As an individual with a physical disability what types of outside resources have you
found necessary to maintain your level of independence?
 Do you have or have you had friends and family members that have proven to be a
sufficient support system to help you cope with your disability?
 Do you feel that you currently have an effective support system and outside resources to
provide you with all the necessary opportunities to continue to live independently on your
own?
 What types of resources would you suggest to others in a similar situation to yourself?
 What types of emotional and physical struggles have you personally experienced as a
result of your disability?
 Have you or would you seek counseling as a coping mechanism?
 Do you have or would have any resistances to receiving counseling? If so, what are they?
What do you feel a counselor could do to help provide a comfortable therapeutic setting?
 What characteristics would you look for a successful client-counselor relationship?
 Have you or would you ever attend a support group? If so, what type of support group?
Population Description and Interview
Types of Discrimination:
This learner’s topic of choice focuses on working against discrimination when working
with the physically disabled. This learner chose this population as a result of, her own hearing

disability, as well as, watching close friends, such as my interviewee Brandon, struggle with the
physical disability of Cerebral Palsy. As Sue and Sue (2008) points out individuals within the
physically disabled population frequently are treated differently because as a society we don’t
necessarily know how to respond to those that are different from ourselves. Sue and Sue (2009)
list some basic myths associated with individuals with disabilities; most are in wheelchairs vs. in
actuality out of 49 million individuals with disabilities only about 10 percent are in wheelchairs,
people with disabilities are a drain on the society vs. in reality yes, about 71 percent of the
working-age population with disabilities are unemployed, however about 72 percent of these
individuals want to work, but have had difficulty in obtaining/maintaining employment as a
result of discrimination. This list goes on, but it goes to show that while it is so easy to label and
stereotype, many times our opinions and “knowledge” are wrong. Such stereotypes and lack real
knowledge have, lead to such forms of discrimination as intentional exclusion, transportation,
communication barriers, over protectiveness, architectural discrimination (ramps, parking spots,
restroom facilities) and the list goes on.
Willingness to Seek out Mental Health Services:
Many times individuals with a physical disability are afraid to seek outside assistance
because they are afraid of the response they are going to get to asking for help, such as over
sympathizing or judging their level of skill and independence as an individual, just because they
have a disability. We as a society forget that individuals with a disability have learned to
compensate for various skills the general society, use in a different manner. This learner
throughout her schooling has not used physical disability aids, to compensate for her hearing
disability. As a method of compensating this learner has always talked with her professors when

there may be a situation that requires special compensation. This learner has had to use auditory
recording to take notes, sit at the front of the class, ask questions, and share notes with a
classmate. These are all general examples of compensating for auditory abilities that most people
take for granted.
Access to Mental Health Services:
Sue and Sue (2009) list many important factors that are important to counseling the
physically disabled population. Sue and Sue (2009) discuss the importance of providing
necessary applications to encourage equal opportunity to providing sufficient mental health
services such as, allowing service animals access to your facility/office, not requiring such
screening materials such as a driver’s license or paying by check, providing auxiliary aids and
services (readers, sign-language interpreters, Braille materials, large print, videotapes,
audiotapes, and computers), structural and architectural barriers that may prohibit
appropriate/adequate services. The number one key is awareness of basic needs that can provide
this population with more accessible services.
Interview:
1. As an individual with a physical disability what types of outside resources have you
found necessary to maintain your level of independence?
I currently receive transportation assistance, physical therapy, and supplemental income.
Also there are other forms of assistance that I have received in the past, especially with health
care and having had several operations.

2. Do you have or have you had friends and family members that have proven to be a
sufficient support system to help you cope with your disability?
My main and biggest support has come from my mom throughout my life. She takes me
to appointments, takes care of me when I’m sick, she has always been and continues to be my
backbone. While I do have friends and other family members that are supportive she is and
always will be my number one.
3. Do you feel that you currently have an effective support system and outside resources to
provide you with all the necessary opportunities to continue to live independently on your
own?
Yes and no. Yes, I have enough resources currently to keep me independent at this time
in my life. However, I greatly struggle in terms of financial matters. I went to college to become
a teacher, but was unable to pursue that career path in the end as a result of not being able to
maintain the long hours on my legs. I would come home from student teaching and cry from the
pain. It also, set me back in my physical therapy. As such I now have lots of student loans to pay
back without the necessary funds to do much.
4. What types of resources would you suggest to others in a similar situation to yourself?
As a result of my own experiences with my education, I would seriously recommend that
they research their future career goal to ensure that it is something they will be able to do in the
long hull. This is something that I wish I had done that I cannot now undo.
5. What types of emotional and physical struggles have you personally experienced as a
result of your disability?
Beyond the previous discussion of my education, my biggest frustration has been that I
have always found, dating complicated and I want to someday have a family to share my life
with. However, for me this may never happen.

6. Have you or would you seek counseling as a coping mechanism?
You and I are good friends and I believe that if I had a counselor that is as supportive,
understanding, and empathetic as you are that I would seek counseling. However, I guess it is not
something I have ever really considered for myself at this point in my life. Then again, you never
truly know what life is going to throw you and it may be something that I would consider in the
future.
7. Do you have or would have any resistances to receiving counseling? If so, what are they?
No, I do not personally have any resistances to receiving counseling. I feel that while
counseling may not be something for myself at this moment, that I would definitely recommend
it for others, as I believe counseling and the field of mental health is an important resource that is
useful to many people regardless of their gender, age, sex, marital status, culture, and/or
disability.
8. What do you feel a counselor could do to help provide a comfortable therapeutic setting?
I think it is important that when working with a client, such as myself with a disability it
is important not to focus on “what’s wrong with the individual in terms of focusing on their
disability.” This frequently happens, people that I come in contact with zero in on the fact that I
have a disability, and they are phony in terms of being polite or nice, simply because they are
uncomfortable and do not know how to respond to my “differences.” I just want to be treated like
any other “normal” individual and judged for my character/personality, not for my disability.
“After all, the disability does not make the person.”
9. What characteristics would you look for in a successful client-counselor relationship?
The number one attribute would be someone honest, easy going, and has a friendly face.
However, as I mentioned before, you are an ideal candidate as you are always an excellent

listener, nonjudgmental and authentic in your sympathy, understanding, and empathy. As such
you make a prime example of what it means to be a counselor.
10. Have you or would you ever attend a support group? If so, what type of support group?
I have indeed attended a support group before. I have attended support groups for
individuals with diplegic cerebral palsy. Attending these support groups has enabled me to reach
out to others with similar situations and gain strength and support beyond my mom. While my
mom is my hero, she is still human and I cannot always trouble her with my feelings as I do not
want to burden her or tire her out.
11. How the interview informed the direction your project will take going forward.
This learner’s interview increased her knowledge of Cerebral Palsy and the different
types of Cerebral Palsy (“Cerebral palsy source," 2005). This learner has crossed paths with
many individuals that lump an individual with a disability into one group and draw the
conclusion, that all individuals with a disability are alike. However, this learner’s eyes are
opened up to the full impact of how there are varying degrees and types of disability categories
such as, Cerebral Palsy, Blindness, Hearing Impaired, etc. As such, these disabilities affect each
individual uniquely.
This learner believes that awareness of these differences, is important working within the
counseling field and within the communities we serve. As such, this learner would like to
develop her project on public and professional awareness for providing and improving services
to the physically disabled population. This learner feels that it is great that there are so many
programs dedicated to helping individuals with various disabilities such as Goodwill Industries,
who help provide such services as job training, job placement, support services, and
rehabilitation services to individuals with disabilities, as well as servicing other special need
populations (Goodwill Industries International, 2010). However, this learner feels there is a

strong need for community awareness to provide a stronger understanding of those within their
community, better tolerance, and reduced prejudices toward individuals with disabilities,
whether it be a physical disability or a mental health disability. Awareness and education within
the community reduce the overall stereotyping associated with various populations.
12. Where your interviewee is on the Racial/Cultural Identity Development Model (page
243 in the Sue and Sue text)
According to Sue and Sue (2008) individuals whom have reached level 5 of the
integrative awareness stage, has gained a sense of inner security so to their self-identity. As a
result of this inner security and self-acceptance, individuals in the integrative awareness stage
are better able to deal with their life circumstances and have greater levels of psychological
resources to deal with their problems (Sue and Sue, 2008). This learner’s interviewee, Brandon
demonstrates the autonomy, self-acceptance, and culturally identifies with individuals who have
a strong sense of understanding and acceptance of his world view, which confirms that his
development on the Racial/Cultural Identity Development Model falls within the Integrative
Awareness Stage (Sue and Sue 2008).
References:
Cerebral palsy source. (2005). Retrieved from
http://www.cerebralpalsysource.com/Types_of_CP/diplegia_cp/index.html
Goodwill industries international. (2010). Retrieved from http://www.goodwill.org/goodwill-for-
you/specialized-services/people-with-disabilities/
Sue, D. W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.).
New York: John Wiley & Sons.
Annotated Bibliography

Anthony, W.A. (1972) Societal rehabilitation: changing society’s attitudes toward the
physically and mentally disabled. Rehabilitation Psychology, 19 (3) 117-126. The author,
a researcher from the University of Boston conducted a study regarding the attitudes of
the general society in relation to individuals with disabilities. He conducted three
different ways to change the attitudes towards individuals with disabilities (a) contact
with a disabled person, (b) information about disabled persons, and (c) an experience
combing both a and b. Neither a nor b alone, were sufficient enough in their attempts to
have a positive effect on attitudes toward disabled persons, however the variable
combining a and b showed to have the most favorable outcome.
Glueckauf, R.L., & Quittner, A.L. (1992), Assertiveness training for disabled adults in
wheelchairs: self-report, role-play, and activity pattern outcomes. Journal of Consulting
and Clinical Psychology, 60 (3) 419-425. The authors, researchers at the Purdue School
of Science, Indiana University-Purdue University and Indiana University conducted a
study with thirty-four adults with disabilities in an 11 week assertive training (AT)
program, individuals were randomly selected for the (AT) program or placed on a
waiting-list (WL) as a control. The study used three methods of self-report, role-play,
social and recreational activity diaries to measure changes in assertiveness and role-play
scenarios. The AT program showed significant improvement in self-reported
assertiveness and role-play from pre- to post-treatment, whereas the WL showed no
changes on either measure. The researchers found at a 6-month follow-up there was no
increase in social or recreational activities, but that post-test gains maintained across self-
report measures of assertiveness and acceptance of disability, whereas role-play,

approached base-line levels at the 6-month follow-up. The researcher’s overall results
support the use of AT in enhancing perceived social efficacy and interpersonal skills of
disabled adults in wheelchairs.
Hopps, S.L., Pe’Pin, M., and Boisvert J.M. (2003). The effectiveness of cognitive-behavioral
group therapy for loneliness via interrelay-chat among people with physical disabilities.
Psychotherapy: Theory, Research, Practice, Training 40, (1/2) 136-147. The authors,
researchers from Laval University examined the effectiveness of psychotherapeutic
services, via computer-mediated communication (CMC). The study’s main purpose was
to determine if the goal-oriented cognitive group teletherapy via inter-relay-chat (IRC)
was able to reduce feelings of loneliness among chronically lonely physically disabled
individuals. The researchers used a, comparison design with pre-test, post-test follow-up
and a waiting-list control of 19 participants broken into 7 groups of 2-3 individuals. The
results showed that the intervention was successful in reducing loneliness during the
intervention, as well as after intervention at the 4-month follow-up.
Kemp, N.T, & Mallinckrodt, B. (1996). Impact of professional training on case
conceptualization
of clients, with a disability. Professional Psychology: Research and Practice, 27 (4) 378-
385. The authors, researchers of the University of Oregon and the University of
Wisconsin completed a case conceptualization study of an intake interview with a client
presenting issues related to sexual abuse. The participants (36 therapists and 11 graduate
students) watched two videos with identical information, except in one video there was a
short clip where the client was portrayed as having a physical disability. Therapists gave

different priorities to treatment themes based on whether the client had a disability, as
well as whether the therapist had training in disability issues. The untrained therapists
were less likely to focus on appropriate themes for sexual abuse survivors with a
disability. Based on these results the researchers found that not enough specialized
training regarding working with clients with disabilities is part of all education programs
and has serious implications on the counseling outcome of clients with a disability.
Newsom, J.T. & Schulz, R. (1998). Caregiving from the recipient’s perspective: negative
reactions to being helped. Health Psychology 17, (2) 172-181. The authors, researchers
from Portland State University and the University of Pittsburgh investigated predictors of
negative reactions to assistance given by the spouse of a physically disabled person, as
well as the consequences of the negative reactions towards the mental health of the care
recipient. The findings concluded that nearly 40% of recipients reported emotional
distress towards receiving help. Helping distress was linked to lower self-esteem,
fatalistic beliefs, and marital conflict, as well as predicting depression as much as 1 year
later. These findings conclude that there may be long-term negative consequences linked
to negative reactions to assistance. Such conclusions have important implications
regarding the study of care-giving and the relationship between physical impairment and
depression.
Pelletier, J.R., Rogers, E.S., and Dellario, D.J. (1986). Barriers to the provision of mental
health services to individuals with severe physical disabilities. Journal of Counseling
Psychology, 32 (3) 422-430. The authors, researchers for the Center for Rehabilitation
Research and Training in Mental Health, Boston University conducted a survey, selecting

to include samples of individuals with physical disabilities, consumer advocates,
rehabilitation and mental health administrators, rehabilitation counselors, and mental
health practitioners in order to help provide feedback as to the topic of inadequate mental
health services for the physically disabled population. The article reports the full extent of
10 variables that play a role as barriers to the provision of mental health services to
individuals with severe physical disabilities. The results conclude that there is a
distinguishing lack of services provided to this population, as well as, identifies several
major barriers to achieving better and more adequate services to this population.
Rimmerman, A & Herr, S. S. (2004). The power of the powerless a study on the Israeli
disability strike of 1999. Journal of Disability Policy Studies, 15 (1) 12-18. The authors,
researchers from the University of Haifa and the University of Maryland present how the
presence of the Disability Rights strike in Israel, in context with the emergence of the
Disability Movement in Israel and the United States. The point is to acknowledge the
power of the disability movement in terms of participation, public recognition, and the
demonstrated need to improve benefits. However, the researchers point out the need to
push the Disability Movement from a movement to a Disability Rights Movement.
Sue, W.S. & Sue, D. (2008). Counseling the culturally diverse Theory and practice (5th
Edition).
Hoboken, New Jersey: John Wiley & Sons, Inc. The authors, of this book focus
counseling and the cultural dynamics associated with multicultural counseling.
Tate, D.G., & Pledger, C. (2003). An interactive conceptual framework of disability: new

directions for research. American Psychologist, 58 (4) 289-295.
The authors, researchers at the University of Michigan and the National Institution on
Disability and Rehabilitation Research focus on how advances in research on disability
and rehabilitation are an important part of creating equal opportunities, economic
independence, and overall participation for individuals with disabilities. They highlight
how historically speaking, such focus has been on separate or specific areas, such as
genetics, engineering and physical sciences, and social and behavioral sciences.
However, these researchers implicate that research on individuals with disabilities should
be broadened to focus on how the trends of society directly affect the entire environment
of an individual with a disability. Their research article focuses on assessing the
contribution of socioecolgical perspectives of how to improve the lives of individuals
with disabilities. Their findings suggest new research that focuses on lifespan issues,
biomedicine, biotechnology, the efficacy and effectiveness of current interventions, with
an emphasis on consumer-driven investigations with socioecological perspectives on
disabilities.
Thurer, S. & Rogers, E.S. (1984). The mental health needs of physically disabled persons:
their perspective. Rehabilitation Psychology, 29 (4) 239-249. The authors, researchers
from Boston University conducted a multi-phase survey of rehabilitation and mental
health administrators, rehabilitation and mental health practitioners, consumers, and
consumer advocates. This article discusses the findings of the consumer surveys. It
discusses the perceptions of the existence of mental health problems among disabled
persons. The results suggest that this group of consumers perceives a great need for
mental health services amongst the physically disabled population.

Vilchinsky, N. & Findler, L. (2004). Attitudes toward Israel’s equal rights for people with
disabilities law: a multiperspective approach. Rehabilitation Psychology, 49 (4) 309-316.
The authors, researchers at Bar-Ilan University review the attitudes of specific
professional groups towards the passing of the Equal Rights for People with Disabilities
Law in Israel. They conducted a survey to measure four facts, punishment, accessibility,
governmental support, and employment. The survey, The Disability Rights Attitude
Scale-Israel (DRASI) found that the most positive attitudes were expressed by the social
workers and teachers, then by employers, architects, and lawyers. The research concluded
that one’s professional identity plays a significant role in shaping the attitudes towards
disability rights.

Counseling Individuals with Disablities: A New Formula
Fact Sheet: Interactive Effects
When discussing the interactive effects between counselors and clients of the physically
disabled population, it is important to first understand the history of the physically disabled and
struggles that they have gone through, and continue to go through in order to be better
understood and accepted within an easily prejudiced society. A study conducted by Vilchinsky
and Findler (2004) focuses on the study of attitudes and how they positively or negatively affect
the integration of persons with disabilities into community life. Their study gives a broader
picture of how the general public’s attitudes towards persons with disabilities has molded and
continues to mold the development of appropriate rehabilitation and support services for persons
with disabilities. Therefore, in order to move forward into a society where individuals with
disabilities are to be adequately serviced it is crucial to invest in services and or programs that
will generate a more overall positive attitude towards persons with disabilities.
Vilchinsky and Findler’s (2004) applied the theory of attitudes, which takes the stance
that by understanding an individual’s attitudes will help in the prediction of how an individual
may behave in certain circumstances. Therefore, their study’s aim was to review attitudes
associated with Israel’s Equal Rights for People with Disabilities Law. Their research
hypothesized that by studying such attitudes they would be able to estimate the extent of the
law’s acceptance and effectiveness, thereby providing a basis for differentiating those aspects of
the law that are more socially accepted, from those that are not. The end result of the attitude
studies was predicted to provide a design focused on mass media campaigns to assist in the
improvement of rehabilitation services and other acts of promoting rights and a quality life for
persons with disabilities.

Vilchinsky and Findler (2004) found that by reviewing the attitudes of selective
professionals that were a part in enabling the enforcement of Israel’s Equal Rights for People
with Disabilities Law such as, lawyers, teachers, social workers, employers, and architects, that
those that played a more intimate role in the rehabilitative process such as role of the teacher and
social worker had the most positive attitudes. They found this to be an important fact, because
rehabilitation does not end in hospitals and rehabilitation centers, but also extends to broader
aspects of the society such as employment, education, and other social environments within the
community. Without positive attitudes, from individuals within these other community settings,
productive progress for adequate rehabilitative and supportive services remains limited.
Therefore, the question is; what are the specific barriers that are enabling the lack of
rehabilitative and supportive services to persons with disabilities?
Pelletier, Rogers, and Dellario (1985), discuss that one of the biggest challenges in the
history and study of persons with disabilities stems from a consistent lack focus on this particular
population group. Pelletier et al (1985) considers this to be an important concern to the mental
health field because of growing evidence that supports a significant need for mental health
services among individuals with disabilities. Pelletier et al (1985) discuss, the lack of literature
and research regarding significant issues facing persons with disabilities such as, social isolation,
poor self-concept, and multiple diagnosis including personality disorders, adjustment disorders,
and depression. However, without valuable statistics and research to further investigate and
increase awareness of issues facing this particular population, rehabilitative and supportive doors
remain shut. Beyond the lack of literature to increase awareness of this population’s needs are a
lack provisional support within the community to enable greater mobility and inclusion within
the community.

Pelletier et al (1985) lists several key barriers within the community to enable the
continued exclusion of persons with disabilities such as, availability of transportation services,
availability of financial resources for obtaining mental health services, availability of public
mental health agency funding, attitudes of mental health professionals toward disabled persons,
availability of public/private mental health services, and a lack of support, to mental health
providers from outside rehabilitative services/agencies. The findings of this study, provides great
insight to need for provision of mental health services among disabled person, as well as the
service delivery barriers that must change in order to provide adequate services to this
population. A major implication of this study pinpoints a lack education in the area of working
individuals with disabilities.
The impact of education is an important factor when working with and understanding
human needs and behaviors. A study conducted by Kemp and Mallinckrodt (1996) demonstrates
just how important the topic of education is. Kemp and Mallinckrodt (1996) conducted a study of
how professional training has a direct relationship on case conceptualization of clients with a
disability. In this study researchers, Kemp and Mallinckrodt (1996), discuss how individuals
with disabilities are frequently marginalized. They establish that some of the most common
issues faced by persons with disabilities are; discrimination, alienation, and barriers of
independence that directly affect the development of coping skills, healthy separation/
individualism from family, and a positive self-concept.
Kemp and Mallinckrodt (1996) discuss common problems that limit disabled persons
from reaching their full potential. Many times people are uncomfortable with disabled persons
and do not know how to appropriately respond such as, overprotecting/helping, overestimating
limitations, non-acceptance, and/or avoidance. In a counseling situation this form of
response/bias can negatively influence counseling, case conceptualization, and treatment

planning. According to the findings in this study the more educated a therapist is in working with
disabled persons, the more effective they were in case conceptualization and providing treatment
appropriate plans to service the specific needs of the client with a disability. While this
demonstrates the abilities of education in a client-counselor relationship, it also demonstrates the
role education may play in other dynamics associated with achieving greater rehabilitative and
supportive services for persons with disabilities.
Previously discussed was the need to alter the attitudes of not only
rehabilitative/supportive roles within lives of persons with disabilities, but also the need to
positively affect/challenge the attitudes of those within the community/society as well. A study
conducted by Anthony (1972) applies this concept towards rehabilitation, society’s attitudes
towards disabled persons. In his study, he uses three differing methods to correlate the best
results in positively affecting members of the community’s responses/attitudes toward persons
with disabilities. The three methods included (a) contact with disabled persons, (b) presenting
information about disabled persons, and (c) an experience combining both (a) and (b). The
results of this study concluded that (a) and (b) alone did not have an overall positive impact,
however, when conducting (c) where (a) and (b) were combined, there was an overall more
positive result. This line of assessment and research demonstrates that attitude and education
play an important role in both the interactive effects of a counselor working with a disabled
client, as well as, when a disabled person interacts with others within the community.
Often times due to societal factors individuals with a disability lose their voice. As
previously discussed isolation affects various areas of social development, including one’s sense
of self, or one’s self-concept. Unfortunately, such societal patterns cause an individual to fade
into the background and lose their voice, their sense of empowerment and individuality.
However, according to a study on the Israeli Disability Strike of 1999, conducted by Rimmerman

and Herr (2004), over the last thirty years persons with disabilities have begun to fight back and
are using their voices to fight segregation and discrimination in such areas as, education,
employment, housing, and community inclusion. The Rimmerman and Herr (2004) study
provides important insight into what can happen when awareness is raised, it enables voices to be
heard, intolerance of discrimination/prejudice, and establishes positive movement toward equal
rights while plowing a path for independence, employment, education programs, financial
assistance and government funding, and better group oriented rehabilitative/supportive services.
Fact Sheet: Most Effective Counseling Methods for Individuals with Disabilities
As a result of the disability movement the mental health/rehabilitative field has begun to
see an increase in the implementation of counseling/rehabilitative/supportive techniques being
applied that focus on meeting the special needs of persons with disabilities. Some of the key
features of counseling strategies should include empowering the client and their family members,
problem-solving, and independence building (Sue and Sue, 2008) Sue and Sue (2008) discuss
some of the more resent counseling approaches utilized in the attempts to blend the previously
mentioned dynamics into the techniques and goals of the therapeutic process. These counseling
approaches include, a focus on religious support and spirituality, the medical model which
utilizes technology to provide the client with unique accessibility to increasing function-ability
and independence, and the minority model which focuses on societal attitudes and attempts to
change the environment to facilitate the client’s potential and reduce the societal risk of
prejudices and discrimination, again the emphasis is on self-empowerment and self-advocacy, as
mentioned, earlier for finding one’s voice (Sue and Sue, 2008).

Previously we mentioned the risk of depression as a result of isolation in persons with
disabilities. Also mentioned, is the lack of transportation and/or supportive services to provide
transportation for individuals with disabilities. As such, counseling techniques have been adapted
to meet these individual needs. Researchers, Hopps, Pepin, and Boisvert (2003) conducted a
study following along the lines of the medical model, using technology to meet the needs of
clients that face the dilemma of loneliness/depression as a result of isolation and lack of
transportation and/or supportive services to provide transportation (Hopps, et al, 2003). The
study uses psychotherapeutic services via computer-mediated communication (CMC). The
purpose of the study was to verify if using goal-oriented cognitive-behavioral group teletherapy
via inter-relay-chat (IRC) can reduce client’s feelings of loneliness (Hopps et al, 2003). The
study conducted by Hopps et al used a comparison design with pre-test, post-test, and follow-up,
and a waiting list control. Their results found that individuals who received the intervention
versus those who were wait-listed, felt less lonely at post-test scores, as well as maintained these
results at the 4-month follow-up. This study demonstrates that the medical model’s use of
technology to meet individual needs as well as centering in on core problems, such as
depression, isolation, and loneliness provides the mental health/rehabilitative field with unique
ways to increase service delivery to disabled clients.
Another common problem facing disabled persons is dealing with social situations with
individuals who do not have a disability. Many individuals that have a disability are better able
to communicate and interact with other disabled individuals. However, when put in a situation
where it is necessary to interact with individuals without a disability this can become
intimidating, as a result common societal attitudes, such as inconsistent behavioral reactions by
individuals without a disability (Glueckauf and Quittner, 1992). The inconsistency of positive
interactions correlates to low self-esteem, isolation, and depression.

A study conducted by researchers Glueckauf and Quittner (1992) seeks to investigate
how assertiveness training (AT) can help individuals with disabilities, such as adults in
wheelchairs are better prepared for social interactions, via increasing their assertiveness skills
and increasing their self-esteem through patterns of self-empowerment, and self-advocacy. The
study used a random selection with a wait-list control (Glueckauf and Quittner, 1992). The
results of this study demonstrated that AT is a successful counseling/rehabilitative technique,
which enhances perceived social efficacy and interpersonal skills of persons with disabilities
(Glueckauf and Quittner, 1992).
Fact Sheet: Beliefs and Values of Disabled Individuals within a Counseling Setting
Now that we have established, successful areas of counseling as perceived by successful
interventions with positively correlated results, how do we evaluate a positive counseling setting
through the beliefs and values of the client? The best way is through receiving their insight as to
what they are looking for in a positive counseling setting and their interactions with others. Many
times, both society and helping professionals fail the disabled client by underestimating their
abilities and taking away their voice, self-esteem, and independence in the process. Primary
supportive programs in the past reflected the true needs of the client by primarily focusing on
rehabilitation, rather than helping clients develop independent living skills, leading to the
previously mentioned outcome of isolation, low self-esteem/self-efficacy, and depression.
Research, such as that conducted by Newsom and Schulz (1998) point out how care-
giving can lead to negative reactions from the recipient. Again, many individual’s first reaction is
over-protectiveness and over-helping, causing increasing levels of anxiety, depression, isolation,
and low self-esteem of the in care recipient (Newsom and Schulz, 1998). Such reactions can be

linked to a lack of literature in working with individuals with disabilities, as well as a lack of
education. However, through greater awareness more research and knowledge of working with
individuals with disabilities is on the rise. Also, the increase of literature available on the subject
has lead to a change in academic programs to assist individuals in the mental health field,
rehabilitative/and supportive roles be better equipped with a knowledge and understanding of
how to best service clients with disabilities.
A research study conducted by Thurer and Rogers (1984) focuses on gaining the
perspective of physically disabled persons to conclude what the overall mental health needs of
persons with disabilities entails. Thurer and Roger’s (1984) goal was not to rank the personal
needs of each participant, but the needs of the general population of persons with disabilities
mental health needs. They found that an overwhelming 75% percent of the participants reported
a very substantial general need for mental health services among the physically disabled
population (Thurer and Rogers, 1984). In a more detailed focus of the survey the respondents
most prominent areas perceived as a need for service included vocational, personal/emotional,
social/interpersonal, and marital/family (Thurer and Rogers, 1984). Based on this study’s
findings, disabled persons reflect the greatest needs within the areas most recently, focused on in
the counseling setting. This particular fact illustrates that by enabling disabled persons the
opportunity to voice their needs we can better help them achieve their full potential and provide
services that will increase independence, promote social-efficacy, and empower the client,
creating a more positive counseling environment.
Discussion
Researchers Tate and Pledger (2003), have an invigorating outlook on what it means to
move forward and make progress in the area of improving the services available for persons with
disabilities. Tate and Pledger’s (2003) concept, does not end at improving one specific area of

their lives, but looks at the bigger picture as a whole, by incorporating multifaceted dynamics
working together to improve the overall functioning of persons with disabilities within society.
While this seems, and is most likely is a complicated task, research studies such as those
presented by Rimmerman and Herr (2004), Anthony (1972), and Vilchinsky and Findler (2004)
are all in congruence with the concept of working on multifaceted dynamics, as well as working
together to improve the lifestyles of individuals with disabilities. Based on the results of
substantial research pointing to the need for creating an interdisciplinary and multifaceted-
dynamic concept, this learner purposes a program called VOICE (Vocational Opportunities
Inspiring Choices and Equality).
The focus of VOICE would be to bring together professionals in the community to
facilitate a team of specialists working to advocate for persons with disabilities. This would
include a range of professionals to meet the needs of kids within that community and/or school
systems working to educate schools and creating school programs that will create a friendly
environment for persons with disabilities. The team would also include a group of trained
professionals to provide individualized therapy plans, including family, marital, and individual
counseling. VOICE will incorporate career training and programs to develop more easily
accessible jobs for persons with disabilities. VOICE will design and provide orientation
programs designed to train workers associated with these job opportunities in working with
persons with disabilities to incorporate community awareness. VOICE will also include financial
planners to assist in fundraising and financial assistance programs. Finally, VOICE recognizes
the need for community inclusion and would provide transportation services, special events,
support groups, assertive training programs, and in home care assistance to provide caregivers
with relief staff, based on the overall needs of the individual with the disability.

This program is innovative in comparison to many programs that focus on one specific
need, as it incorporates education, community awareness, in home care relief, mental health
services, assertiveness training to facilitate increased self-esteem/social efficacy, transportation,
funding, and social events to assist in decreasing isolation, develop positive social skills, and
decrease depression.
This program is especially great as it takes into consideration the specific needs and
beliefs of persons with disabilities. VOICE, seeks to meet the specific needs of persons with
disabilities and aims to create an overall better accepting community based on providing
advocacy, education, and awareness programs. Furthermore, this program seeks to eliminate
negative counseling experiences by setting high standards of awareness and education in the
entire VOICE team. Therefore, while a program like VOICE may take much planning, research,
and funding to implement, it is an innovative and inspiring program dedicated to meeting the
needs of persons with disabilities.

References
Anothony, W.A. (1972). Societal rehabilitation: Changing society's attitudes toward the
pyshically and mentally disabled [Abstract]. Rehabilitation Psychology, 19(3), 126.
Glueckauf, R.L., & Quittner, A.L. (1992). Assertiveness training for disabled adults in
wheelchairs: Self-report, role-play, and activity pattern outcomes [Abstract]. Journal of
Consulting and Clinical Psychology, 60(3), 425.
Hopps, S.L., Pepin, M., & Boisvert, J.M. (2003). The effectiveness of cognitive-behavioral
group therapy for loneliness via inter-relay-chat among people with physical disabilities.
Psychotherapy: Theory, Research, Practice, Training, 40(1/2), 147. Abstract retrieved
from 10.1037/0033-3204.40.1/2.136
Kemp, N.T., & Mallinckrodt, B. (1996). Impact of professional training on case
conceptualization of clients with diablities [Abstract]. Professional Psychology:
Research and Practice, 27(4), 385.
Newson, J.T., & Schulz, R. (1998). Caregiving from the recipient's perspective: Negative
reactions to being helped [Abstract]. Health Psychology, 17(2), 181.
Pelletier, J.R., Rogers, E.S., & Dellario, D.J. (1985). Barriers to the provision of mental health
services to individuals with servere physical disability [Abstract]. Journal of Counseling
Psychology, 32(3), 430.
Rimmerman, A., & Herr, S.S. (2004, Summer). The power of ther powerless: A study on the
Israeli disability strike of 1999 [Abstract]. Journal of Disability Policy Studies, 15(1), 18.

Sue, D.W., & Sue, D. (2008). Counseling the culturally diverse: Theory and practice (5th ed.).
Hoboken, New Jersey: John Wiley & Sons, Inc.
Tate, G., & Pledger, C. (2003). An integrative conceptual framwork of disability: New directions
for research. American Psychologist, 58(4), 295. doi:10.1037/0003-066v.58.4.289
Thurner, S., & Rogers, E.S. (1984). The mental health needs of physically disabled persons:
Their perspective [Abstract]. Rehabilitation Psychology, 29(4), 249.
Vilchinsky, N., & Findler, L. (2004). Attitudes toward Israeli equal rights for people with
disabilities law: A multiperspective approach. Rehabilitation Psychology, 49(4), 316.
Abstract retrieved from doi:10.1037/0090-5550.49.4.309

Counseling Individuals with Didsabilities A New Formula

Recommended

Recommended

More Related Content

What's hot

What's hot (6)

Viewers also liked

Viewers also liked (15)

Similar to Counseling Individuals with Didsabilities A New Formula

Similar to Counseling Individuals with Didsabilities A New Formula (16)

Counseling Individuals with Didsabilities A New Formula