Presentation at New York State Career Development Association Conference in Buffalo, NY. Reviewed research conducted at RIT on students with disabilities and their workplace experiences related to disclosure. Suggestions for working with job seekers with disabilities and employers who wish to hire employees with disabilities.
This document summarizes a study that examined whether occupational therapists' attitudes toward professionalism vary by generational cohort. The study administered a professionalism questionnaire to occupational therapists from four generations: Silent, Boomer, Gen X, and Millennial. Results found that Millennials had lower scores than other cohorts in several areas related to duty, honor, and integrity. While all cohorts recognized the importance of appropriate client relationships, cohorts scored lower on providing and receiving feedback. The study concludes with recommendations to increase emphasis on professionalism, self-reflection, and feedback across generations in occupational therapy education and practice.
Disability IS Diversity: Reaching Employers to Include Disability in Workplac...DiscoverAbility NJ
The document discusses including people with disabilities in workplace diversity plans. It notes that while legal compliance is important, focusing on disability as a difference rather than deficit and creating an inclusive workplace provides business advantages such as enhanced access to talent, preparation for future workforce trends when talent will be scarce, positively influencing customers who prefer companies that hire people with disabilities, equal job performance to other employees, and reasonable accommodations being low-cost. The document provides data on employment and poverty rates for people with disabilities and recommends best practices for employers to cultivate an inclusive environment.
The document discusses employee selection and the hiring process. It describes negligent hiring as occurring when an employer fails to protect employees, clients, or third parties from foreseeable harm caused by another employee. Negligent retention involves failing to remove an employee from a position of authority after it becomes apparent they pose a danger. The document also notes the high costs of replacing employees and inaccurate information in many job applications. It advocates using assessments to improve hiring and provide more consistent, in-depth information about candidates.
The document discusses when and how to disclose a disability to an employer. It notes that disclosing allows one to receive accommodations but could lead to discrimination. The key times to disclose are during the interview if accommodations are needed, after receiving a job offer to ensure qualifications are considered, or during employment if accommodations become necessary. It is important to focus on abilities, experience accommodations one has used, and anticipated needs, without sharing unnecessary details about the disability itself. Proper disclosure can protect rights and improve work performance with accommodations.
This document discusses a study that examined how a supervisor's self-disclosure relates to an employee's liking of their supervisor. The study surveyed 168 employees about their supervisor's self-disclosure behaviors and how much they liked that supervisor. The results showed that both the perceived motivation for a supervisor's self-disclosure and how appropriate the employee perceived the self-disclosure to be predicted how much the employee liked their supervisor. This suggests that supervisors need to consider both their motivation for self-disclosing and whether the disclosure will be seen as appropriate by employees in order to build liking and positive relationships with employees.
This chapter discusses how constructive self-disclosure can improve interpersonal relationships and teamwork. It defines self-disclosure as revealing private thoughts and feelings, and notes that doing so appropriately can increase understanding between people and strengthen bonds. The Johari Window model illustrates four areas of information that impact understanding within relationships: open, blind, hidden, unknown. Barriers like lack of trust must be overcome for effective self-disclosure, which benefits from practices like describing feelings accurately and repairing damaged relationships through apology and forgiveness.
Self-esteem refers to how one views and thinks about themselves. It involves feelings of self-respect, self-worth, and self-value. High self-esteem involves having a good opinion of oneself, while low self-esteem involves having a poor opinion. One's self-esteem is developed throughout their life based on experiences, particularly childhood experiences, and is influenced by factors like praise, success, relationships, and treatment by others. Having healthy self-esteem is important as it promotes confidence, happiness, and positive relationships.
The document discusses self-management strategies for changing one's own behavior. It defines self-management and explains that it involves using behavior modification techniques to control a target behavior. The document outlines several self-management strategies including goal setting, self-monitoring, antecedent manipulation, behavioral contracting, consequences, social support, and self-instructions. It provides details on how to develop a self-management plan, selecting the appropriate strategy, evaluating progress, and maintaining behavior change over time.
This document summarizes a study that examined whether occupational therapists' attitudes toward professionalism vary by generational cohort. The study administered a professionalism questionnaire to occupational therapists from four generations: Silent, Boomer, Gen X, and Millennial. Results found that Millennials had lower scores than other cohorts in several areas related to duty, honor, and integrity. While all cohorts recognized the importance of appropriate client relationships, cohorts scored lower on providing and receiving feedback. The study concludes with recommendations to increase emphasis on professionalism, self-reflection, and feedback across generations in occupational therapy education and practice.
Disability IS Diversity: Reaching Employers to Include Disability in Workplac...DiscoverAbility NJ
The document discusses including people with disabilities in workplace diversity plans. It notes that while legal compliance is important, focusing on disability as a difference rather than deficit and creating an inclusive workplace provides business advantages such as enhanced access to talent, preparation for future workforce trends when talent will be scarce, positively influencing customers who prefer companies that hire people with disabilities, equal job performance to other employees, and reasonable accommodations being low-cost. The document provides data on employment and poverty rates for people with disabilities and recommends best practices for employers to cultivate an inclusive environment.
The document discusses employee selection and the hiring process. It describes negligent hiring as occurring when an employer fails to protect employees, clients, or third parties from foreseeable harm caused by another employee. Negligent retention involves failing to remove an employee from a position of authority after it becomes apparent they pose a danger. The document also notes the high costs of replacing employees and inaccurate information in many job applications. It advocates using assessments to improve hiring and provide more consistent, in-depth information about candidates.
The document discusses when and how to disclose a disability to an employer. It notes that disclosing allows one to receive accommodations but could lead to discrimination. The key times to disclose are during the interview if accommodations are needed, after receiving a job offer to ensure qualifications are considered, or during employment if accommodations become necessary. It is important to focus on abilities, experience accommodations one has used, and anticipated needs, without sharing unnecessary details about the disability itself. Proper disclosure can protect rights and improve work performance with accommodations.
This document discusses a study that examined how a supervisor's self-disclosure relates to an employee's liking of their supervisor. The study surveyed 168 employees about their supervisor's self-disclosure behaviors and how much they liked that supervisor. The results showed that both the perceived motivation for a supervisor's self-disclosure and how appropriate the employee perceived the self-disclosure to be predicted how much the employee liked their supervisor. This suggests that supervisors need to consider both their motivation for self-disclosing and whether the disclosure will be seen as appropriate by employees in order to build liking and positive relationships with employees.
This chapter discusses how constructive self-disclosure can improve interpersonal relationships and teamwork. It defines self-disclosure as revealing private thoughts and feelings, and notes that doing so appropriately can increase understanding between people and strengthen bonds. The Johari Window model illustrates four areas of information that impact understanding within relationships: open, blind, hidden, unknown. Barriers like lack of trust must be overcome for effective self-disclosure, which benefits from practices like describing feelings accurately and repairing damaged relationships through apology and forgiveness.
Self-esteem refers to how one views and thinks about themselves. It involves feelings of self-respect, self-worth, and self-value. High self-esteem involves having a good opinion of oneself, while low self-esteem involves having a poor opinion. One's self-esteem is developed throughout their life based on experiences, particularly childhood experiences, and is influenced by factors like praise, success, relationships, and treatment by others. Having healthy self-esteem is important as it promotes confidence, happiness, and positive relationships.
The document discusses self-management strategies for changing one's own behavior. It defines self-management and explains that it involves using behavior modification techniques to control a target behavior. The document outlines several self-management strategies including goal setting, self-monitoring, antecedent manipulation, behavioral contracting, consequences, social support, and self-instructions. It provides details on how to develop a self-management plan, selecting the appropriate strategy, evaluating progress, and maintaining behavior change over time.
The document discusses strategies for career counselors to effectively counsel disabled clients. It emphasizes building self-efficacy by focusing on abilities, not disabilities. Common stereotypes about disabled individuals lacking motivation and being expensive are addressed as misconceptions. Research shows disabled individuals can perform as well in the workplace with proper training and accommodations. The document provides counseling approaches like setting proximal career goals and teaching self-advocacy to increase empowerment and career opportunities for disabled clients.
Research Study: Age Bias Hiring and The Effectiveness of Providing Prevailing...Eveline Brownstein
Abstract:
Prevailing research shows there are stereotypes associated with age that contribute to hiring bias in favor of younger workers, and that there is little management discourse addressing the imbalance. Additional research suggests that younger managers might avoid hiring older workers because they do not know how to manage them. This research study sought to determine if providing hiring managers aged 29 through 49 with research-based information that challenges some prevailing older worker stereotypes is helpful in reducing age-biased hiring decisions. People responsible for making hiring decisions were randomly assigned to a control and an experimental group and asked to make a hypothetical hiring decision with, or without, equity norming statements. The presence of equity norming statements appeared to lead to a hiring bias in favor of the younger candidate, not seen when the equity norming statements were not present. Equity norming statements may have contributed to bias, rather than improved bias.
Author: Wendy Cukier, Brenda Nadjiwan, Dave Crisp, Michael Bach, Beth Grudzinski
Description:
An Interesting Panel discussion including senior diversity representatives from KPMG and TD Bank Financial Group followed the opening sessions, focused on how diversity is actually being moved forward in these organizations. Session 1: Dr. Wendy Cukier: The Diversity Lens: Leading Practices in Recognizing the Benefits of Diversity, Session
An Interesting Panel discussion including senior diversity representatives from KPMG and TD Bank Financial Group followed the opening sessions, focused on how diversity is actually being moved forward in these organizations. Session 1: Dr. Wendy Cukier: The Diversity Lens: Leading Practices in Recognizing the Benefits of Diversity, Session
This research proposal aims to examine the challenges faced by job seekers in securing employment. The study will use mixed methods to identify barriers such as skills mismatches, discrimination, and limited resources. It will also assess the impacts of prolonged unemployment on well-being. Surveys and interviews will gather data from a diverse sample of job seekers. The results will inform strategies to assist job seekers in overcoming challenges and transitioning into stable jobs. If successful, this research could help reduce employment gaps and improve economic and social outcomes.
6210 Week 8 Community Resources for Older Individuals.docxwrite30
The document discusses a community resources assignment for older individuals. It instructs students to identify three agencies in their local community that support older adults and describe the services provided. Students are asked to analyze gaps in existing services and propose improvements. They must also recommend additional services needed to better serve the senior population and explain their choices. The assignment aims to evaluate community support and resources for the elderly and identify opportunities to enhance their well-being.
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9
-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (2.
Experience, Resilience, and Effectuation: Minority Businesses and the Ongoing...Jeremy Peters
This document summarizes a research project studying how minority business owners exhibited resilience during the COVID-19 pandemic. The project used mixed methods including oral histories and digital diaries from 150 minority entrepreneurs in Detroit. Researchers investigated psychological resilience as a trait and state, and how it related to core self-evaluation, effectual decision making, resilient communication, and entrepreneurial self-efficacy. The digital diary study used experience sampling over 4 weeks to quantitatively test these relationships. Results will provide insight into the lived experiences of minority entrepreneurs and be shared back with the community through art installations and engagement with entrepreneur support organizations.
NUR 532 Nursing Leadership and the Healthcare System i0321.docxcherishwinsland
NUR 532: Nursing Leadership and the Healthcare System| i03/21/2016
Nursing Leadership and the Healthcare System
Course Description
Three hours per week theory. Prerequisite: Permission of nursing faculty and successful completion for NUR
506. Students will explore and analyze the role of the nurse leader as it relates to the healthcare system.
Included in this analysis is the delivery of safe, effective, and efficient patient care. The course focuses on
the business of health care, including the internal and external environment, financing of health care, and
resource management and utilization. The legislative and regulatory processes as they are related to changing
the health care system are explored.
Course Objectives
Upon completing the course, the student will be able to:
• Analyze and evaluate the US health care delivery system and key functional components
• Critique various delivery systems and patient care models and the advantages/disadvantages of each.
• Analyze the role of the advanced practice nurse in the context of an ever-changing health care delivery
system
• Evaluate the concepts of health and disease, risk factors, and the role of health promotion and disease
prevention
• Explore various types of health services professionals, practice requirements, and qualifications of health
services administrators
• Evaluate the role of medical technology in healthcare delivery
• Evaluate both regulatory and market-oriented approaches to contain costs in healthcare systems
• Articulate federal and state laws, regulations, and payment systems which affect the provision of care and
the organization’s finances.
• Identification of issues of access for vulnerable populations
• Identification of issues in healthcare delivery, standards, and outcomes
• Discuss future trends and how they will affect health care delivery
• The expanding role of nursing leadership in assessment and planning related to current healthcare issues
• Examine the magnet status journey and the 14 Forces of Magnetism
ii
Topic Outline
1. Patient-centered care in clinical practice
2. Roles and functions of patient care team members
3. Healthcare delivery systems and patient care models
4. Federal and state payment systems
5. Role of the governing body of the healthcare organization
6. Utilization of research findings
7. Organizational cultures and structures
8. Non-healthcare constituents within the community
9. Incorporating evidence-based research into nursing practice
Teaching Strategies
• Assigned Readings
• Online Discussion Activities
• Collaborative Learning Teams
• Guest Speakers
• Lecture/Discussion
• Discussion Boards
• Student Presentations
• Written Projects
Evaluation Methods
All students will be evaluated using the following methods:
Discussion Board (8 @ 25 points each) 200
Poster: Comparison of U.S. Health System with one other Country 125
Health care environment and sy.
Paths Forward for Diversity, Equity, and Inclusion in HealthcareMichelleBarrera20
This presentation will be designed to introduce the audience to an important national-level dialogue on the concepts of diversity, equity, and inclusion.
Running head INSERT TITLE HEREINSERT TITLE HERE.docxwlynn1
Running head: INSERT TITLE HERE
INSERT TITLE HERE
Insert Title Here
Insert Your Name Here
Insert University Here
Job Description
Introduction
Provide an introduction, and include the date for when the job description was written, the job status (whether it is exempt or nonexempt under The Fair Labor Standards Act (FLSA) and whether it is a full-time or part-time position), the position title, and the objective of the position (what the position is supposed to accomplish and how it affects other positions and the organization). Address the pay for the position.
Supervision
Explain to whom the person reports, and explain the supervisory responsibilities, including any direct reports and the level of supervision.
Job summary
Include an outline of the job responsibilities, including the essential functions like detailed tasks, skills, duties, and responsibilities.
Competency
Explain the competency and position requirements, including knowledge, skills, and abilities (KSAs).
Quality and Quantity Standards
Explain the minimum levels required to meet the job requirements.
Education and Experience
Explain the required education and experience levels needed.
Time Spent Performing Tasks
Explain the percentages, if used. They should be distributed to equal 100%.
Physical Factors
Explain the type of environment associated with job.
Working Conditions
Explain the shifts and any overtime requirements, as needed.
Unplanned Activities
Explain any other duties, as assigned.
Disclaimer
Insert a disclaimer here. Discuss how the job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee.
Performance Evaluation
Performance Criteria
Include a minimum of four criterion (no more than six). You may refer to the job description to help you develop this.
Performance Scale
Utilize a performance scale, and consider merit pay
Summary
Write a summary about how the laws and regulations associated with the position for the affect compensation and how the two can help manage compensation. Explain how compensation can affect employee behavior in this position.
References
I NEED THIS ON 06/17/20 at 8:00pm.
This week we explore the social-ecological model and the Swearer and Hymel (2015) article does a nice job of describing this model as applied to the problem of bullying. In working on your social change project this week you will be applying the social-ecological model to the topic you are addressing for your social change portfolio/project. The levels addressed in the social-ecological model in this article include individual, family, peer group, school, and community. Because of this specific topic, school is an important dimension. However, this dimension may not apply to your specific social change project depending on the target population. Thus, if "school" does not apply then you can simply have individual, family, peer group, and community. "Peer group" .
This document summarizes research on workplace flexibility policies and trends. It finds that:
1) The availability of flexibility has increased over time, though use remains lower, varying by factors like industry, occupation, and demographics.
2) Flexibility is associated with benefits like reduced stress and higher engagement for employees, as well as lower turnover and absenteeism for businesses.
3) While the business case for flexibility is strong, further research could help minimize stigma and better quantify the costs and benefits of different organizational approaches to flexibility.
4) It remains unclear what will drive flexibility to become standard practice in more workplaces, whether through policy changes, social pressure, companies acting in self-interest, or
Factors affecting advancement of diverse information technology workforcestuimrozsm
This document presents a research proposal to study factors that affect the advancement of diverse information technology workforces. It identifies key variables like discrimination, exclusion, work-life balance, career development and mentorship through interviews and literature review. The problem statement asks how these variables impact diverse IT workforce advancement. A theoretical framework is presented with the variables as independent factors, exclusion as intervening, and advancement as the dependent variable. Hypotheses and a questionnaire are included to collect data and statistical analysis methods are outlined to test the hypotheses.
Building a Disability-Inclusive Workplace [webinar] eCornell
New regulations from the federal government are aimed squarely at motivating employers to more actively recruit, hire, promote, and retain employees with disabilities.
While the regulations are particularly important for employers who are federal contractors, employers who are not federal contractors will almost certainly experience increased competition for this diverse and largely untapped talent pool.
In this webinar, Cornell University Professor Susanne M. Bruyère provides an overview of workplace policies and practices that facilitate the recruitment, hiring, retention, advancement and inclusion of people with disabilities, with an emphasis on creating a culture where people with disabilities are comfortable asking for accommodations and disclosing their disabilities.
Finally, we will discuss how companies can self-assess their effectiveness in moving toward a truly disability-inclusive workplace.
Susanne M. Bruyère, Ph.D., CRC, is Professor of Disability Studies, the Director of the Employment and Disability Institute, and Associate Dean of Outreach at Cornell University’s ILR School in Ithaca, N.Y. Dr. Bruyère is currently Project Director and Co-Principal Investigator of numerous federally-sponsored research, dissemination, and technical assistance efforts focused on employment and disability policy and effective workplace practices for people with disabilities including: the Rehabilitation Research and Training Center on Employer Practice to Improve Employment Outcomes for Persons with Disabilities; and the Organizational Practices to Increase Employment Opportunities for People with Disabilities: The Power of Social Networks.
She is a past president of the Division of Rehabilitation Psychology (22) of the American Psychological Association, the American Rehabilitation Counseling Association, and the National Council on Rehabilitation Education. She holds a doctoral degree in Rehabilitation Counseling Psychology from the University of Wisconsin-Madison, is a Fellow in the American Psychological Association, a member of the National Academy of Social Insurance, and currently serves as an Executive Board Member of the Division of Rehabilitation Psychology (22) American Psychological Association, a past-chair of GLADNET (the Global Applied Disability Research and Information Network on Employment and Training), and a past-chair and current Board Member of CARF (rehabilitation facility accreditation organization).
This document summarizes an orientation workshop for career guidance and counselling professionals in developing countries. The workshop aims to provide foundational knowledge in career development theories, contemporary approaches, and resources. It is designed to help teachers and counselors work more effectively with students. The 5-day interactive workshop covers: contextual issues in career guidance; tools and resources for providing services; communication and collaboration skills; building support from policymakers; and consolidating the learning. Group facilitation models and skills are also practiced. The overall goal is to prepare professionals to offer career advice, guidance and counselling.
This document discusses reasons for the limited adoption of distance delivery formats in occupational therapy assistant (OTA) education programs. It presents results from a study that surveyed OTA program directors about their beliefs regarding skills that can effectively be taught online. The majority of directors agreed that most cognitive skills but not psychomotor skills can be taught online. Distance education experience did not significantly influence directors' beliefs. The document calls for further research on best practices for using distance education in OTA programs to address resistance to its adoption.
This document presents information on workplace bullying from a group presentation. It defines workplace bullying, describes how it occurs and what motivates bullies. It discusses who is typically targeted and the effects on victims, observers and businesses. Suggestions are provided on how to combat bullying, including steps employers and employees can take as well as how social change agents may help. The presentation concludes by noting that while workplace bullying remains a problem, increased awareness is improving efforts to address it.
This document provides information about career counseling and development for elementary, middle, and high school students, as well as adults. It discusses the importance of career exploration and skill-building during middle and high school years. It also outlines eight elements of career education and how to develop career education programming and goals. The document then discusses serving special populations including those with disabilities, cultural minorities, economically disadvantaged individuals, older workers, and more. It provides strategies and considerations for career counseling and development with each of these groups.
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
More Related Content
Similar to Should I or Shouldn't I? Disclosing a Disability
The document discusses strategies for career counselors to effectively counsel disabled clients. It emphasizes building self-efficacy by focusing on abilities, not disabilities. Common stereotypes about disabled individuals lacking motivation and being expensive are addressed as misconceptions. Research shows disabled individuals can perform as well in the workplace with proper training and accommodations. The document provides counseling approaches like setting proximal career goals and teaching self-advocacy to increase empowerment and career opportunities for disabled clients.
Research Study: Age Bias Hiring and The Effectiveness of Providing Prevailing...Eveline Brownstein
Abstract:
Prevailing research shows there are stereotypes associated with age that contribute to hiring bias in favor of younger workers, and that there is little management discourse addressing the imbalance. Additional research suggests that younger managers might avoid hiring older workers because they do not know how to manage them. This research study sought to determine if providing hiring managers aged 29 through 49 with research-based information that challenges some prevailing older worker stereotypes is helpful in reducing age-biased hiring decisions. People responsible for making hiring decisions were randomly assigned to a control and an experimental group and asked to make a hypothetical hiring decision with, or without, equity norming statements. The presence of equity norming statements appeared to lead to a hiring bias in favor of the younger candidate, not seen when the equity norming statements were not present. Equity norming statements may have contributed to bias, rather than improved bias.
Author: Wendy Cukier, Brenda Nadjiwan, Dave Crisp, Michael Bach, Beth Grudzinski
Description:
An Interesting Panel discussion including senior diversity representatives from KPMG and TD Bank Financial Group followed the opening sessions, focused on how diversity is actually being moved forward in these organizations. Session 1: Dr. Wendy Cukier: The Diversity Lens: Leading Practices in Recognizing the Benefits of Diversity, Session
An Interesting Panel discussion including senior diversity representatives from KPMG and TD Bank Financial Group followed the opening sessions, focused on how diversity is actually being moved forward in these organizations. Session 1: Dr. Wendy Cukier: The Diversity Lens: Leading Practices in Recognizing the Benefits of Diversity, Session
This research proposal aims to examine the challenges faced by job seekers in securing employment. The study will use mixed methods to identify barriers such as skills mismatches, discrimination, and limited resources. It will also assess the impacts of prolonged unemployment on well-being. Surveys and interviews will gather data from a diverse sample of job seekers. The results will inform strategies to assist job seekers in overcoming challenges and transitioning into stable jobs. If successful, this research could help reduce employment gaps and improve economic and social outcomes.
6210 Week 8 Community Resources for Older Individuals.docxwrite30
The document discusses a community resources assignment for older individuals. It instructs students to identify three agencies in their local community that support older adults and describe the services provided. Students are asked to analyze gaps in existing services and propose improvements. They must also recommend additional services needed to better serve the senior population and explain their choices. The assignment aims to evaluate community support and resources for the elderly and identify opportunities to enhance their well-being.
SOCW 6200 Human Behavior and the Social Environment IWeek 1.docxsamuel699872
SOCW 6200: Human Behavior and the Social Environment I
Week 10
Project: Bio-Psycho-Social Assessment
Assessing a client’s biological, psychological, and social history is a holistic approach that is an essential aspect of social work practice. Since one area often affects the other two, it is important to get as accurate an assessment as possible when working with a client. Social workers use the bio-psycho-social tool to communicate specific information, and possible conclusions, about a client to other professionals. It is, at once, a summary of current issues and problems; a listing of past factors that may be relevant to the current situation; and a description of potential issues that may have an effect on the client in the future. In addition to describing the client’s challenges and problems, the assessment identifies strengths and assets that are available to provide support. For this Project you create a bio-psycho-social assessment.
By Day 7
Submit 9
-page paper that focuses on an adolescent from one of the case studies presented in this course. For this Project, complete a bio-psycho-social assessment and provide an analysis of the assessment. This Project is divided into two parts:
Part A:
Bio-Psycho-Social Assessment: The assessment should be written in professional language and include sections on each of the following:
Presenting issue (including referral source)
Demographic information
Current living situation
Birth and developmental history
School and social relationships
Family members and relationships
Health and medical issues (including psychological and psychiatric functioning, substance abuse)
Spiritual development
Social, community, and recreational activities
Client strengths, capacities, and resources
Part B:
Analysis of Assessment. Address each of the following:
Explain the challenges faced by the client(s)—for example, drug addiction, lack of basic needs, victim of abuse, new school environment, etc.
Analyze how the social environment affects the client.
Identify which human behavior or social theories may guide your practice with this individual and explain how these theories inform your assessment.
Explain how you would use this assessment to develop mutually agreed-upon goals to be met in order to address the presenting issue and challenges face by the client.
Explain how you would use the identified strengths of the client(s) in a treatment plan.
Explain how you would use evidence-based practice when working with this client and recommend specific intervention strategies (skills, knowledge, etc.) to address the presenting issue.
Analyze the ethical issues present in the case. Explain how will you address them.
Describe the issues will you need to address around cultural competence.
Grading Criteria Rubric Detail.
Responsiveness to Directions
66.15 (2.
Experience, Resilience, and Effectuation: Minority Businesses and the Ongoing...Jeremy Peters
This document summarizes a research project studying how minority business owners exhibited resilience during the COVID-19 pandemic. The project used mixed methods including oral histories and digital diaries from 150 minority entrepreneurs in Detroit. Researchers investigated psychological resilience as a trait and state, and how it related to core self-evaluation, effectual decision making, resilient communication, and entrepreneurial self-efficacy. The digital diary study used experience sampling over 4 weeks to quantitatively test these relationships. Results will provide insight into the lived experiences of minority entrepreneurs and be shared back with the community through art installations and engagement with entrepreneur support organizations.
NUR 532 Nursing Leadership and the Healthcare System i0321.docxcherishwinsland
NUR 532: Nursing Leadership and the Healthcare System| i03/21/2016
Nursing Leadership and the Healthcare System
Course Description
Three hours per week theory. Prerequisite: Permission of nursing faculty and successful completion for NUR
506. Students will explore and analyze the role of the nurse leader as it relates to the healthcare system.
Included in this analysis is the delivery of safe, effective, and efficient patient care. The course focuses on
the business of health care, including the internal and external environment, financing of health care, and
resource management and utilization. The legislative and regulatory processes as they are related to changing
the health care system are explored.
Course Objectives
Upon completing the course, the student will be able to:
• Analyze and evaluate the US health care delivery system and key functional components
• Critique various delivery systems and patient care models and the advantages/disadvantages of each.
• Analyze the role of the advanced practice nurse in the context of an ever-changing health care delivery
system
• Evaluate the concepts of health and disease, risk factors, and the role of health promotion and disease
prevention
• Explore various types of health services professionals, practice requirements, and qualifications of health
services administrators
• Evaluate the role of medical technology in healthcare delivery
• Evaluate both regulatory and market-oriented approaches to contain costs in healthcare systems
• Articulate federal and state laws, regulations, and payment systems which affect the provision of care and
the organization’s finances.
• Identification of issues of access for vulnerable populations
• Identification of issues in healthcare delivery, standards, and outcomes
• Discuss future trends and how they will affect health care delivery
• The expanding role of nursing leadership in assessment and planning related to current healthcare issues
• Examine the magnet status journey and the 14 Forces of Magnetism
ii
Topic Outline
1. Patient-centered care in clinical practice
2. Roles and functions of patient care team members
3. Healthcare delivery systems and patient care models
4. Federal and state payment systems
5. Role of the governing body of the healthcare organization
6. Utilization of research findings
7. Organizational cultures and structures
8. Non-healthcare constituents within the community
9. Incorporating evidence-based research into nursing practice
Teaching Strategies
• Assigned Readings
• Online Discussion Activities
• Collaborative Learning Teams
• Guest Speakers
• Lecture/Discussion
• Discussion Boards
• Student Presentations
• Written Projects
Evaluation Methods
All students will be evaluated using the following methods:
Discussion Board (8 @ 25 points each) 200
Poster: Comparison of U.S. Health System with one other Country 125
Health care environment and sy.
Paths Forward for Diversity, Equity, and Inclusion in HealthcareMichelleBarrera20
This presentation will be designed to introduce the audience to an important national-level dialogue on the concepts of diversity, equity, and inclusion.
Running head INSERT TITLE HEREINSERT TITLE HERE.docxwlynn1
Running head: INSERT TITLE HERE
INSERT TITLE HERE
Insert Title Here
Insert Your Name Here
Insert University Here
Job Description
Introduction
Provide an introduction, and include the date for when the job description was written, the job status (whether it is exempt or nonexempt under The Fair Labor Standards Act (FLSA) and whether it is a full-time or part-time position), the position title, and the objective of the position (what the position is supposed to accomplish and how it affects other positions and the organization). Address the pay for the position.
Supervision
Explain to whom the person reports, and explain the supervisory responsibilities, including any direct reports and the level of supervision.
Job summary
Include an outline of the job responsibilities, including the essential functions like detailed tasks, skills, duties, and responsibilities.
Competency
Explain the competency and position requirements, including knowledge, skills, and abilities (KSAs).
Quality and Quantity Standards
Explain the minimum levels required to meet the job requirements.
Education and Experience
Explain the required education and experience levels needed.
Time Spent Performing Tasks
Explain the percentages, if used. They should be distributed to equal 100%.
Physical Factors
Explain the type of environment associated with job.
Working Conditions
Explain the shifts and any overtime requirements, as needed.
Unplanned Activities
Explain any other duties, as assigned.
Disclaimer
Insert a disclaimer here. Discuss how the job description is not designed to cover or contain a comprehensive listing of activities, duties, or responsibilities that are required of the employee.
Performance Evaluation
Performance Criteria
Include a minimum of four criterion (no more than six). You may refer to the job description to help you develop this.
Performance Scale
Utilize a performance scale, and consider merit pay
Summary
Write a summary about how the laws and regulations associated with the position for the affect compensation and how the two can help manage compensation. Explain how compensation can affect employee behavior in this position.
References
I NEED THIS ON 06/17/20 at 8:00pm.
This week we explore the social-ecological model and the Swearer and Hymel (2015) article does a nice job of describing this model as applied to the problem of bullying. In working on your social change project this week you will be applying the social-ecological model to the topic you are addressing for your social change portfolio/project. The levels addressed in the social-ecological model in this article include individual, family, peer group, school, and community. Because of this specific topic, school is an important dimension. However, this dimension may not apply to your specific social change project depending on the target population. Thus, if "school" does not apply then you can simply have individual, family, peer group, and community. "Peer group" .
This document summarizes research on workplace flexibility policies and trends. It finds that:
1) The availability of flexibility has increased over time, though use remains lower, varying by factors like industry, occupation, and demographics.
2) Flexibility is associated with benefits like reduced stress and higher engagement for employees, as well as lower turnover and absenteeism for businesses.
3) While the business case for flexibility is strong, further research could help minimize stigma and better quantify the costs and benefits of different organizational approaches to flexibility.
4) It remains unclear what will drive flexibility to become standard practice in more workplaces, whether through policy changes, social pressure, companies acting in self-interest, or
Factors affecting advancement of diverse information technology workforcestuimrozsm
This document presents a research proposal to study factors that affect the advancement of diverse information technology workforces. It identifies key variables like discrimination, exclusion, work-life balance, career development and mentorship through interviews and literature review. The problem statement asks how these variables impact diverse IT workforce advancement. A theoretical framework is presented with the variables as independent factors, exclusion as intervening, and advancement as the dependent variable. Hypotheses and a questionnaire are included to collect data and statistical analysis methods are outlined to test the hypotheses.
Building a Disability-Inclusive Workplace [webinar] eCornell
New regulations from the federal government are aimed squarely at motivating employers to more actively recruit, hire, promote, and retain employees with disabilities.
While the regulations are particularly important for employers who are federal contractors, employers who are not federal contractors will almost certainly experience increased competition for this diverse and largely untapped talent pool.
In this webinar, Cornell University Professor Susanne M. Bruyère provides an overview of workplace policies and practices that facilitate the recruitment, hiring, retention, advancement and inclusion of people with disabilities, with an emphasis on creating a culture where people with disabilities are comfortable asking for accommodations and disclosing their disabilities.
Finally, we will discuss how companies can self-assess their effectiveness in moving toward a truly disability-inclusive workplace.
Susanne M. Bruyère, Ph.D., CRC, is Professor of Disability Studies, the Director of the Employment and Disability Institute, and Associate Dean of Outreach at Cornell University’s ILR School in Ithaca, N.Y. Dr. Bruyère is currently Project Director and Co-Principal Investigator of numerous federally-sponsored research, dissemination, and technical assistance efforts focused on employment and disability policy and effective workplace practices for people with disabilities including: the Rehabilitation Research and Training Center on Employer Practice to Improve Employment Outcomes for Persons with Disabilities; and the Organizational Practices to Increase Employment Opportunities for People with Disabilities: The Power of Social Networks.
She is a past president of the Division of Rehabilitation Psychology (22) of the American Psychological Association, the American Rehabilitation Counseling Association, and the National Council on Rehabilitation Education. She holds a doctoral degree in Rehabilitation Counseling Psychology from the University of Wisconsin-Madison, is a Fellow in the American Psychological Association, a member of the National Academy of Social Insurance, and currently serves as an Executive Board Member of the Division of Rehabilitation Psychology (22) American Psychological Association, a past-chair of GLADNET (the Global Applied Disability Research and Information Network on Employment and Training), and a past-chair and current Board Member of CARF (rehabilitation facility accreditation organization).
This document summarizes an orientation workshop for career guidance and counselling professionals in developing countries. The workshop aims to provide foundational knowledge in career development theories, contemporary approaches, and resources. It is designed to help teachers and counselors work more effectively with students. The 5-day interactive workshop covers: contextual issues in career guidance; tools and resources for providing services; communication and collaboration skills; building support from policymakers; and consolidating the learning. Group facilitation models and skills are also practiced. The overall goal is to prepare professionals to offer career advice, guidance and counselling.
This document discusses reasons for the limited adoption of distance delivery formats in occupational therapy assistant (OTA) education programs. It presents results from a study that surveyed OTA program directors about their beliefs regarding skills that can effectively be taught online. The majority of directors agreed that most cognitive skills but not psychomotor skills can be taught online. Distance education experience did not significantly influence directors' beliefs. The document calls for further research on best practices for using distance education in OTA programs to address resistance to its adoption.
This document presents information on workplace bullying from a group presentation. It defines workplace bullying, describes how it occurs and what motivates bullies. It discusses who is typically targeted and the effects on victims, observers and businesses. Suggestions are provided on how to combat bullying, including steps employers and employees can take as well as how social change agents may help. The presentation concludes by noting that while workplace bullying remains a problem, increased awareness is improving efforts to address it.
This document provides information about career counseling and development for elementary, middle, and high school students, as well as adults. It discusses the importance of career exploration and skill-building during middle and high school years. It also outlines eight elements of career education and how to develop career education programming and goals. The document then discusses serving special populations including those with disabilities, cultural minorities, economically disadvantaged individuals, older workers, and more. It provides strategies and considerations for career counseling and development with each of these groups.
Similar to Should I or Shouldn't I? Disclosing a Disability (20)
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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Juneteenth Freedom Day 2024 David Douglas School District
Should I or Shouldn't I? Disclosing a Disability
1. Should I or Shouldn’t I?
Disclosing a Disability
New York State Career Development Association
Buffalo NY
Janine Rowe, MSEd., NCC
Career Counselor
Office of Cooperative Education and Career Services
Rochester Institute of Technology
4. Disability Prevalence by Disability Type: Percent in NYS
http://ilr-edi-r1.ilr.cornell.edu/nymakesworkpay/docs/Report_Card_2010/NYSReportCardStatusFINAL.html
5. Self- Help
Movement
1950s 1960s
Civil Rights
Act
Rehabilitatio
n Act
Section 504
IDEA
1970s 1980s
Continued
advocacy
Americans
with
Disabilities
(ADA) Act
1990s
2000s +
Section 503
6. Employer’s Perspectives
Qualified Employees
Perform equally well
to employees without
disabilities
Economic advantage
Workforce Opportunity
Tax Credits (WOTC)
Allowance for making
accommodations
Small business tax credit
Value/Diversity
$2.4 Trillion
Discretionary spending
Diverse viewpoints
ADA Compliance
Responsible for providing
reasonable accommodations
Section 503
If federal contractor
Increased retention
PWD: 6% turnover rate
vs.
P W/O D: 52% turnover rate
7. Individual’s Perspectives
Exploratory activities
Number of career exploration
activities affected by type and
severity of disability
Expectations
Parents
Teachers
Disability benefit programs
(SSI & SSD)
Job Satisfaction
Research varies
Values related to work
satisfaction in PWD
ADA Compliance
Disclosure
Describe disability
What accommodations (if
any) are needed?
Self-advocacy
Autonomy
Privacy
Intrapersonal awareness
Thoughts about disability
Employment Challenges
Unemployment
Underemployment
Fear discrimination
8. Individual’s Perspectives
Disclosure Research
Research completed at Rochester Institute of Technology
85 students with disabilities & work experience
Rated on:
Job Satisfaction
Disclosure in the Workplace
Type of Disability
Workplace experiences related to having a disability
Accommodations and self-modifications
9. Individual’s Perspectives
Disclosure Research
Research completed at Rochester Institute of Technology
85 students with disabilities & work experience
Disclosure in the Workplace
Workplace experiences
related to having a disability
Accommodation and Self-
modification strategies
Type of Disability
Job Satisfaction
?
11. Individual’s Perspectives
Disclosure Research
Results: Students who disclosed
Reasons for disclosure:
Want to make supervisors or co-workers aware (31%)
Improve relationships (27%)
Desire for open communication (10%)
Need additional time to complete jobs (11%)
Additional:
Pride of having disability
Required to do so Did not
disclose
64%
Disclose
d
36%
12. Individual’s Perspectives
Disclosure Research
Results: Students who did not disclose
Reasons chosen for not disclosing disability
49% No reason to disclose or need for accommodations
8% Concern for job security
2% Concern for impacting relationships
Additional
Did not answer the question
“They don’t need to know”
Did not
disclose
64%
Disclose
d
36%
14. Individual’s Perspectives
Disclosure Research
Results: Disability type prevalence and disclosures
41%
28%
25%
4% 2%
18%
61%
66%
0%
100%
Cognitive Auditory Physical Psychiatric Visual
% of sample
% Disclosed to employer
15. Individual’s Perspectives
Disclosure Research
Negative experiences and Disclosures
Disclosed, No
negative
experiece
21%
No disclosure, no
negative
experience
54%
Disclosed + had
negative
experience
16%
No Disclosure +
Had negative
experience
9%
16. Individual’s Perspectives
Disclosure Research
Research completed at Rochester Institute of Technology
85 students with disabilities & work experience
Disclosure in the Workplace
Workplace experiences
related to having a
disability
Accommodation and Self-
modification strategies
Type of Disability
Job Satisfaction
X X
!
17. Working with PWD
Continue to train disclosure
Promote compensatory strategies
Provide career development
opportunities
Promote ERGs & “Disability Friendly”
Employers
18. Prepare for employees with disabilities
Sensitivity and awareness
Inclusiveness training
Videos
Newsletter
Promote Employee Resource Group
(ERGs)
Disability “Glossary”
Possible: Affinity Fair
19.
20. LGBT Perspectives
Out @ Work
LGBT Women: 50%
LGBT Men: 72%
Transgender may not have
choice
Privacy
Assumed heterosexuality
Pronoun use
Coming out?
Desire to be authentic
Form strong relationships
Become role models
Combat homophobia
Anti-Discrimination
NYS: Protections for sexual
orientation and gender
identity in public and private
employment (most cities)
Goal: Across all employment
Work Relationships
Feel excluded
Reduced networking
Being managed fairly?
Relationships with
supervisors
“Invisible” Minority
Approx. 21% of workforce
21. Employment and LGBT
Correct terminology
Explore legal issues
Legal and preferred names
Understand risks of inadvertent
disclosure
HCR Corporate Equality Index
22. Employment and LGBT
ERG’s (Employee Resource Groups)
Increase mentoring programs
Participate in community Pride events
Scholarships for LGBT Youth
23. 5 things you can do in 5 minutes
1) Bookmark HCR Corporate Equality
Index
1) Bookmark Job Accommodation Network
1) Brainstorm potential mentors in your
network
1) Research disability and/or LGBT events
in your area. Get involved!
1) Make a list of your employer partners
who are also federal contractors and refer
your clients. Get details on Section 503
24. References
20 Steps to an Out & Equal Workplace
2010 New York State Disability and Employment Status Report
Americans with Disabilities: 2010
Where are our LGBT Employees? Out & Equal
Building LGBT-Inclusive Workplaces
Witte, R.H., Phillips, L., & Kakela, M. (1998). Job satisfaction of college graduates with learning disabilities. Journal of Learning
Disabilities, 31, 259-265.
Schmidt, M.A., & Smith, D.L. (2007). Individuals with disabilities perceptions on preparedness for the workforce and factors that limit
employment. Work, 28, 3-21.
Roberts, L.L., & Macan, T.H. (2006). Disability disclosure effects on employment interview ratings of applicants with nonvisible
disabilities. Rehabilitation Psychology, 51, 239-246.
Lynch, R.T., & Gussel, L. (1996). Disclosure and self-advocacy regarding disability-related needs: Strategies to maximize integration
in postsecondary education. Journal of Counseling and Development. 74, 352-357.
Maduas, J.W., Foley, T.E., & McGuire, J.M, & Ruban, L.M. (2001). A follow-up investigation of university graduates with learning
disabilities. Career Development for Exceptional Individuals, 24, 133-146.
Maduas, J.W., Foley, T.E., McGuire, J.M., & Ruban, L.M. (2002). Employment self-disclosure of postsecondary graduates with
learning disabilities. Journal of Learning Disabilities, 35, 364-369.
Maduas, J.W., Ruban, L.M., Foley, T.E., & McGuire, J.M. (2003). Factors contributing the employment satisfaction of university
graduates with learning disabilities. Learning Disabilities Quarterly, 26, 1359-169.
Editor's Notes
Objectives: Explore how we discuss (or don’t discuss) disability in the workplace. How can we advise clients and employers on the topic of disability in the workplace, prepare them for what they need to know and their responsibilities.
Macro level- quick look at what is going on with disabilities in the United States today. Of course the trends affects each of the parties.
The role of the job seeker with a disability. What are the common experiences? What various pressures are affecting them? Using research conducted at RIT about how students with disabilities disclose their disability.
The role of the employer. How are they affected by the macro level changes, what pressures and concerns they may have when working with and hiring individuals with disabilities.
The role of the counselor- what we can do
Data from 2010 Census.
56.7 million people. Largest minority group in the United States. A minority group that we can actually join at any time.
This is a quickly growing group due to the fact that we have an aging population & many veterans returning from war, individuals can become disabled due to illness and injury.
The incidence of disability rises sharply as individuals reach their sixth and seventh decade of life. Advances in medical practice such as the development of trauma care centers and treatment of life threatening diseases tend to increase rather than decrease disability
More likely to be unemployed or underemployed. However, More and more are attending and completing college.
Approx. 2.3 million students with disabilities in college now.
What do we mean when we talk about disability?
Data from NYS, aged 21-64 (working age), living in the community. Folks who are looking for work, and the people we may work with.
Ambulatory is highest . Cognitive (ADHD, learning disability such as dyslexia
MANY people endorse more than one disability category – complex cases
Ambulatory, cognitive disability are definitely on the rise! Better diagnostic criteria and better awareness means more diagnoses.
Hearing disabilities are on the decline – more opting for genetic testing, cochlear implants
Individuals with disabilities have made tremendous civil rights advances in the past 50-60 years.
2014: Section 503 changes to Rehabilitation Act. Okay. We’ve prohibited discrimination, ensured appropriate education, we’ve ensured accommodations, now we say you must make an effort to bring them into your organization. Federal contractors MUST hire 7% individuals with disabilities. They also must make it easier for people to self-identify at any point during their employment. How does this affect our clients? They may have an advantage in hiring!
1950s: “Self-help” started becoming popular. Alcoholics anonymous started, self-help books and support groups flourished. People with similar disabilities started to support each other, focus on independent living.
1960s: The Civil Rights Act of 1964 was broad in its scope. The Act was also broad in its definition of protected classes. It prohibited discrimination on the basis of race, religion, and national origin. Civil Rights Act did not cover people with disabilities. Disability would not be linked to the mainstream of civil rights law which flowed from the Civil Rights Act of 1964 until Section 504 of the Rehabilitation Act of 1973 was enacted almost a decade later.
1970s: Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of a disability towards qualified people with disabilities. Individuals with Disabilities Education Act (IDEA), mandated that all children with disabilities receive a free, appropriate public education. first federal law mandating that children with disabilities be provided an education.
1980s: Advocates are still pushing. Advocates achieved protection for Social Security benefits, accessibility of voting sites, investigation of institutions, funds for research on assistive technology
1990s: ADA: Addressed barriers in employment. A qualified candidate cannot be discriminated against. The employer has to provide REASONABLE accommodations without undue hardships. Government, public accommodations, transportation.
What are the employer’s perspectives about hiring with disabilities?
Can’t forget about personal connection and affection. Many people have family member or a friend with a disability and will be interested in having a person with a disability as part of their work.
Federal Contractors: Lockheed Martin, Booz Allen Hamilton, Harris, Deloitte- there are thousands. Will need 7%
Job Seekers with disabilities.
We know they have historically faced unemployment, underemployment, may fear judgment or discrimination.
Career development activities in childhood and adolescence may have been constricted. E.g., take your daughter to work day, taking a computer or art elective in high school, PT work, internships – sometimes the student needs to participate in therapy or academic support = less time taken in career exploration activities.
Some individuals with disabilities are not expected to work and should not expect to work. We know how important parental expectations are! Disability benefit programs such as social security have come under scrutiny as providing a disincentive toward work. Also, many students I work with fear making too much money as they don’t want to lose their benefits.
Satisfaction: There is no clear statistics on whether or not people with disabilities are finding work they are satisfied with and especially retention , promotion, leadership. There are some values, such as supportive, family like atmosphere and flexible hours which are often good for many within the disability comm.
At RIT – we have a large population of students with disabilities. NTID, and also Spectrum Support Program attracts individuals on the Autism Spectrum. We also have many majors which require a co-op to graduate, so, we have a group of students who have disabilities who will have paid, full-time work experiences. We can do some research.
Will students disclose having a disability at any point during their work experience? Prediction: About 20% of students will disclose
The relationship between job satisfaction and disclosure. Disclosure may be related to relationships with coworkers and supervisors, they will have the accommodations they need – they will be more satisfied with their jobs
Type: those with physical and auditory disabilities most likely to disclose. These are most noticeable, most likely to require accommodations
What experiences do students have related to having a disability?
What accommodations and self-mods are being used?
Average of the studies that I looked at for college students and disability – about 30%, so our students are a bit above
Stop and look at this for a minute. 100% of this group asked for some accommodation to be successful in college. And only 36% disclosed to their employer? is it reasonable to expect that students who need an accommodation will be successful in college will be successful in work without discussing their disabilities? I don’t know.
So many great reasons for disclosure. To some students, looks like they view disclosure as a relationship building tool. Also it is a time management tool.
Write in options: Pride of having a disability, enjoy being open and comfortable about disability – it is a source of pride for them.
Some students stated that “it was the law,” – do they understand the ADA and was requesting an accommodation? I hope so.
ACCOMMODATIONS? Not as high as I thought
The biggest reasons for not disclosing are that they do not need an accommodation, thought no reason to disclose.
10% fear retaliation, stigma of employer of having disability
Many students skipped this question – perhaps they don’t have an answer? Don’t have a specific reason for not disclosing
Feel that their disability is a non-issue related to employment. Reminder: ALL of these students are getting academic accommodations to help them be successful in college. SO – even if they don’t disclose, is it reasonable to expect that their disability has no effect on their work? We want to help students with this process to make this as informed a decision as possible.
The first thing we notice is that students reported a bit lower job satisfaction than the general population. I think this is pretty for students who were probably in their first professional experience.
No relationship between job satisfaction and disclosure!
This is somewhat relieving – disclosure predicted neither satisfaction nor dissatisfaction
Our numbers are in blue. Obviously our numbers are a bit different than the general population of individuals with disabilities.
Type definitely matters. When working with our clients, we need to be sure to take type into consideration.
In my experience – visual, physical, auditory often know exactly what they need. These are the most difficult to “hide” or “pass”
Watch out for “invisible” disabilities – hard to know what they need and how the disability affects them in the day to day
75% had no negative experience based on disability, and this is good, but still leaves 25% who did.
That means: Everyone in blue. The fear of discrimination is real. Not disclosing doesn’t protect you from any negative affects, though.
Some faced direct discrimination:
“singled out”
“Offer rescinded”
“Called negative words”
“Coworker commented that I was going to the hospital to get out of work”
“Asked not to use the wheelchair in front of clients”
Focus a bit on self-accommodations: about 60% of the respondents reported using self-accommodation strategy. These are : arrive early or stay late, obtain support from family or friends, organizational tools like Google Calendar, time spent goal setting. Use computer instead of write by hand, email instead of phone.
We want to spend some time on this. These compensatory strategies are very effective, usually free, and can be implemented without disclosing. So, students will be more likely to use them. Our job is to make sure we give them ideas for how to develop self accommodations.
HANDOUT/ACTIVITY;
Disclosure is a highly individualized decision, many people won’t disclose. The disclosure conversation is most relevant to physical disability and Deaf/HOH. For all, but especially invisible disabilities we need to promote compensatory strategies
How to promote compensatory strategies?
Discuss academic accommodations – will any of those be relevant to the job? I am guessing yes.
Informational interviews
Field trips to work sites –what is it like in this office? In a cubicle?
Use people with disabilities as career mentors to help navigate the landscape of professional environment
Volunteering
Others that you do?
We have provided inclusiveness training to several employers, especially Deaf/HOH and ASD. Employers are so, so receptive. We explore what the disability is, appropriate communication strategies and accommodations, etc.
Helps us to understand the environment, get a sense of noise level, activity, etc. Which we can bring back to the students.
HANDOUTS
WHAT DO YOU DO?
Focus a bit on GLBT in the workplace as they face many of the same issues related to being open in the workplace
They are a large but invisible minority. They have much higher rates for being out in the workplace than individuals with disabilities.
Transgender: Meaning that the self-identification may not align with the sex that they were born into. Expressed through behaviors, roles, characteristics. May seek sexual confirmation surgery or hormone therapy.
We must use correct terminology ourselves – for example in the case of transgender, ask which pronouns are preferred.
Explore legal issues - e.g., if a preferred name is being used, a legal name is needed to background checks. What happens when you sign up for health insurance and they ask if male or female? HR is expected to be confidential but there is always a risk.
Explore a conversation about how they are presenting. It must be consistent. So, when we are working with male to female transitions, we ask that the name on the resume, name on email, and professional presentation all be consistent. Often are tempted to wear something gender neutral to take attention away from gender, but it is best if one wears professional dress consistent for the gender they present as.
Lots of little things we can do – the different between being tolerant and really being opening and welcoming.