Department of Educational Psychology and Learning Systems

: Examining the status of supervision in rehabilitation counselor training; Supervision is a widely recognised component of counsellor training, yet little is known about the clinical supervision training of rehabilitation counsellor educators during their doctoral education. Using syllabi from doctoral rehabilitation counselling programmes, this article discusses the state of clinical supervision in doctoral-level training, and its teaching and clinical implications. 16 of the 25 Ph.D. programmes in rehabilitation responded to contact, and 11 programmes reported offering a course in supervision. Eight of these programmes shared the syllabus for their doctoral-level supervision course(s). The syllabi were analysed to find common themes related to content, learning objectives, assignments and readings. These themes are discussed, and are followed by five recommendations on the manner in which clinical supervision should be provided in rehabilitation doctoral programmes.

: Executive functioning and bullying participant roles; Bullying is a process of direct (i.e., youth who bully and are victimized) and indirect (i.e., bystanders) social exchanges. Though researchers often examine social and emotional correlates of bullying role behaviors, it is important to also consider the underlying cognitive processes associated with different bullying roles such as socially oriented cognitive processes associated with executive functions. The goal of the current study was to examine executive functions associated with types of bullying role behavior (aggression, victimization, defending, assisting, and outsider behavior) and differences between boys and girls within a sample of 689 third- to eighth-grade students (51% male, 49% female). Victimization was significantly and negatively associated with each executive function. Defending was positively associated with emotion regulation for upper elementary school students, but not for middle school students. Outsider behavior was significantly and negatively associated with self-monitoring, flexibility, and initiation., executive functions, bullying roles, emotion regulation, bully, victim, bystander, The version of record can be found at https://doi.org/10.1080/15388220.2018.1453822

: Expectations, experiences and career-related outcomes of computer-assisted career guidance systems.; Computer-assisted career guidance systems (CACGS) provide a comprehensive intervention for career exploration and decision-making. Ninety students completed a CACGS bookended by pre and post surveys as part of an undergraduate career class. Results indicated high expectations for CACGS, but lower experience ratings. Interaction with CACGS was associated with increases in student’s metacognitive beliefs and experiences associated with career development, with most students progressing in their career decision-making as defined by Cognitive Information Processing theory. When the CACGS experience exceeded expectations, students reported larger gains in their beliefs that they have the knowledge necessary to make a career-decision., computer-assisted career guidance, CACGS, cognitive information processing theory, expectations, CASVE Cycle, This in an accepted manuscript and the version of record can be found at https://doi.org/10.1002/joec.12158, Osborn, D. S., Brown, C., & Morgan, M. (in press). Expectations, experiences and career-related outcomes of computer-assisted career guidance systems. Journal of Employment Counseling

: Factors Associated with Disability Self-Disclosure to Their Professors among College Students with Disabilities; This study examined factors associated with disability disclosure to professors among students with disabilities (n = 289) who either registered or did not register with Disability Support Services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting accommodations and perceptions of faculty’s willingness to provide accommodations were correlated with willingness to disclose disability. Multiple regression results revealed that gender, grade level, and past experience in requesting accommodations predicted students’ willingness to disclose their disabilities. Implications for counselors and transition educators working with students with disabilities were discussed, along with recommendations for future research., disclosure, students with disabilities, accommodation request experience, This is the accepted manuscript and the version of record can be found at https://doi.org/10.1177/2165143419893360

: Factors associated with disability self-disclosure to their professors among college students with disabilities; This study examined factors associated with disability disclosure to professors among students with disabilities (n = 289) who either registered or did not register with disability support services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting accommodations and perceptions of faculty’s willingness to provide accommodations were correlated with willingness to disclose disability. Multiple regression results revealed that gender, grade level, and past experience in requesting accommodations predicted students’ willingness to disclose their disabilities. Implications for counselors and transition educators working with students with disabilities are discussed, along with recommendations for future research., disclosure, students with disabilities, accommodation request experience

: Factors associated with requesting accommodations among people with multiple sclerosis; BACKGROUND:Almost one million individuals are living with multiple sclerosis (MS) in the United States with a majority being diagnosed when they are in their 20s or early stages of their careers. Employees with MS experience various job-related challenges such as high unemployment and underemployment. Accommodations assist individuals with MS to obtain and maintain employment, yet the current understanding of factors affecting decisions to request or withhold accommodations is limited. OBJECTIVE:This study aimed to explore barriers and facilitators of workplace accommodation requests among individuals with MS through a qualitative approach. METHODS:Eighty-six participants were recruited from agencies serving individuals with MS in the US. Content analysis was conducted to examine responses to one open-ended question related to their perception of barriers or facilitative strategies to request accommodations. RESULTS:Ten overarching themes related to barriers and facilitators for requesting accommodations were identified. Among them were three facilitators (i.e., positive work environment, employer compliance and flexibility, and employee self-advocacy and proactivity) and seven barriers (i.e., employers’ lack of knowledge of Americans with Disabilities Act and accommodations, employers’ discrimination and resistance to accommodation requests, employees’ fear/anxiety to request due to associated stigma, employees’ lack of knowledge about accommodations/disability/resources as well as inaccessible workspace). CONCLUSIONS:Rehabilitation professionals can educate and empower employees with MS to disclose disability and request needed accommodations. Rehabilitation professionals also can educate employers for individuals with MS about their obligations under the laws to provide accommodations and sensitize coworkers of individuals with MS regarding the disability., Barriers, facilitators, disability, workplace, multiple sclerosis

: Factors influencing workplace accommodations requests among employees with visual impairments.; People with visual impairments experience various challenges in the workplace such as under-employment, structural, and attitudinal barriers. Workplace accommodations are instrumental in assisting individuals to complete essential functions of their jobs and to increase job tenure and satisfaction. However, workplace accommodations are under-utilized. The current study examined influences of psychosocial and demographic factors on decisions to request accommodations amongst people with visual impairments. Participants included 116 people with visual impairments (e.g., female = 63.9%, Caucasian = 81%) from agencies and organizations serving people with visual impairments within United States. The results following logistic regression show that increased levels of psychosocial factors (i.e., self-efficacy in requesting accommodations and goal setting, non-personal cost related to accommodation, knowledge related to Americans with Disabilities Act (ADA), and accommodation policies and procedures) predicted participants’ decision to request accommodations. In addition, participants aged 55 or more and those with a high school degree or lower were less likely to request accommodations. Rehabilitation interventions for enhancing work participation self-efficacy in employees with visual impairment, as well as knowledge on ADA and accommodation policies and procedures, would create a more inclusive and accepting work environment for employees with visual impairment.

: Florida State University Career Center.; The Florida State University Career Center has a long history of providing career services rang-ing from helping individuals make initial career decision making, to managing career transitions, to navigating the job search process. What makes the FSU Career Center unique is the synergis-tic relationship it has between career theory, career research, and career practice, each informing the others, as well as a differentiated model of service delivery that has enabled us to see almost 20,000 clients a year. The integration between career service delivery and a commitment to train-ing and supervising the next generation of career counselors along with a connection to the Col-lege of Education is also a unique highlight. As the recipient of the National Career Development Association’s 2018 Exemplary Career Center Award, we are happy to share more about how we do what we do., career center, CIP theory, cognitive information processing, This is the accepted manuscript., Osborn, D., Murphy, D., Burbrink, I., & Hoover, M. (2018). Florida State University Career Center. Career Planning and Adult Development Journal: Special Issue, Effective Practices in College and University Career Services, 34(2), 7-19.

: Fostering College and Career Readiness; This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely "ready" for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a body of practice that has been shown to have a positive impact on young people's readiness for college and career. The report acknowledges that the provision of career development has been in decline in many North American schools despite evidence of its effectiveness. Given the current instability of the labor market, the increasing complexity of the education system and the need to grow the skills base of the workforce in a competitive global market, failing to attend to young people's careers seems shortsighted. As this paper shows, there is a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labor market and live happier and more productive lives. It is hoped that setting out the evidence in this area of research will provide policy makers and school leaders with the resources required to make informed decisions and to support the development of the future generations of talent. The paper explores the impacts of career development in relation to four main questions: • Does career development engage young people in their schooling and help keep them attending school? • Does career development positively impact on young people's academic achievement? • Does career development assist young people in making successful transitions to college or the labor market? • Does career development have a positive effect on people's career and life success?, Keywords: Career guidance, Career development, Young people, Career, Note: An open access version of this paper can be found in the repository of the University of Derby., Citation: Hooley, T., Marriott, J. & Sampson, J.P. (2011). Fostering College and Career Readiness: How Career Development Activities in Schools Impact on Graduation Rates and Students' Life Success. Derby: International Centre for Guidance Studies, University of Derby. http://hdl.handle.net/10545/196698

: Fostering Counseling Students’ Career Information Literacy Through a Comprehensive Career Web Site; Counseling students need to become knowledgeable about existing online career development tools to provide effective career development services today. The authors describe the characteristics of a Web site developed to foster career information literacy among students taking graduate career courses and examine its academic usefulness. Student evaluations suggest that the Web site is useful in promoting career information literacy and knowledge. Students who used the Web site showed a significant gain in perceived self‐knowledge as well as in actual knowledge of career information. Ways of using the career Web site to improve students' knowledge of online career resources are explored., Keywords:, Publication Note: This is a published article of Counselor Education and Supervision. The publisher's version is available at https://doi.org/10.1002/j.1556-6978.2007.tb00022.x., Preferred Citation:, Grant Number:

: Group 2:; Career assessments are a primary tool of career counselors. This article summarizes three expert presentations and comments from a discussant group from several countries on the theme “Techniques and Assessment,” which were part of the 2010 NCDA/IAEVG/SVP International Symposium in San Francisco, California. Group participants identified two goals related to the topic, including: a) creating a joint statement on the use of assessments and b) to identify the best practices related to career assessments. In addition, group members identified relevant resources and strategies for addressing these two goals.

: Guide to Quantitative and Qualitative Dissertation Research; This book begins with an explanation of the nature and characteristics of successful dissertation research. An approach to organizing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript is then described. The specific elements of the dissertation are described in detail. The book continues with an example of dissertation headings for a specific research question. The book ends with a dissertation research bibliography and four checklists for completing the dissertation concept paper, the dissertation prospectus, the dissertation, and the dissertation manuscript., Keywords: Dissertation, Prospectus, Hypotheses, Methodology, Review, how-to, manuscript, Note: This is a previously unpublished manuscript.

: Hierarchical factor structure of the Bullying Participant Behavior Questionnaire with a middle school sample; The Bullying Participant Behavior Questionnaire is a 50 item self-report survey designed to measure engagement in five bullying roles: bully, victim, assistant to the bully, defender of the victim, and outsider. The goal of the current study was to examine the higher-order factor structure of the BPBQ in a large middle school sample of 784 primarily White sixth- through eighth-grade students from the Midwest region of the United States. Analyses suggested that the Victim, Defender, and Outsider items loaded on their theoretically consistent factors and the Bully and Assistant items all loaded on a single factor (Bully/Assistant). Some factor correlations were moderate and suggested the presence of higher-order factor(s). A second-order EFA showed there appear to be two higher-order factors. Factor 1 is a combination of the Bully/Assistant and Outsider dimensions while Factor 2 is a combination of Defender and Victim dimensions. Confirmatory factor analysis indicated that the best fitting model consisted of the two general factors. There was a Pro-bully factor consisting of the Bully, Assistant, and Outsider group factors and a Pro-victim factor consisting of the Victim and Defender factors. There is support for the use of the BPBQ, but additional refinement of the items is needed., bullying, peer victimization, exploratory factor analysis, confirmatory factor analysis, middle school, The version of record can be found at https://doi.org/10.1080/21683603.2019.1636734

: How do career centers use social networking sites?; The popularity and growth of social networking sites (SNSs), particularly among the college-aged demographic, makes them logical tools for university career centers to use to connect with students. The authors surveyed 78 university career centers to determine how they use SNSs, the benefits and drawbacks, and the advice they would give to a career center considering using SNSs. The most commonly used SNSs by this sample include Facebook, Linkedln, and Twitter, mainly to provide career information. Benefits included students' responsivity to the SNS posts and increased visibility and attendance at events; the main drawback was time required. The most common recommendation was to determine goals and plan implementation., social networking sites, Facebook, Twitter, Linkedln, university career centers, Osborn, D. S., & Lofrisco, B. (2012). How do career centers use social networking sites? Career Development Quarterly, 60, 263-272. doi:10.1002/j.2161-0045.2012.00022.x

: Identifying and Linking Critical Thinking Skills Used in Computer-Aided Mapping Tools to Construct Argument Maps; Research shows that using computer-aided mapping tools improves critical thinking skills, but prior research provides limited evidence to show how the use of specific critical thinking skills increases map quality. This qualitative study observed 4 experts and 5 novices use a computer-aided mapping tool to construct argument maps. The analysis of video recordings with think-aloud protocols and retrospective interviews revealed the use of a five-step argument mapping process (read claims, position conclusion, position claims, link claims, revise links) with the experts using a more sequential application of the five-step process and producing more accurate maps than novices. The novices showed the tendency to position and link claims as a joint action, making map revision more cumbersome. The experts exhibited the tendency to work backward from conclusion to claim while the novices exhibited the reverse tendency. This study’s findings identify processes that differentiate experts from novices and validate specific thinking skills that can be used to improve map quality, and how these processes can be operationalized in terms of discrete mapping behaviors performed on screen that can be mined and analyzed in mapping tools to assess and diagnose students’ mapping skills., Critical Thinking, Concept Mapping, Argument Analysis

: Impact of Multiple Endpoint Dependency on Q and I^2 in Meta-analysis; A common assumption in meta-analysis is that effect sizes are independent. When correlated effect sizes are analyzed using traditional univariate techniques, this assumption is violated. This research assesses the impact of dependence arising from treatment-control studies with multiple endpoints on homogeneity measures ð and ð¼2 in scenarios using the unbiased standardized-mean-difference effect size. Univariate and multivariate meta-analysis methods are examined. Conditions included different overall outcome effects, study sample sizes, numbers of studies, between-outcomes correlations, dependency structures, and ways of computing the correlation. The univariate approach used typical fixed-effects analyses whereas the multivariate approach used generalized least squares (GLS) estimates of a fixed-effects model, weighted by the inverse variance-covariance matrix. Increased dependence among effect sizes led to increased Type I error rates from univariate models. When effect sizes were strongly dependent, error rates were drastically higher than nominal levels regardless of study sample size and number of studies. In contrast, using GLS estimation to account for multiple-endpoint dependency maintained error rates within nominal levels. Conversely, mean ð¼2 values were not greatly affected by increased amounts of dependency. Last, we point out that the between-outcomes correlation should be estimated as a pooled within-groups correlation rather than using a full-sample estimator which does not consider treatment/control group membership., Keywords: meta-analysis, multiple-endpoint dependency, Q statistic, I2, Note: This is the accepted version of the article, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1002/jrsm.1110/abstract., Citation: Becker, B. J., & Thompson, C. The Impact of Multiple Endpoint Dependency on Q and I^2 in Meta-analysis. Research Synthesis Methods. 33 pages.

: Impact of Worry on Career Thoughts, Career Decision State, and Cognitive Information Processing-identified Skills.; Career development is influenced by affective and cognitive dispositions. Sixty-nine Amazon Mechanical Turk Workers (obtained from online marketplace for work that requires human intelligence) completed the Penn State Worry Questionnaire, the Career Thoughts Inventory, and the Career State Inventory to examine the relationship between affective and cognitive elements on career decision state. Worry was significantly correlated with negative career thinking and more specifically decision-making confusion, and commitment anxiety, career decidedness and its dimensions clarity and certainty, and Cognitive Information Processing (CIP) self-assessed skills of self-knowledge, occupations knowledge, decision-making, and executive processing. Worry was also found to predict the degree of career decidedness, negative career thinking, and CIP-requisite skills., career decision state, worry, negative career thoughts, This is an accepted manuscript and the version of record is found at https://doi.org/10.1002/joec.12152

: Impact of high school transition and accommodation experience on student involvement in college.; This study aimed to explore the relationship between high school transition preparation and student involvement and integration in college among first-year college students with disabilities. One hundred fifty-eight freshmen with disabilities were recruited from a southeastern university in U.S. The findings reveal that high school transition preparation was highly associated with student involvement and social and academic integration efforts in the postsecondary setting. The results highlight the need for transition support services to foster transition preparation to make a smooth transition from secondary education to postsecondary education for students with disabilities., This study aimed to explore the relationship between high school transition preparation and student involvement and integration in college among first-year college students with disabilities. One hundred fifty-eight freshmen with disabilities were recruit

: Impacts of School Structural Factors and Student Factors on Employment Outcomes for Youth with Disabilities in Transition; This study aimed to examine school structural factors (i.e. free/reduced lunch percentage, proportion of minority student enrollment, and student-teacher ratio) that may contribute to employment outcomes for transitioning youth with disabilities beyond individual student factors through hierarchical linear modeling (HLM) analyses. The secondary data for 3,289 students were obtained from the Bridges from School to Work Program, and the school structural data for121 schools were drawn from the Common Core of Data. The major types of disabilities for the student participants included learning disabilities (73.1%), emotional and behavioral disabilities (4.7%), sensory disabilities (2%), and others (20.2%). Around 41% of participants were female. The study found that employment outcomes (i.e., whether a participant secured a paid job and weekly job earnings) were primarily attributed to student individual factors rather than school structural factors, particularly prior paid work experience. The finding suggests the potential importance of effective transition interventions to improve employment outcomes for all youth with disabilities. Implications for rehabilitation professionals are discussed., Keywords: School structural factors, Youth, Transition, Employment outcomes, Publication Note: This is an accepted manuscript in the journal Rehabilitation Counseling Bulletin, the version of record can be found at https://doi.org/10.1177/0034355215595515., Preferred Citation: Dong, S., Fabian, E., & Luecking, R. G. (2016). Impacts of School Structural Factors and Student Factors on Employment Outcomes for Youth With Disabilities in Transition: A Secondary Data Analysis. Rehabilitation Counseling Bulletin, 59(4), 224–234. https://doi.org/10.1177/0034355215595515

: Impacts of experiencing social injustice on infusing of social justice in rehabilitation counselor education curriculum; Purpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in their curricula, and impacts of personal and social injustice experience along with demographic factors on their infusion of social justice into the rehabilitation curricula. Methods: A quantitative descriptive design using multiple regression was applied. The participants included 101 rehabilitation counselor educators who completed an online survey: Social Justice and Rehabilitation Counseling Questionnaire. Results: The study revealed that the majority of participants deemed integrating of social justice as important and used various infusion strategies. In addition, the study found the impacts of social injustice experiences, along with age, significant in predicting the perception of infusing social justice into rehabilitation curricula. Conclusions: Personal experiences of social injustice of rehabilitation counselor educators along with age influenced the level of perception of importance of infusing social justice into the rehabilitation curricula. The field should focus on training on the awareness and impact of social justice for faculty to ensure students receive the education needed to effectively counsel the rehabilitation consumers.

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