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TRAINING NEEDS OF REHABILITATION PRACTITIONERS
IN THAILAND: AN EXPLORATORY STUDY

presented by

WILAIPORN KOTBUNGKAIR

has been accepted towards fulfillment
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TRAINING NEEDS OF VOCATIONAL REHABILITATION PRACTITIONERS
IN THAILAND: AN EXPLORATORY STUDY

By

Wilaiporn Kotbungkair

A DISSERTATION
Submitted to
Michigan State University

in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSIPHY
Rehabilitation Counselor Education

2009

ABSTRACT

TRAINING NEEDS OF VOCATIONAL REHABILITATION PRACTITIONERS IN
THAILAND: AN EXPLORATORY STUDY

By

Wilaipom Kotbungkair

A lack of adequately trained professionals in the field of disability is one of the
critical issues in Thailand due to limited training programs specifically for preparing
professionals to provide vocational rehabilitation services for people with disabilities.
While the development of training programs is necessary, no research has been
conducted regarding the training needs of current rehabilitation professionals. The
purpose of this study is to identify the training needs of vocational rehabilitation
practitioners who are working with individuals with disabilities in Thailand, through an
examination of their perceived importance and preparedness of various knowledge
domains. The data were collected from current rehabilitation practitioners working in
both government and non-govemment agencies, which include community-based
rehabilitation programs and independent living centers.

A total of 92 participants were included in the study, resulting in 76% response
rate. The results revealed 10 critical training needs for the vocational rehabilitation
practitioners across work settings, eight for the government sector, and 25 for the non-
govemment sector. In addition, the difference of perceived job function domains was
statistically significant between the two major practice settings. Relationship with
previous studies and the implications for the development of training programs,

professional development, and future research are also discussed.

Dedicated this long journey to my beloved mom and dad who always believe in me.
Thank you for your constant love and encouragement that make me realized that
I have never walked alone.

iii

ACKNOWLEDGEMENTS

This dissertation would not be possible without the involvement of many
important persons. I would like to express the deepest gratitude to my mentor and
dissertation committee chairperson, Dr. Michael J. Leahy, for his invaluable support,
guidance, and encouragement throughout my doctoral study at Michigan State University.
I would like to express my appreciation to the committee members, Dr. John F.
Kosciulek, Dr. Kimberly S. Maier, and Dr. Susan J. Peters for their warm guidance and
mentoring and also would like to thank Dr. Chandra M. Donnell, the former committee
member, for her work during the early stage of this study.

I would also like to acknowledge the Royal Thai Government for its prestigious
scholarship that provided me educational opportunity and financial support. Particularly,
I would like to express my appreciation to the staff of the Office of Educational Affair,
the Royal Thai Embassy at Washington DC for their supportive guidance and services
during my time as a graduate student in the United States.

Lastly, I would like to say special thanks to Dr. Prapas Patchanee, my true fiiend,
who is always there listening, encouraging, and mentoring with his care and patience

during my difficult times.

iv

TABLE OF CONTENT

ABSTRACT ....................................................................................................................... ii
ACKNOWLEDGEMENTS ............................................................................................... iv
LIST OF TABLES ............................................................................................................ vii
CHAPTER I INTRODUCTION .......................................................................................... I
Statement and Significant of the Problem ........................................................... 1
Conceptual Framework ........................................................................................ 4

Purpose of the Study ............................................................................................ 6

Research Question and Hypotheses ..................................................................... 6
Definition of Terms ............................................................................................. 7
CHAPTER II LITERATURE REVIEW ............................................................................. 9
Rehabilitation Services for People with Disabilities in Thailand ........................ 9
Assessment of Competencies and Training of Rehabilitation Counselors ........ 14
CHAPTER III METHOD .................................................................................................. 26
Participants ........................................................................................................ 26
Instruments and Variables ................................................................................. 27

Data Collection Procedure ................................................................................. 29

Data Analysis ..................................................................................................... 31
CHAPTER IV RESULTS .................................................................................................. 34
Response Rate .................................................................................................... 34
Characteristics of the Sample ............................................................................ 35

Analysis of Job Function ................................................................................... 45
Perceived Important Job Functions ..................................................... 45

Frequency of Job Function Performed ................................................ 47

Analysis of Knowledge Areas ........................................................................... 57
Perceived Important Knowledge Area ................................................. 57

Perceived Preparedness of Knowledge Areas ..................................... 59

Training Needs of Rehabilitation Practitioner ................................................... 68

Training Needs across Setting ............................................................. 68

Training Needs for Government Sector ............................................... 70

Training Needs for Non-Govemment Sector ...................................... 80

Demographic Differences in Perceived Importance Job Function .................... 82
Qualitative information from Open-Ended Question ........................................ 84
Important Knowledge Areas ................................................................ 84

Important Skill Areas ........................................................................... 84

Other Comments .................................................................................. 85

CHAPTER V DISCUSSION ............................................................................................. 86
Relationship with Previous Research ................................................................ 86
Characteristics of Current Practitioners ............................................................. 87

Job Functions ..................................................................................................... 88
Knowledge Domains ......................................................................................... 89

Training Needs of Vocational Rehabilitation Practitioners ............................... 89

Setting-Related Differences ............................................................................... 91
Implications ....................................................................................................... 91
Development of Training Program ...................................................... 91
Professional Development ................................................................... 92

Future Research ................................................................................... 92
Limitations of the Study .................................................................................... 93
APPENDICS ...................................................................................................................... 95
Appendix A: Covered Letter ............................................................................. 96
Appendix B: Covered Letter (Thai) ................................................................... 97
Appendix C: Informed Consent ......................................................................... 98
Appendix D: Informed Consent (Thai) ........................................................... 100
Appendix E: Participant Recruitment .............................................................. 103
Appendix F : Participant Recruitment (Thai) ................................................... 104
Appendix G: Demographic Questionnaire ...................................................... 105
Appendix H: Demographic Questionnaire (Thai) ........................................... 108
Appendix 1: Knowledge Validation Inventory-Revised .................................. 111
Appendix J: Knowledge Validation Inventory-Revised (Thai) ....................... 118
Appendix K: Rehabilitation Skill Inventory-Revised ..................................... 127
Appendix L: Rehabilitation Skill Inventory-Revised (Thai) ........................... 138
Appendix M: Approval Letter for Data Collection ......................................... 152
Appendix N: Knowledge Domain 1 ................................................................ 154
Appendix 0: Knowledge Domain 2 ................................................................ 155
Appendix P: Knowledge Domain 3 ...... -. .......................................................... 157
Appendix Q: Knowledge Domain 4 ................................................................ 158
Appendix R: Knowledge Domain 5 ................................................................ 159
Appendix S: Knowledge Domain 6 ................................................................. 160
Appendix T: Job Function Domain 1 .............................................................. 161
Appendix U: Job Function Domain 2 .............................................................. 163
Appendix V: Job Function Domain 3 .............................................................. 165
Appendix W: Job Function Domain 4 ............................................................. 166
Appendix X: Job Function Domain 5 .............................................................. 167
Appendix Y: Job Function Domain 6 .............................................................. 168
Appendix Z: Job Function Domain 7 .............................................................. 169
Appendix A1: Mean and Standard Deviation of Knowledge Items ................ 170
Appendix A2: Mean and Standard Deviation of Job Function Items .............. 174
BIBIOGRAPHY .............................................................................................................. 1 79

vi

LIST OF TABLES

Table 1- Gender of Respondents by Setting .......................................................... 39
Table 2- Highest Education Attained of Respondents by Setting ......................... 39
Table 3- Year of Experience .................................................................................. 40
Table 4- Breakdown Job Title of Respondents by Setting .................................... 41
Table 5- Breakdown Work Role ............................................................................ 42
Table 6- Caseload Type Served by Setting ............................................................ 43
Table 7- Services Provision by Setting .................................................................. 44

Table 8- Mean Importance and Frequency of Major Job Function across SettingSO
Table 9- Reliability RSI-R Importance and Frequency Scale by Domains ........... 56
Table 10- Mean Importance and Preparedness of Knowledge Area ..................... 62

Table 11- Reliability KVI-R Importance and Preparedness Scale by Domains...67

Table 12- Knowledge Items Endorsed as Highly Important ................................. 72
Table 13- Knowledge Items Endorsed as Having Limited Preparedness .............. 74
Table 14- Training Needs across Setting ............................................................... 76
Table 15- Training Needs for Government Sector ................................................ 77
Table 16- Training Needs for Non-Govemment Sector ........................................ 78

vii

CHAPTER I

Introduction

Statement and Significant of the Problem

The rehabilitation counseling profession in the United States has emerged out of a
series of legislative mandates. It has been characterized as continuously responding to
emerging changes and the expansion of its professional roles in providing services to
individuals with disabilities (1986). Following the Vocational Rehabilitation (VR) Act
Amendments of 1954, which established fimds for training rehabilitation counselors, the
rehabilitation counseling began its status as a profession (Emener & Rubin, 1980).

There have been mechanisms through legislative mandates, accreditation bodies,
professional organizations/associations, and mandatory entities created to ensure that
rehabilitation services are provided by qualified professionals (Leahy, Muenzen,
Saunders, & Strauser, 2009; Leahy, Szymanski, & Linkowski, 1993; Szymanski & Leahy,
1993). As a counseling specialty in the field of disability (Emener & Cottone, 1989),
rehabilitation counselors are required to meet both educational standards in terms of the
degree attained from accredited programs and institutions, and professional standards in
terms of professional licensure and certification that is required by particular states or
work settings. Continuing education required in certification and licensure are also
important methods to guarantee there are skilled and competent counselors working in
the field.

Over the years, there has been a significant amount of attention devoted to the

empirical study of rehabilitation counselor competency in the United States. The

extension of research has been done to identify the specific professional fimctions and
competencies required for effective rehabilitation counseling (Berven, 1979a; Chan et al.,
2003; Froehlich & Linkowski, 2002; Jaques, 1970; Leahy, 1986; Leahy, Chan, &
Saunders, 2003; Leahy et al., 2009; Leahy, Shapson, & Wright, 1987; Leahy etal., 1993;
Muthard & Solomone, 1969; Rubin et al., 1984; Wright & Butler, 1968). These studies
have sought to more fully understand the role of a rehabilitation counselor in terms of
what they do in practice by focusing on the specific job functions and tasks performed by
those professionals to achieve a successful rehabilitation outcome with people with
disabilities. More importantly, information gained from these studies has helped define
the professional identify of a rehabilitation counselor (Leahy et al., 1993).

In Thailand, the 1991 Rehabilitation of Disabled Persons Act, the major disability
legislation, mandated the development and provision of rehabilitation services for Thai
citizens with disabilities (Thailand Department of Social Development and Welfare,
2008). The act officially acknowledged that people who are characterized as having a
disability have legal recourse to pursue the same opportunities available to the general ,
population. There are sequences of related laws and ministry regulations which aim to
increase opportunities in such areas as education, health care, and medical services, as
well as accessibility to public services and transportation.

The act mandated that there shall be committees that are responsible for the
rehabilitation of disabled persons and that recommend guideline to the ministers on
policies and plans concerning the assistance, development, and rehabilitation of disabled
persons, which should also be congruent with the national economic and social

development plan. As a result, the Office of the Committee for the Rehabilitation of

Disabled Persons was initiated to act as the central administrative office on persons with
disabilities social welfare and a Fund for the Rehabilitation of Disabled Persons. The
main tasks of the committee include the proposal or recommendation of policies and
plans to be approved by the cabinet and the establishment of rules, regulations, and
ordinances related to the act.

As a result of legislative mandates and government initiatives, people with
disabilities in Thailand have witnessed an ongoing development of disability-related
services. However, the vocational rehabilitation service in Thailand is still considered to
be in infancy stage compared to other well-developed countries (Chen, Jo, Ong, &
Kotbungkair, 2007). Despite the fact that vocational rehabilitation services have been
available for decades, there is a lack of sufficiently and adequately trained professionals
providing vocational rehabilitation services for people with disabilities in Thailand
(Hampton, 1999; Murray, 1998). It was not until 1997 that Ratchasuda College, Mahidol
University established a Master of Arts Program in Rehabilitation Services for Persons
with Disabilities, which includes rehabilitation counseling as one of their four courses of
study. Currently, it is still the only university offering this training program in Thailand,
and there have been only 63 graduates since the program’s inception (Mahidol University,
2006). In fact, multidisciplinary approaches have been implemented in providing services
for persons with disabilities. Most current practitioners working in the field of disability
in Thailand are from various educational backgrounds such as social work, psychology,
and special education (Japan International Cooperation Agency, 2002). Information on
how these educational programs address various disability-related issues such as

disability and employment, psychosocial aspects of disability in their curricular is

unknown. As the 2001 census conducted by the National Statistical Office (2006)
revealed that 1,100,761 people with disabilities were living in Thailand (approximately
1.7% of the nation's population), it is apparent that there is a dearth of trained vocational
rehabilitation practitioners and educational preparation programs specifically for
preparing professionals to provide vocational rehabilitation services for people with
disabilities.

This study, therefore, aims to identify the training needs of professionals working
in the field of disability in Thailand through an examination of their current knowledge
and job functions. Furthermore, because of a lack of literature concerning the
professional working in the field of vocational rehabilitation in Thailand, this current
research seeks to identify overall demographic characteristics of vocational rehabilitation
practitioners currently work in the field. The information gained from this study would
guide the development of training programs for future professionals in the field of
disability. This approach is considered a systematic approach to ensure that current

professionals are adequately trained for working with people with disabilities in Thailand.

Conceptual Framework

As previously indicated, there is a need to increase the number of trained
professionals who can provide effective vocational rehabilitation services for people with
disabilities in Thailand. Because of the limited number of educational programs offering
degrees preparing the professionals to work with people with disabilities, short-term
training programs for those who are currently working in the field seem practically
important. Providing specific knowledge and skills areas for enhancing effective services

for people with disabilities may be more appropriate and effective for the current

situation. Smith (1984) addressed that insuring that staff posses skills to complete the
organization’s mission is a primary administrative or management function. In addition,
professional competency is defined as having knowledge and skills which are necessary
to meet client needs. In-service training that provides specialization to staffs will assist
them to meet three basic organizational information needs: knowledge of assigned tasks,
skill to carry out assigned tasks, and motivation to complete assigned tasks.

This research is based on a conceptual framework that developing effective
training programs requires an empirical assessment regarding current knowledge and skill
levels of those professionals working in the field. As Szymanski et al.(1993) asserted
that basic to the practice of any profession or professional specialty is the delineation of
specific knowledge and skill requirements of effective service delivery. The identification
of a gap between those current and expected competencies would allow the development
of training programs that fits the identified needs (Berven, 1979b). In order to develop
appropriate in-service training programs, there is a need to identify the actual needs of
practitioners in the current practice environment. The emphasis of needs assessment for
developing in-service training program is dependent upon discovering a gap between a
desired level of competent performance and present behavior.

Although this present study focuses on the development of in-services training
program for current practicing practitioners, information gained from this research can
also benefit the development of pre-service as well as professional development. When
the key knowledge areas are identified, application of the research results may enhance
further development of pre-service educational programs and guide potential refinement

of its curriculum.

Purpose of the Study

This study aims to identify the training needs of vocational rehabilitation
professionals working in the field of disability in Thailand through an examination of
current knowledge, skills, and competencies which are necessary for working with people
with disabilities. The information gained from this research will guide the development
of prospective training programs for future professionals in the field of disability. This
approach is considered a logical approach to ensure that current professionals are
appropriately and adequately prepared or trained for working with people with
disabilities. As previously mentioned, since the rehabilitation counseling profession did
not exist in Thailand until very recently, this research will focus on vocational
rehabilitation practitioners who are currently practicing in government agencies and non-

government organizations in order to gain broader perspectives of the current practice.

Research Questions and Hypotheses

Since this research is exploratory in nature, there is no directed research hypothesis.
However, primarily research questions are addressed as the following:

1. What are general demographic characteristics of vocational rehabilitation
practitioners working with people with disabilities in Thailand?

2. What job functions are rated as important and frequently performed by those
vocational rehabilitation practitioners in Thailand?

3. How important are various knowledge domains for rehabilitation practitioners in
Thailand?

4. What are perceived preparedness of various knowledge domains for vocational

rehabilitation practitioners?

5. What are training needs of current vocational rehabilitation practitioners?
6. Are there any differences in the importance of job functions and training needs

according to vocational rehabilitation professional’s demographic characteristics?

Definition of Terms

Riabilitation Counselor: This term refers to practitioners who help people deal
with the personal, social, and vocational effects of disabilities. They counsel people with
disability resulting from birth defects, illness or disease, accidents, or other causes. They
evaluate the strengths and limitations of the individuals, provide personal and vocational
counseling, and arrange for medical care, vocational training, and job placement. They
interview both individuals with disabilities and their families, evaluate school and
medical reports, and confer with physicians, psychologists, occupational therapists, and
employers to determine the capabilities and skills of the individual. They develop
rehabilitation programs by conferring with clients where these programs often include
training to help client develop job skills. Rehabilitation counselors also work toward
increasing the client’s capacity to live independently (Bureau of Labor Statistics, 2008).

Government (Dublicmrganizations: This term refers to organizations which are
operated and administered by central government or local government.

Non-Government Organizations: This term refers to a legally constituted
organization created by legal persons with no participation or representation of any
government. Non-Government Organizations can be funded totally or partially by
governments; however, it maintains its non-government status insofar as it excludes

government representatives from membership in the organization. In this present study,

non-government rehabilitation agencies may include community-based rehabilitation
programs and independent living centers.

Competencies: This term refers to the knowledge and skills required for the
practitioner which are used to meet client needs. Competency is considered amendable to

change and specific to the extent that they can be rated accurately (Leahy, 1986).

CHAPTER II

Literature Review

Enhancing knowledge, skills, and competencies for those professionals who are
currently working in the field is a logical way to response to lack of trained or skilled
professionals in Thailand due to limited training programs specifically for preparing
professionals to provide vocational rehabilitation services for people with disabilities. In
order to develop appropriate training programs, an examination of current knowledge,
skills, and competencies of those working in the field is necessary. This research,
therefore, aims to identify training needs through an examination of practitioners’
perspectives on the importance and their preparedness in relation to various knowledge
and skill areas. The research outcome may therefore help to indicate the areas of
knowledge, skills, and competencies to be focused in regards to developing the
prospective training program in the future.

In order to accomplish the purpose of this current study, a review of relevant
literature was conducted to provide a background for the present study and to identify the
methodological approaches to assess the training needs of vocational rehabilitation
practitioners in working with persons with disabilities in Thailand. A comprehensive
literature review covered two major areas: a) rehabilitation services for people with
disabilities in Thailand and b) assessment of competencies and training needs of

rehabilitation cOunseling practitioners.

Rehabilitation Services for People with Disabilities in Thailand

Although rehabilitation services for people with disabilities in Thailand in the past

were typically provided through both domestic and western charities, the official

intentions to promote an equal opportunity for people with disabilities in Thailand have
emerged as a result of legislative mandates. The Rehabilitation of Disabled Person Act of
1990 has been considered the first and most important disability-related legislation. The
primary ministry which promotes the interests of people with disabilities is the Ministry
of Social Development of Human Security (formerly the Ministry of Labor and Social
Welfare). However, the Ministry of Education and the Ministry of Finance also provide
supports for government disability-related initiatives. Together with the Office of
Committee for Rehabilitation of Disabled Persons (OCRDP), these comprise the main
Ministries working towards the full participation of people with disabilities. The
government program for vocational training and employment promotion is based mainly
on the conviction that, given the opportunity, most people with disabilities could acquire
skills which would enable them to earn a living and contribute to local and national
economy, and take their place in society (Murray, 1998). The efforts to increase
employment opportunities of people with disabilities have been expressed through
various means such as the initiation of quota scheme in hiring individuals with
disabilities in the business sector, the provision of loan for registered individuals to
operate their own small enterprise, as well as the vocational training opportunities
provided throughout the countries. Currently, there are eight disability-specific vocational
training centers around the country operated and administered by the Ministry of Social
Development and Human Security. These centers are considered the main vocational
rehabilitation resources for people with disabilities. In addition, there are mainstream
initiatives which include vocational training, employment service, and self-employment

programs. The mainstreaming vocational service facilities are available throughout the

10

country by means of networking with disability-related organizations and non-
govemment organizations. These training facilities are operated by both the Ministry of
Education and the Ministry of Labor through the respective department of the
Department of Technical Vocational Education, the Department of Non-Formal
Education, the Department of Skills Development, and the Department of Public Welfare.

Recently, the National Office for Empowerment of Persons with Disabilities
(N EP), the Ministry of Social Development and Human Security was founded on
September 2007 as a result of Section of the Person wit Disability Empowerment Act BE
2550 (National Office for Empowerment of Persons with Disabilities, 2008). This
organization is operated under the supervision of the Empowerment of Persons with
Disabilities chaired by the Prime Minister. The major responsibility are to coordinate
policies and plans on the empowerment of persons with disabilities at the domestic and
international levels, to empower and protect the rights of persons with disabilities and
promote access to public services for persons with disabilities without discrimination. and
to empower disabled persons' organizations and networks.

In addition, social, recreation, and vocational services for people with disabilities
are available through non-govemment organizations (N GOs) located in different areas
throughout the country. These organizations generally rely on their own fund-raising
activities; however, partially supported by the government. Disability-related NGOs can
be divided into two major categories. One category is NGOs whose members are persons
with disabilities, and the other NGOs focused on service provision. Services such as
social, recreation, advocacy, independent living skills training, and vocational services

are typically provided by these organizations (Japan International Cooperation Agency,

11

2002). The operation of training services in these agencies is considered dynamic in their
approach as well as flexible. However, uncertainty of funding arrangement has been one
of significant concerns among non-government organizations.

However, participation of individuals with disabilities in workforce and other
areas such as community, education, and health care is still considerably low compared to
their peers without disabilities. The employment rate for people with disabilities was only
21.55% as of 2001 (National Statistical Office, 2006). Based on the 1998 data from the
Office of the Committee of Rehabilitation for Disabled Person, only 8% of companies
under hiring quota scheme had actually hired individuals with disabilities according the
set ratio (National Office for Empowerment of Persons with Disabilities, 2008). In
addition, although vocational training opportunities are available through disability-
specific training programs, mainstream training programs, and non-government agencies,
only a small portion of people with disabilities benefit from those programs. Generally,
those who get benefits from those programs are individuals with physical disabilities with
a certain level of functional capacity and had attended school for certain period of time.
The existing eligibility determination criteria exclude considerable numbers of
individuals with disabilities, especially those with mental illness that have not attended
formal education or are illiterate. In addition, the vocational training centers are able to
offer limited training programs which mostly relate to semi-skilled manual or service
activities such as dressmaking, handicraft and lacquer ware, leather making, and radio
and television repair. As the result, there may be a mismatch between the interests of

individuals with disabilities and available training opportunities.

12

There is no research that has been done specifically on the situation of
professionals who are working with people with disabilities in Thailand. However, some
studies related to people with disabilities in Thailand have addressed the lack of trained
rehabilitation professionals working in the field of disabilities. Hampton (1999) who
conducted the research on quality of life of people with substance use disorder in
Thailand revealed that Thais with substance use disorder rated their life quality to be poor
and they are most dissatisfied about themselves. This study also suggested that
satisfaction occurs in six areas: self-esteem, relationship with others; resources in their
surrounding environment, physical energy, personal control, and pressures in their lives
which may serve as an initial focus for invention in order to improve their quality of life.
However, because trained professional counselors did not exist in Thailand to deal with
those common issues related to disability, a cross-disciplinary approach for services for
people with substance use disorder in Thailand have been used for many years.
Psychologists, psychiatrists, and rehabilitation nurses are the primary professionals who
work for people with substance use disorder in Thailand.

The descriptive research conducted by Japan International Cooperation Agency
(2002) addressed that the experts and workers in the field of disability are special
education teachers, physiologists, occupational therapists, social workers and assistive
device technicians. Except for social work, those professionals are required to meet
qualifications set by the government for working in specific government positions.

Educational institutes which offer programs particularly about disability or
vocational rehabilitation of people with disabilities are limited. Ratchasuda College,

Mahidol University became the first and is still the only institution of higher education in

13

the country to offer degree programs geared toward the preparation of rehabilitation
counselors to serve the disability community (Mahidol University, 2006). Besides the
Bachelor of Arts in Deaf Studies, the college also offers a two-year Master of Arts in
Rehabilitation Services for Persons with Disabilities. There have been four courses of
study as follows, Rehabilitation Counseling, Rehabilitation Administration, Assistive
Technology, and Blindness and Low Vision. The core faculty members come primarily
from allied health fields such as physicians, psychiatrists, nurses, psychologists, social
workers, and occupational therapists. There have been only 63 graduates since the

program’s inception (Mahidol University, 2006).

Assessment of Competencies and Training of Rehabilitation Counselors

Although research in relation to knowledge, skills, and professional competencies
of rehabilitation practitioners who are providing services for people with disabilities in
Thailand is nonexistent, extensive studies have been conducted in the United States
devoted to this area. The long standing research focus in this area has greatly contributed
to the refinement of rehabilitation counselor training programs and the national
certification for the rehabilitation counselor (Leahy et al., 2009; Szymanski & Leahy,
1993) .

In one of the first studies, research conducted by Muthard and Solomone (1969)
aimed to examine roles and functions of rehabilitation counselors who work in state
agencies and private non-profit rehabilitation agencies. The 111 item Rehabilitation
Counselor Task Inventories and other questionnaires were completed and returned by 378
rehabilitation counselors who were educators, administrators, supervisors, and other

professional rehabilitation workers. The results of this study provided description of

14

rehabilitation counselor functions in terms of eight major classes of role and behavior: 1)
placement, 2) affective counseling, 3) group procedures, 4) vocational counseling, 5)
medical referral, 6) eligibility case finding, 7) test administration, and 8) test
interpretation. The findings of this study indicated that a high degree of importance was
attached to affective counseling, vocational counseling, and placement duties. The results
also addressed that rehabilitation counselors spent about one-third of their time in
counseling and guidance activities.

Berven (1979a) reexamined the eight duty domains identified by Muthard and
Solomone (1969) which was considered as the first empirically based description of
rehabilitation counselor role behavior. Although the result revealed very similar to those
defined by Muthard and Solomone, eight duty domains gained from this study were the
followings: 1) placement, 2) affective counseling, 3) group counseling, 4) professional
development and supervision, 5) vocational counseling, 6) case management, 7) test
administration, and 8) test interpretation. These duties included changes from the original
duty factors.

Rubin et a1. (1984) examined roles and functions of certified rehabilitation
counselors from 1,135 certified rehabilitation counselors (CRCs) which comprised of
practicing counselors, managers, and educators employed in a variety of settings.
Instruments used in this study were the 17-item Commission on Rehabilitation Counselor
Certification (CRCC) Demographic Questionnaire and the 130-item CRC Job Task
Inventory. The latter used an 8-point Likert-type rating scale. Factor analysis revealed
five major work categories and 11 subcategories. The job task categories were: 1) job

placement and development, 2) case management, 3) professional/policy/test

15

development, 4) vocational counseling and assessment, and 5) affective counseling. In
addition, six major work settings, identified among CRCs were: 1) state-federal
rehabilitation agencies, 2) private rehabilitation companies, 3) private practice, 4) private
facilities, 5) hospitals, and 6) mental health/ mental rehabilitation centers. The results of
this study indicated differences in perceived importance of various tasks of rehabilitation
counselors practicing in different work settings. Furthermore, the results suggested a need
to revise the classification of the CRC examination content to be more parallel with
rehabilitation counselor work functions.

Leahy, Shapson, and Wright (1987) conducted a study on the self-reported
importance and attainment of competencies among rehabilitation counselors, vocational
evaluators, and job development specialist across three major employment settings. The
instruments used in this study were the Rehabilitation Skill Inventory (RSI) and a 16-item
demographic questionnaire. The RSI contained 114 competency items rated according to
participants’ perceived level of competency attainment and importance on a 5-point
Likert Scale ranging from 0-4. Cluster analysis revealed ten clusters as the followings: 1)
vocational counseling, 2) assessment planning, 3) personal adjustment, 4) case
management, 5) job placement, 6) group and behavioral techniques, 7) professional and
community involvement, 8) consultation, 9) job analysis, and 10) assessment
administration. The results indicated that five competency areas were important for all
three specializations: vocational counseling, assessment planning and interpretation,
personal adjustment counseling, case management, and job analysis. Both rehabilitation
counselors and job placement specialists perceived four other competency areas (job

placement, group and behavioral techniques, professional and community involvement,

16

and consultation) as at least moderately important. Among three specializations,
vocational evaluators were the only specialization who rated assessment administration as
at least moderately important.

In 1993, Leahy, Szymanski, and Linkowski examined perceived importance of
knowledge areas of rehabilitation counselors. The participants in this study were CRCs
applying for certification renewal. The instrument used was a 58-item questionnaire
developed specifically for this study. Knowledge items were developed from existing
CRC examination content areas, CORE standards, and a comprehensive review of the
literature. The instrument was refined with new/emerging knowledge areas considered to
be important for rehabilitation counselors. A demographic questionnaire was also used to
gather basic identifying information of participants. In the 58-item questionnaire, two 5-
point Likert type scales were used to assess participants’ perceived levels of importance
and preparedness of knowledge areas. The importance of each knowledge area was rated
using the following 5-point Likert scale: 0== not important, l= of little importance, 2= of
moderate importance, 3= highly important and 4= very highly important. The
preparedness scale was also used to identify levels of perceived preparedness of the
participants. An open-ended question was also included in order to identify important
knowledge areas not covered in the instrument. These scales represented major
knowledge domains which are: 1) vocational counseling and consultative services, 2)
medical and psychosocial aspects of disability, 3) individual and group counseling, 4)
program evaluation and services coordination, 5) case management and services
coordination, 6) family, gender, and multicultural issues, 7) foundation of rehabilitation,

8) worker compensation, 9) environmental and attitudinal barriers, and 10) assessment

17

(Linkowski et al., 1993). An ex post facto design was used to examine whether perceived
importance of knowledge differs by the demographic variables of gender, type or level of
pre-service education, job level, employment setting, job title, and years of experiences.
The results revealed that three knowledge domains (medical and psychosocial aspects of
disability; family, gender, and multicultural; and environmental and attitudinal) were
related to the gender of the participants. In addition, job level, employment setting, and
job title were significantly related to differences in knowledge importance. However,
education and years of experiences had no significant relationship with knowledge
importance rating.

Froehlich and Linkowski (2002) examined the training needs of state vocational
rehabilitation counselors and compared the self-perceived training needs of state VR
counselors with the self-perceived training needs of certified rehabilitation counselors
(CRCs). This research used the Rehabilitation Counseling Knowledge Instrument (RCKI,
Linkowski et al., 1993) which consists of a two-part self-report questionnaire comprising
57 rehabilitation counseling knowledge areas. The respondents were asked to rate each
item on two 5-point Likert-type scales. The importance rating scale (0= not importance,
l= of little importance, 2= of moderately importance, 3= highly important, 4= very high
important) is to evaluate participants’ perception of importance of each knowledge area
for rehabilitation counselor. The preparedness rating scale (0= no preparation, 1: little
preparation, 2= moderate preparation, 3= high degree of preparation, 4= very high
degree of preparation) is used to assess the degree to which each participant feels
prepared regarding to each knowledge area. Training needs were derived from the use of

a discrepancy model as described by McKillup (1987) and previously implemented in the

18

study conducted by Szymanski et al. in 1993. The study primarily adopts the Szymanski
et al. (1993)’s methodology to assess training needs among rehabilitation counselors
which principle knowledge components are as following: 1) vocational services, 2) case
management and services, 3) group and family issues, 4) medical and psychosocial
aspects of disability, 5) foundations of rehabilitation, 6) worker’s compensation,
employer services, and technology, 7) social, cultural, and environmental issues, 8)
research, 9) individual counseling and development, and 10) assessment.

The results demonstrated that state VR counselors reported higher training needs
in foundations of rehabilitation, individual counseling and development, and assessment.
However, the CRC sample reported higher training needs in the areas of worker
compensation, employer services, and technology. In addition, the results indicated that
highest earned degrees was a significant predictor of perceived training need in the area
of group and family issues, foundations of rehabilitation, research, and individual
counseling and development. Unique knowledge areas identified by practitioners in
proprietary settings were in health care and disability systems factor.

A study conducted by Chan et a1. (2003) aimed to identified training needs of
certified rehabilitation counselors in a variety of work settings by identifying knowledge
perceived by certified rehabilitation counselors as important; however, limited in
preparation levels. The data used in this study was obtained from Leahy, Chan, and
Saunders’s (2003) CRCC study concerning job function and knowledge requirements of
CRCs. The participants of the 631 completed self-report questionnaire which accounts for
45 % response rate. The Knowledge Validation Inventory-Revised (KVI-R; Leahy, Chan,

& Saunders, 2003) was the instrument used in this study. In order to examine the training

19

needs, two 5-point Likert-type scales were used to assess perceived importance and
preparedness for each knowledge item. The respondents were asked to rate important
rating scale using 5-point Likert scales (0= not important, 1= somewhat important,
2=important, 3=very important, 4= extremely important). For levels of perceived
preparedness, the participants were asked to rate the degree of preparation they had
received by using a 5-point Likert Scale (O= no preparation, 1= little preparation, 2=
moderate preparation, 3= high degree of preparation, 4= very high degree of
preparation). Berven’s (1979b) methodology was used to identify the training needs of
certified rehabilitation counselor in this study. Six major factors which comprise of 96
knowledge items are: 1) career counseling, assessment, and consultation, 2) counseling
theories, techniques, and applications, 3) rehabilitation services and resources, 4) case
and caseload management, 5) health care and disability system, and 6) medical/functional
implications of disabilities.

The results revealed 23 knowledge areas which represent critical training needs
for contemporary practice in all work settings. The factor of Career Counseling,
Assessment, and Consultation contains the greatest number of critical training needs for
the whole sample as its nine knowledge items were identified as critical training needs.
Five knowledge items in the Rehabilitation Services and Resources factor are identified
as training needs. This area has the second greatest number of critical training needs for
the entire sample. Three critical training needs were identified as critical training needs in
the Case and Caseload Management factor. One knowledge item which is appropriate
medical training resources was identified as a critical training need in the Health Care and

Disability System factor. Unique training needs identified by rehabilitation counselors in

20

different work settings were identified. The factor containing the highest number of
training needs for rehabilitation counselors in non-profit agencies was the Rehabilitation
Services and Resources. The second highest number of critical needs for counselors in
this setting was the Counseling Theories, Techniques and Applications factor. However,
unlike other settings which the Career Counseling, Assessment, and Consultation factor
contained the greatest number of critical training needs, only three areas in this factor
were identified as training needs. In proprietary rehabilitation, the Career Counseling,
Assessment, and Consultation factor contained the highest number of knowledge areas
that are considered as critical training needs.

The recent research conducted by Lee, Ingraham, Chronister, Oulvey, and Tsang
(2005) examined the psychiatric rehabilitation training needs of state VR counselors.
Fourty eight state VR counselors who were carrying predominantly psychiatric caseloads
completed the survey inventory for this study. The instrument used was developed based
on a comprehensive review of the psychiatric rehabilitation literature, and the
examination of the Commission on Certified of Rehabilitation counselor (CRCC)
Knowledge Validation Inventory-Revised (KVI-R) (Chan et al., 2003), interviews with
psychiatric rehabilitation specialization, as well as input from expert. The inventory
includes 70 items which were divided into two sets of identical items. The first section is
composed of 35 knowledge items which participants were asked to rate their perceptions
regarding importance of each item in a 5-point Likert scale (0= not important, 1=
somewhat important, 2= important, 3= very important, 4= extremely important). In the
second section with identical items, the participants were asked to rate their perceived

preparedness in the knowledge area items on a 5-point Likert scale (0= no preparation,

21

l= little preparation, 2=moderate preparation, 3= high degree of preparation, 4= very
high degree of preparation). The items were categorized into five areas: 1) counseling
intervention techniques, 2) principles and techniques of psychiatric rehabilitation, 3)
medical and psychological aspects, 4) assessment, and 5) case and caseload management.
This study employed Berven’s (1979a) data analysis technique to identify training needs
of the state VR counselors. The result indicated that state VR agencies need more in-
service training as the traditional training may not adequately prepare students in this area
which is consistent with the previous research conducted by Chan et al. (2003).

As ongoing changes in practice environments are important challenges facing the
rehabilitation profession, Leahy et al. (2009) conducted the study which intended to
identify and examine the major knowledge domains for rehabilitation counselors by
analyzing a recent national study by the Commission on Rehabilitation Counselor
Certification (CRCC). From the study conducted by Leahy et al. (2003), the CRCC used
its results to combine the major knowledge domains and sub domains to the specification
of a lZ-domains organizational schema for the development of the current Certified
Rehabilitation Counselor Examination (CRCE). As the result, the instrument used in this
study represented an updated version of the Knowledge Validation Inventory-Revised
(KVI-R; Leahy, et al., 2001, 2003) with the containment of 81 knowledge sub domains
which is organized within the 12 knowledge domains. The participants of 648 CRCs were
asked to rate the importance of each knowledge domain on the 4-point Likert scale
(1=not important, 2 minimally important, 3= moderately important, and 4= highly
important). Twelve knowledge domains were organized into three major knowledge

factors. The Counseling Knowledge included knowledge domains of Individual

22

Counseling, Group and Family Counseling, Mental Health Counseling, and Psychosocial
and Cultural Issues in Counseling. The Vocational Knowledge factor included Career
Counseling and Assessment, Job Development and Placement Services, and Vocational
Consultation and Services for Employers. The Core Rehabilitation Knowledge factor
included Case and Caseload Management, Medical, Emotional, and Environmental
Aspects of Disabilities, Foundations, Ethics, and Professional Issues, Rehabilitation
Services and Resources, and Health Care and Disability Systems knowledge domains.
For the 12 major knowledge domains, the results of this study revealed that all but 1
knowledge domain, the Group and Family Counseling, were rated moderately important
or higher. Medical, Functional, and Enviromnental Aspects of Disabilities and Case and
Caseload Management were the most important and the most frequently performed
knowledge domains of rehabilitation counselors.

The results also indicated that importance rating differed significantly in eight out
of 12 knowledge domains. For example, knowledge related to Group and Family
Counseling was rated more important by participants at mental health centers and
psychiatric hospitals than by participants in state-federal rehabilitation agencies, private
rehabilitation companies, and other settings. Mental Health Counseling knowledge was
rated more important by participants in state-federal rehabilitation agencies, private
nonprofit rehabilitation, college and universities, mental health centers and psychiatric
hospitals, and K-12 schools than by participants in private rehabilitation companies.
Knowledge regarding Psychosocial and Culture Issues in Counseling was rated more
important by participants working in state-federal rehabilitation agencies and colleges

and universities than by participants at private (proprietary) rehabilitation companies. In

23

addition, differences emerged for two of the Vocational Knowledge domains (Career
Counseling and Assessment, and Job Development and Placement) and three of the Core
knowledge domains ( Case and Caseload Management; Medical, Functional, and
Environmental Aspects of Disabilities; and Rehabilitation Services ad Resources).

Training needs of rehabilitation counselors are complex and extensive as
indicated by the variety of counselor functions indentified in task analysis research
(Berven, 1979b). To meet the life long training needs of rehabilitation counselors, a
system of paraprofessional and post employment training programs has evolved.
Extensive studies have been done regarding roles, functions, and competencies of
rehabilitation counselors. This line of research inquiry seeks to define the scope of
practice of rehabilitation counselors and to refine evidence-based knowledge domains
essential for rehabilitation counseling practice. The results obtained from this line of
research have both direct implication and applied utilization for the field of rehabilitation
counseling. For direct implication, the results of these studies have been translated
directly to the discipline’s regulatory bodies such as the Council on Rehabilitation
Education (CORE) in setting the accreditation standard and the Commission on
Rehabilitation Counselor Certification (CRCC) in designing test specifications for
rehabilitation practitioners. Further more, the results of these studies have been
implemented in the pre-services, in-services, and continuing education educational
training programs and rehabilitation professional organizations can use this information
for enhancing professional development (Leahy et al., 2009).

This present research aims to initiate empirical study on knowledge, skills, and

competencies of vocational rehabilitation practitioners working with people with

24

disabilities in Thailand in order to gain more understanding of the current practice. More
specifically, through the assessment of the importance and preparedness of various
knowledge and job functions, the purpose of this present study is to identify training
needs of vocational rehabilitation professionals in Thailand. With aspects of information
gained from this study, dissemination of research results can enhance the initiation and
development of in-services, pre-services, and professional development of vocational

rehabilitation practitioners in Thailand.

25

CHAPTER III

Method

The purpose of this study is to identify the training needs of vocational
rehabilitation practitioners working with individuals with disabilities in Thailand through
an examination of the current knowledge and skills which are necessary for working with
people with disabilities. Information concerning general demographic characteristics of
vocational rehabilitation practitioners was also examined in order to understand the
overall picture of those who are currently practicing in the field. Additionally, there was
an assessment of differences in the importance of j ob functions and training needs
according to vocational rehabilitation professionals’ demographic characteristics. The

methodological procedures are discussed in the following section.

Participants

The sample of interest is vocational rehabilitation practitioners currently working
with people with disabilities in both government and non-government agencies in
Thailand. The sampling frame of those who are working in the government vocational
rehabilitation programs was retrieved from vocational rehabilitation agencies primarily
operated and administered by the Department of Social Development and Welfare,
Ministry of Social Development and Human Security; and the Rehabilitation Counseling
Section of Ratchasuda College, Mahidol University. Prospective participants working in
the non-government sector were from community-based rehabilitation agencies located in
different areas of Thailand.

The prospective participants performed their jobs under different job titles;

however, their job roles and functions were closely related to roles and functions of

26

vocational rehabilitation counselors in the United States (See appendix E). The
vocational rehabilitation agencies/programs were selected using a convenient sampling
method. The data were finally collected from ten rehabilitation agencies, including six

government rehabilitation agencies and four non-government agencies.

Instruments and Variables

Demographic variables including gender, age, highest academic degree,
educational background, type of work setting, job title, years of experiences, caseload
size, and disability-related training obtained were included in this study. In addition,
importance and frequency of various job functions performed, importance of various
knowledge domains, preparedness in relation to various knowledge domains, and
discrepancy rates between importance and preparedness rating of various knowledge
domains were the variables of interest which the investigator collected the data from the
participants.

The instruments used in this study were primarily adopted from the Rehabilitation
Skills Inventory-Revised (RSI-R; Leahy, Chan, & Saunders, 2003) and the Knowledge
Validation Inventory-Revised (KVI-R; Leahy, Chan, & Saunders, 2003). However, some
items were omitted from the original instrument to make the instrument valid for the
conduct of research in Thailand. Open-ended questions were included in both instruments
to identify if there were any other knowledge domains and job functions perceived as
important in providing effective vocational rehabilitation services for people with
disabilities in Thailand but not covered in the survey instruments.

The Rehabilitation Skills Inventory-Revised (RSI-R) is a self-report questionnaire

consisting of a 120 items with two 5-point Likert-type scales to assess the importance of

27

each skill in providing vocational rehabilitation services for persons with disabilities and
the frequency that they performed each job task. The participants were asked to rate the
importance of each item using a 5-point Likert type scale (0=not important, 1=somewhat
important, 2=important, 3= very important, and 4=extremely important). To assess the
frequency that they perform each job task, that participants were asked to rate each item
by taking into account all of the things they perform over the course of the year in their
work, using a 5-point Likert type scale (0=not at all, 1= very infrequently, 2= somewhat
infiequently, 3= very frequently, and 4= most of the time). The original RSI-R was
employed in this study without omitting any items.

The Knowledge Validation Inventory-Revised (KVI-R) is a 96-item survey
questionnaire that uses two 5-point Likert-type scales to assess perceived level of
importance and preparedness for each knowledge item. Since there are some knowledge
areas which may not be applicable to the circumstances in Thailand, those items were
deleted from the original KVI-R: item 6- The organizational structure of the private-for-
profit vocational systems, item 28- Computer-based counseling tools in rehabilitation
counseling, item 91- Ethical issues related to on-line counseling, and item 94-
Credentialing issues related to the rehabilitation counseling profession. As the result, the
final revised instrument includes 92 items.

The participants were asked to rate the importance of each item using a 5-point
Likert type scale (0=not important, 1=somewhat important, 2=important, 3= very
important, and 4=extremely important). Levels of perceived preparedness were assessed
by asking the participants to rate the degree of preparation they had received through

their education for each knowledge item (0=not preparation, l=little preparation, 2=

28

moderate preparation, 3= high degree of preparation, and 4= very high degree of
preparation).

In addition, the demographic questionnaire was used to gather information
regarding general characteristics of the participants. It included questions on gender, age,
highest education attained, program graduated, the extent to which previous education
focused on disability-related issues, type of setting, years of experiences, caseload size,
job title, work role, disability-related training obtained, type and sources of training, and
services provided. The research instruments were translated into Thai Language and pilot
testing with Thai graduate students was conducted for translation validity and appropriate
language use. Reliability analysis was conducted to examine internal consistency of the
translated RSI-R and KVI-R. The Cronbach’s alpha computed for the total sample to
determine internal consistency of the RSI-R ranged from .852 to .980 for the importance
scale and from .796 to .969 for the frequency scale. For the KVI-R, the Cronbach’s alpha
ranged from .869 to .961 for the importance scale and from .891 to .956 for the

preparedness scale.

Data Collection Procedure

The data collection procedure was conducted from both government agencies and
NGOs where vocational rehabilitation services for people with disabilities were provided.
This research was primarily a non-experimental, survey research. A descriptive research
design was used in which the participants were asked to complete an informed consent
form, the demographic questionnaire, the KVI-R, and the RSI-R.

The investigator made formal contact with each prospective agency for

collaborative participation of their staff. Particularly, formal permission was given by the

29

Department of Social Development and Welfare, Ministry of Social Development and
Human Security, for collecting the data from vocational rehabilitation staff working at
the agencies under their administration.

The investigator made an arrangement and visited each of the agencies to discuss
the study with the agencies’ administrators. Upon visiting participant recruitment
criterion was discussed with each agency’s administrator. The survey packets, which
included a cover letter, questionnaires, informed consent form, as well as self-addressed
stamped return envelope, were distributed to each participant through the agency’s
administrator who was able to identify the participants of interest. However, for one
agency, the investigator had a chance to discuss the study with prospective participants as
they were recruited ahead of time by the agency’s administrator. The survey packet was
given directly to each participant in this particular agency.

The participants were encouraged to complete the survey questionnaire and return
it to the researcher by mail within approximately two weeks with a signed informed
consent form. In addition, although the survey packets were distributed by the agencies’
administrators, the participants were informed that this study was not part of their
organization’s administrative evaluation or staff performance evaluation. In addition, the
participants were informed that their response in this study will be used only for
educational purposes. Their personal identification will not be linked or disclosed to the
public. When completed study packet was returned, the data were entered and encoded

for data analysis.

30

Once the completed questionnaire was returned to the investigator, an amount of
100 Thai Baht (approximately $3) postal order was sent to each participant by mail, as a

way to thank them for their time in participating in this study.

Data Analysis

The Statistical Package for the Social Sciences (SPSS) was used for data analysis.
Demographic information was analyzed by descriptive statistics to address general
characteristics of vocational rehabilitation practitioners working with people with
disabilities in Thailand in research question 1. Descriptive statistics were used to address
research question 2 regarding job functions perceived as important and frequently
performed by vocational rehabilitation practitioners. Information gained from an open-
ended question regarding job fimctions usually performed were categorized and described
to address this research question.

In order to address research question 3 and 4, descriptive statistics were used to
assess the importance and preparedness of each knowledge domain. In order to address
the training needs in research question 5, Berven’s data analysis technique was
exclusively employed. According to Berven (1979b), importance ratings, considered
alone, provide information on the pre-professional training needs of state agency
counselors. The combined percentage of very high and high importance ratings of the
respondents was computed for each item. This provided an index of high importance for
each competence area. Therefore, for the importance rating, the percentages of the very
important (3) and extremely important (4) were then combined and recoded as one; and
not important (0), somewhat important (1), and important (2) were recoded as zero for

each of the items for the purpose of calculating the median. The items were ranked

31

hierarchically, from the highest percentage of endorsement to the lowest percentage of
endorsement. Items with percentage of endorsement greater than the median were
considered “high importance” items.

Berven (1979b) also addressed that when looking at competence ratings alone, the
combined percentage of “none” and “some” competence rating of all responding
counselors was computed for each item. This provided an index of self-perceived limited
competence in each area . Therefore, for preparedness rating in the present study, those
items with the ratings of no preparation (0), little preparation (1), and moderate
preparation (2) were recoded as one; and high degree of preparation (3) and very high
degree of preparation (4) were then recoded as zero. The items were ranked
hierarchically, from the highest percentage of endorsement to the lowest percentage of
endorsement. Items with percentage of endorsement greater than the median were
considered “limited preparedness” items.

The information on importance and preparedness alone indicate the perceived
level of essential professional practice areas and the perceived level of professional
practice areas that are not adequately trained respectively. By combining the information
on importance and preparedness, training need, therefore, is defined as those item areas
that have a “relatively large proportion” of the rehabilitation counselor perceived to be
important knowledge to attain but current preparation regarding those particular item
areas was perceived as “limited and less than adequate”. In addition, information gained
from an open-ended question regarding important knowledge domains will be

categorized and synthesized to address this research question.

32

Multivariate Analysis of Variance (MANOVA) and the Analysis of Variance
(ANOVA) statistical procedures were utilized in order to address research question 6 of
whether there are differences in the importance of job functions according to vocational
rehabilitation professional’s demographic characteristics.

Descriptive statistics were computed on the sample characteristics from the
demographic questionnaires. Demographic variables of interest in the current study
include: (1) gender, (2) age, (3) highest education attained; (4) educational program
graduated, (5) extent that the previous education focused on disability-related issues, (6)
years of working experience in working with individuals with disabilities, (7) hours of
training, (8) type and source of training, (9) caseload size; (10) area of specialty, (11)
type of setting, (12) job title, (13) work role, and (14) services provided.

For age, years of experience, hours of training, and caseload size variable, means
and standard deviations were computed and displayed for the entire samples and for the
individual sub-sample groups (rehabilitation practitioners working in government and in
non-government organizations). In addition, frequency and percentage of gender, highest
education attained, program graduated, type of setting, area of specialty, work role,
services provided, and job title variables were computed and display for the entire sample

and for the individual sub-sample groups.

33

CHAPTER IV

Results

Response Rate

A total of 121 survey packets were distributed to rehabilitation practitioners
working in both government and non-government vocational rehabilitation agencies in
Thailand. Survey packets were distributed according to the number of target respondents
reported by the agency’s administrators. One hundred and two survey packets were
completed and returned by mail (84%). Of 68 instrument packets distributed for
practitioners in government agencies, 59 (87%) packets were completed and returned. Of
53 instrument packets distributed for practitioners working in non-government agencies,
43 (81%) packets were completed and returned. However, 10 returned survey packets
were excluded due to missing responses at an unacceptable level or completing by
unrelated staff. As the result, a total of 92 responses were finally included in the current
study, which results in an overall response rate of 76%. Of the total 92 responses, 57
(62%) were from those who was working in government agencies and 35 (38 %) were
from non-government agencies.

The overall response rate of the current study was relatively high. One of the
possible explanations is direct and personal contact made by the investigator for each
agency, discussing the research topic and its data collection process. Particularly, there
was formal permission by the Department of Social Development and Welfare, Ministry
of Social Development and Human Security for collecting the data from five agencies

under their administration.

34

Characteristics of the Sample

The final sample of this study consisted of 92 vocational rehabilitation
practitioners who were employed in both government and non-government agencies in
Thailand. Table 1 through Table 7 provides an analysis of the participants’ demographic
and work related characteristics. The participants consisted of 39 males (42.4%) and 5 3
females (57.6 %). The participants’ age ranged from 19 to 58, with an average of 39.42
years old.

In terms of highest education attained, 10 (10.9%) participants graduated with
graduate degree, 37 (40.2%) with bachelor’s degree, 21 (22.8%) with associate degree,
23(25%) with high school certificate, and one (1.1%) completed less than high school
leveL

In terms of program of study, there was seven (7.6%) participants graduated from
rehabilitation or rehabilitation services program, five (5.4%) from social work, two
(2.2%) from sociology, one (1.1%) from psychology, five (5.4%) from occupational or
physical therapy, eight (8.7%) from education, four (4.3%) from nursing, and six (6.5%)
from business, management, or accounting. There was a large number of the participant
(N=54, 58.7%) who reported their education background from other areas, including
orientation and mobility, agriculture, electronics and mechanics, science in administration,
political science, home economics, architect, and nutrition.

The participants were asked to indicate their perceptions regarding the extent that
their previous education focused on disability or individuals with disabilities. Thirty
participants (33%) indicated that their previous education did not focus on disability at all.

Thirteen (14.3%) indicated focusing in a slight degree, 17 (18.7%) in a moderate degree,

35

14 (15.4%) in a considerable degree. Seventeen participants (18.7%) indicated that their
previous education focused completely on disability.

The participants’ work experiences raged from less than one year to 31 years,
with an average of approximately 10 years. The participants reported attending disability-
related workshop or training at the rage two to 930 hours with the mean of 102 hours.
The sources of trainings addressed by the participants were the Department of Social
Development and Welfare of the Ministry of Social Development and Human Security,
the Department of Skill Development of the Ministry of Labor, the Ministry of Education,
the Sport Authority of Thailand, Ratchasuda College of Mahidol University, the Faculty
of Occupational Therapy and the Department of Medical Technology in the Faculty of
Associated Sciences of Chiangmai University. Some training programs were provided by
private non-profit organization such as Thailand Association for the Blind, the Caulfield
Foundation for the Blind, the Christian Foundation for the Blind, and the Redemtorist
Rehabilitation Center.

The training areas were typically related to mobility and orientation, disability
legislation, community-based rehabilitation practice, the National Skill Standard Test,
services for individuals with disabilities, disability assessments, sign language,
professional vocational instructors, vocational education and curriculum development,
and the applications of ergonomics in rehabilitation and assistive device technology,
adaptive sports, education opportunities for people with disabilities, and specific

vocational training programs.

36

In terms of job title, one (1.1%) of the participants reported being employed as
rehabilitation counselor, four (4.5%) as social worker, four (4.5%) as social development
officer, 13 (14.6%) as care takers, 29 (32.6%) as vocational trainer or instructors, one
(1.1%) as psychologists, four (4.5%) as administrators, seven (7.9%) as occupational
therapists or physical therapists, three (3.4%) as job placement specialists, five (5.6%) as
nurses, two (2.2%) with no specific job title, and 16 (18.0%) with other job titles.

The participants reported serving caseloads that ranged from no specific caseload
to 500 cases, with an average of 42.94 cases. There was one participant who indicated no
specific caseload because of working an assistive technology staff. The respondent who
reported working with caseload of 500 was a job placement specialist.

The participants were asked to indicate a specific caseload they served. Twenty
three participants (25.6%) reported serving general caseload. However, some participants
also served other groups of disability: 54 (60.0%) served physical disability, 21 (23.3%)
served individual with blindness or visual impairment, 12 (13.3%) served hearing
impairment, eight (8.9%) served intellectual disability, three (3.3%) served other
neurological disorder, and one (1 .1%) served drug and alcohol abuse.

The participants were asked to identify their current work role. As shown in Table
5, total of 34 participants reported working as a vocational trainer (38.2%). Although
there was only one participant who had a job title as rehabilitation counselor, there were
sixteen participants reported performing rehabilitation counselor role (18.0%). There
were 14 (15.7%) of the participants performed a role as supervisor, six (6.7%) as
administrator, 10 (11.2%) as job placement specialist, seven (7.9%) as social worker,

seven (7.9%) as vocational evaluator, and, four (4.5%) as nurse.

37

For type of services being provided, each participant was asked to indicate all the
services that were available in that particular agency. As shown in Table 7, for services
provided across setting, 77 (85.6%) participants indicated that vocational rehabilitation or
vocational training services were provided in their agencies. There were 73 (81.1%)
participants who indicated counseling services were provided. Provision of information
and referral were reported by 62 (68.9%) participants. A relatively small number of the
participants reported the provision of financial support 21 (23.3%) and assistive

technology 31 (34.4%) in their agencies.

38

Table 1- Gender of Respondents by Setting

 

 

 

Setting
Gender GOs NGOs Across Setting
n (%) n (%) n (%)
Female 36 (63.2) 17 (48.6) 53 (57.6)
Male 21 (36.8) 18 (51.4) 39 (42.4)
TOTALS 57(100.0 ) 35( 100.0 ) 92(100.0 )

 

Table 2- Highest Education Attained of Respondents by Setting

 

 

 

Setting
Highest Education Attained G Os N G Os Across Setting
n (%) n (%) n (%)
Less than high school 1 (1.8%) 0 (.0%) 1 (1.1%)
High school 13 (22.8%) 10 (28.6%) 23 (25.0%)
Associate degree 15 (26.3%) 6 (17.1%) 21 (22.8%)
Bachelor’s degree 21 (36.8%) 16 (45.7%) 37 (40.2%)
Graduate degree 7 (12.3%) 3 (8.6%) 10 (10.9%)
TOTALS 57(100.0%) 3 5(100.0%) 92(100.0%)

 

39

Table 3- Year of Experience

 

 

 

 

Setting
Year Of Experience GOs NGOs Across Setting
N (Valid %) N (Valid %) N (Valid %)
0-10 29 (50.9%) 20 (62.5%) 49 (55.1%)
11-20 22 (38.6%) 6 (18.8%) 28 (31.5%)
21-30 5 (8.8%) 5 (15.6%) 10 (11.2%)
31-40 1 (1.8%) 1 (3.1%) 2 (2.2%)
TOTAL 57 (100.00%) 32 (100.00%) 89* (100.00%)

 

* The N’s does not compute to 92 due to missing data

40

Table 4- Breakdown Job Title of Respondents by Setting

 

 

 

Setting

10b Title Government NGOs Across Setting

N ( Valid%) N (Valid%) N (Valid%)
Rehabilitation Counselor 1 (1.8%) 0 (.0%) 1 (1.1%)
Social Worker 4 (7.0%) 0 (.0%) 4 (4.5%)
gfiiirmvelol’mem 4 (7.0%) 0 (.0%) 4 (4.5%)
Care Taker 12 (21.1%) 1 (3.1%) 13 (14.6%)
Voc. Trainer/Instructor 22 (38.6%) 7 (21.9%) 29 (32.6%)
Psychologist 1 (7.0%) 0 (.0%) l (1.1%)
Administrator 3 (7.0%) l (3.1%) 4 (4.5%)
OT/PT 1 (7.0%) 6 (18.8%) 7 (7.9%)
Placement Specialist 0 (.0%) 3 (9.4%) 3 (3.4%)
Nurse 3 (7.0%) 2 (6.2%) 5 (5.6%)
No Specific Job Title 0 (.0%) 2 (6.2%) 2 (2.2%)
Other Job Title 6 (10.5%) 10 (31.2%) 16 (18.0%)
TOTAL 57(100.0% ) 32(100.0%) 89*(100.00%)

 

* The N’s does not compute to 92 due to missing data

41

Table 5- Breakdown Work Role

 

 

 

Setting

JOb Titles Government NGOs Across Setting

N ( Valid%) N (Valid%) N (Valid%)
Administrator 4 (7.0%) 2 (5.7%) 6 (6.7%)
Supervisor 10 (17.5%) 4 (12.5%) 14 (15.7%)
Rehabilitation Counselor 12 (21.1%) 4 (12.5%) 16 (18.0%)
Social Worker 5 (8.8 %) 2 (6.2%) 7 (7.9%)
Psychologist 0 (.0%) O (.0%) 0 (.0%)
Placement Specialist 5 (8.8%) 5 (15.6%) 10 (11.2%)
Vocational Evaluator 5 (8.8%) 2 (6.2%) 7 (7.9%)
Trainer 24 (42.1%) 10 (31.2%) 34 (38.2%)
Nurse 2 (3.5%) 2 (6.2%) 4 (4.5%)
Other roles 21 (36.8%) 14 (43.8%) 35 (39.3%)

 

Note. The participants may report performing more than one work role

42

Table 6- Caseload Type Served by Setting

 

 

 

Setting
Type Of caseload Government NGOs Across Setting
N (V alid%) N (V alid%) N (Valid%)
General Caseload 18 (31.6%) 5 (15.2%) 23 (25.6%)

Physical Disability
Blindness/Visual Impairment
Hearing Impairment
Intellectual Disability
Learning Disability
Neurological Disorder
Psychiatric Disability

Drug and Alcohol Abuse

Other Types of Disability

37(64.9%)
8 (14.0%)
9 (15.8%)
6 (10.5%)
3 (5.3%)
2 (3.5%)
0 (.0%)
1 (1.8%)

0 (.0%)

17 (51.5%)

13 (39.4%)

3

2

0

0

(9.1%)
(6.1%)
(.0%)
(3.0%)
(.0%)
(.0%)

(.0%)

54 (60.0%)
21(23.3%)
12(13.3%)
8 (8.9%)
3 (3.3%)
3 (3.3%)
0 (.0%)
1 (1.1%)

0 (.0%)

 

Note: Respondents could report serving more than one type of caseload

43

Table 7- Services Provision by Setting

 

 

 

Setting

Service 008 NGOs Across

N(Valid%) N(Valid%) Setting
N(Valid%)
Vocational training/Vocational rehabilitation 50(87.7%) 27(81.8%) 77(85.6%)
Counseling 49(86.0%) 24(72.7%) 73(81 . 1%)
Medical Rehabilitation 34(59.6%) 12(36.4%) 46(51.1%)
Job Placement Service 35(61 .4%) 16(48.5%) 51(56.7%)
Information and Referral 40(70.2%) 22(66.7%) 62(68.9%)
Group and Individual Advocacy 41(71.9%) 14(42.4%) 55(61.1%)
Financial Support 17(29.8%) 4( 12.1%) 21(23.3%)
Assistive Technology 24(42. 1 %) 7(21.2%) 31(34.4%)
Other Services 8 (14%) 2(6.1%) 10(1 1.1%)

 

Note: Respondents could report more than one type of services being provided in their
agencies

44

Analysis of Job Function

An analysis of job function was based on information gained from both the
importance and frequency scales of the Rehabilitation Skill Inventory-Revised (RSI-R).
Total of 120 job function items were organized into seven job function domains retrieved
from factor analysis of prior study (Leahy et al., 2003) which grouped related job
functions into the same job function domain. Some job function domains consisted of
sub-domain(s) which were derived from a subsequent factor analysis of those items.

In order to identify the second research question regarding job functions
important and frequently performed by vocational rehabilitation practitioners working
with people with disabilities in Thailand, the mean and standard deviation for each item
on the Rehabilitation Skill Inventory-Revised (RSI-R) was calculated. Each item was
rated based on a 5- point Likert type scale for both importance scale (0=not important,
1=somewhat important, 2=important, 3= very important, and 4=extremely important) and
frequency scale (0=not at all, 1= very infi'equently, 2= somewhat infrequently, 3= very

fiequently, and 4= most of the time). The items were ranked ordered within each job
function domain and a mean score and standard deviation was computed for each domain.
The mean importance and frequency of major job firnctions across settings are displayed
in Table 8.

Perceived Important Job Functions

The first job function domain, Providing Vocational Counseling and Consultation
contains 43 job function items. The mean perceived importance of this job function
domain was 2.73 (SD=.73). The item within this domain that was ranked highest in

importance was item 43, counseling clients to select jobs consistent with their abilities,

45

interests, and rehabilitation goals (M=3.12). The Cronbach’s alpha coefficient calculated
for the total sample was .980, indicating a high level of internal consistency for the items
in this domain.

The second job function domain, Conducting Counseling Interventions, contains
28 job function items. The mean perceived importance of this job function domain was
2.82 (SD=.71). The items included in this domain that were ranked highest in importance
was item 32, assisting clients in modifying their lifestyles to accommodate functional
limitations (M=3.10). The Cronbach’s alpha coefficient calculated for the total sample
was .972, indicating a high level of internal consistency for the items in this domain.

The third job ftmction domain, Using Community-Based Rehabilitation Services,
contains 16 job function items. The mean perceived importance of this job function
domain was 2.73 (SD=.79). The items included in this domain that was ranked highest
importance was item 106, attending team conferences (M=2.94, SD=.98). The
Cronbach’s alpha coefficient calculated for the total sample was .961, indicating a high
level of internal consistency for the items in this domain.

For the fourth job function domain, Managing Care, 19 job function items are
included. The mean perceived importance of this job function domain was 2.83 (SD=.75).
The items included in this domain that was ranked highest in importance was item 2,
interviewing the client to collect and verify the accuracy of case information (M=3.30,
SD=.84). The Cronbach’s alpha coefficient calculated for the total sample was .961,
indicating a high level of internal consistency for the items in this domain.

The fifth job function domain, Applying Research to Practice, contains 6 job

function items. The mean perceived importance of this job function domain was 2.55

46

(SD=.89). The participants rated item 81, understanding insurance claims processing and
professional responsibilities in workers’ compensation, as highest importance (M=2.73,
SD=.95). The Cronbach’s alpha coefficient calculated for the total sample was .907,
indicating a high level of internal consistency for the items in this domain.

The six job function domain, Conducting Assessments, contains five job function
items. The mean perceived importance of this job function domain was 2.72(SD=.79).
The participants rated item 8, selecting evaluation instruments and strategies according to
their appropriateness and usefulness for a particular client, as highest importance (M=2.93,
SD=.90). The Cronbach’s alpha coefficient calculated for the total sample was .852,
indicating a moderate to high level of internal consistency for the items in this domain.

The seventh job function domain, Practicing Professional Advocacy, contains 3
job function items. The mean perceived importance of this job function domain was 2.68
(SD=.89). The participants rated item 97, educating clients regarding their rights under federal
and state law, as highest importance (M=2.82, SD=.97). The Cronbach’s alpha coefficient
calculated for the total sample was .796, indicating a moderate to high level of internal
consistency for the items in this domain.

Frequency of Job Function Performed

The first job function domain, Providing Vocational Counseling and Consultation
(Table 8) contains 43 job function items. The mean frequency of this job function domain
was 1.96 (SD=.72). However, the item within this domains ranked as most frequently
performed were items 43 and 44, counseling clients to select jobs consistent with their
abilities, interests, and rehabilitation goals (M=2.41, SD=1.08), and recommending

occupational and/or educational materials for clients to explore vocational alternatives

47

and choices (M=2.41, SD=.93). Both items were in Sub-domain B: Career Counseling.
The Cronbach’s alpha coefficient calculated for the total sample was .969, indicating a
high level of internal consistency for the items in this domain.

The second job function domain, Conducting Counseling Interventions, contains
28 job function items. The mean frequency of this job function domain was 2.18
(SD=.73). The item within this domain that was ranked as mostly performed was item 33,
counseling clients to help them appreciate and emphasize their personal assets (M=2.50,
SD=.94). The Cronbach’s alpha coefficient calculated for the total sample was .960,
indicating a high level of internal consistency for the items in this domain.

The third job function domain, Using Community-Based Rehabilitation Services,
contains 16 job function items. The mean frequency of this job function domain was 1.99
(SD=.78). The item within this domain that was ranked as most frequently performed was
item 106, attending team conference (M=2.48, SD=1.03). The Cronbach’s alpha
coefficient calculated for the total sample was .933, indicating a high level of internal
consistency for the items in this domain.

For the forth job function domain, Managing Case, 19 job function items are
included. The mean frequency of this job function domain was 2.20 (SD=.75). The item
within this domain that was ranked as most frequently performed was item 116,
performing caseload management activities (M=2.51, SD=.95). The Cronbach’s alpha
coefficient calculated for the total sample was .938, indicating a high level of internal
consistency for the items in this domain.

The fifth job firnction domain, Applying Research to Practice, contains six job

function items. The mean preparedness of this job function domain was 1.63 (SD=.88).

48

The item within this domain that was ranked as most frequently performed was item 94,
conducting a review of the rehabilitation literature on a given topic or case problem
(M=l .84, SD=1.16). The Cronbach’s alpha coefficient calculated for the total sample
was .822, indicating a moderate to high level of internal consistency for the items in this
domain.

The sixth job function domain, Conducting Assessments, contains five job
function items. The mean frequency of this job function domain was 1.92 (SD=.81). The
item within this domain that was ranked as mostly performed was item 3, determining
appropriate community services for client’s stated needs (M=2.27, SD=.99). The
Cronbach’s alpha coefficient calculated for the total sample was .811, indicating a
moderate to high level of internal consistency for the items in this domain.

The seventh job function domain, Practicing Professional Advocacy, contains
three job function items. The mean preparedness of this job function domain was 2.00
(SD=.93). The item within this domain that was ranked as mostly performed was item 97,
educating clients regarding their right under federal and federal laws (M=2.23, SD=1.10).
The Cronbach’s alpha coefficient calculated for the total sample was .796, indicating a

moderate to high level of internal consistency for the items in this domain.

49

 

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55

Table 9- Reliability RSI-R Importance and Frequency Scale by Domains

 

 

Domain a
Importance (.852-.980)
Providing Vocational Counseling and Consultation .980
Conducting Counseling Interventions .972
Using Community-Based Rehabilitation Services .961
Managing Case .961
Applying Research to Practice .907
Conducting Assessments .852
Practicing Professional Advocacy .869
Frequency (.796-.969)
Providing Vocational Counseling and Consultation .969
Conducting Counseling Interventions .960
Using Community-Based Rehabilitation Services .933
Managing Case .938
Applying Research to Practice .822
Conducting Assessments .811
Practicing Professional Advocacy .796

56

Analysis of Knowledge Areas

Analysis of knowledge areas is based on information gained from both the
importance and preparedness scales of the Knowledge Validation Inventory-Revised.

A total of 92 knowledge items were organized into six knowledge domains according to
the factor analysis of prior study conducted by Leahy et a1. (2001) which grouped related
knowledge areas into the same knowledge domain. Some domains consisted of sub-
domain(s) which was also from subsequent factor analysis of those knowledge items.

In order to answer research question three of how important are various
knowledge domains for rehabilitation practitioners in Thailand; and question four
regarding what are perceived preparedness levels of various knowledge domains for
vocational rehabilitation practitioners, the mean and standard deviation for each item on
the Knowledge Validation Inventory-Revised (KVI-R) was calculated. The items were
ranked ordered within each knowledge domain and a mean score and standard deviation
was computed for each domain. Each item was rated based on a 5- point Likert type scale
for both importance scale (O=not important, 1=somewhat important, 2=important, 3=
very important, and 4=extremely important) and preparedness scale (0=not preparation,
1=little preparation, 2= moderate preparation, 3= high degree of preparation, and 4=
very high degree of preparation). Domain and item means and standard deviation are
contained in Table 10.

Perceived Important Knowledge Area

The first knowledge domain, Career Counseling, Assessment and Employer

Services, contains 28 items. The mean perceived importance of this knowledge domain

was 2.82 (SD=.71). The item within this domain that was ranked highest in importance

57

was item 29, occupational and labor market information associated with disabilities
(M=3.09, SD=.98). The Cronbach’s alpha coefficient calculated for the total sample
was .961, indicating a high level of internal consistency for the items in this domain.

The second knowledge domain, Career Counseling, Assessment and Employer
Services contains 27 items. The mean perceived importance of this knowledge domain
was 2.74 (SD=.67). The item within this domain that was ranked highest in importance
was item 13, individual counseling practice and intervention (M=3.06, SD=.83). The
Cronbach’s alpha coefficient calculated for the total sample was .958, indicating a high
level of internal consistency for the items in this domain.

The third knowledge domain, Rehabilitation Services and Resources, contains 12
items. The mean perceived importance of this knowledge domain was 2.86 (SD=.67). The
item within this domain that was ranked highest in importance was item 21, services
available for a variety of rehabilitation population, including person with multiple
disability (M=3.13, SD=.86). The Cronbach’s alpha coefficient calculated for the total
sample was .910, indicating a moderate to high level of internal consistency for the items
in this domain.

The fourth knowledge domain, Case and Caseload Management, contains eight
items. The mean perceived importance of this knowledge domain was 2.90 (SD=.66). The
item within this domain that was ranked highest in importance was item 23, case
management process, including case finding, service coordination, referral to and use of
other discipline, and client advocacy (M=3.18, SD=.85). The Cronbach’s alpha
coefficient calculated for the total sample was .887, indicating a moderate to high level of

internal consistency for the items in this domain.

58

The fifth knowledge domain, Health Care and Disability Systems, contains nine
items. The mean perceived importance of this knowledge domain was 2.74 (SD=.66). The
item within this domain that was ranked highest in importance was item 73, health care
benefits, service coordination, referral to and use of other discipline, and client advocacy
(M=3.16, SD=.90). The Cronbach’s alpha coefficient calculated for the total sample
was .916, indicating a moderate to high level of internal consistency for the items in this
domain.

The seventh knowledge domain, Medical, Functional, and Environmental
Implication of Disability, contains eight items. The mean perceived importance of this
knowledge domain was 2.88 (SD=.69). The item within this domain that was ranked
highest in importance was item 19, environmental barriers for individual with disability
(M=3.21, SD=.91). The Cronbach’s alpha coefficient calculated for the total sample
was .869, indicating a moderate to high level of internal consistency for the items in this
domain.

Perceived Preparedness of Knowledge Areas

The first knowledge domain, Career Counseling, Assessment and Employer
Services, contains 28 items. The mean perceived preparedness of this knowledge domain
was 1.98 (SD=.70). The item within this domain that was ranked as highest prepared was
item 25, job and employer development (M=2.47, SD=1.03). The Cronbach’s alpha
coefficient calculated for the total sample was .956, indicating a high level of internal
consistency for the items in this domain.

The second knowledge domain, Counseling Theories, Techniques, and

Application, contains 27 items. The mean perceived preparedness of this knowledge

59

domain was 2.09 (SD=.60). The item within this domain that was ranked as highest
prepared was item 14, individual counseling practice and intervention (M=2.56, SD=.97).
The Cronbach’s alpha coefficient calculated for the total sample was .930, indicating

a high level of internal consistency for the items in this domain.

The third knowledge domain, Rehabilitation Services and Resources, contains 12
items. The mean perceived preparedness of this knowledge domain was 2.08 (SD=.64).
The item within this domain that was ranked as highest prepared was item 6,
organizational structure of the nonprofit services delivery program (M=2.43, SD=1.07).
The Cronbach’s alpha coefficient calculated for the total sample was .890, indicating a
moderate to high level of internal consistency for the items in this domain.

The fourth knowledge domain, Case and Caseload Management, contains eight
items. The mean perceived preparedness of this knowledge domain was 2.21 (SD=.64).
The item within this domain that was ranked as highest prepared was item 69, case
recording and documentation (M=2.49, SD=.83). The Cronbach’s alpha coefficient
calculated for the total sample was .849, indicating a moderate to high level of internal
consistency for the items in this domain.

The fifth knowledge domain, Health Care and Disability System, contains nine
items. The mean perceived preparedness of this knowledge domain was 1.90 (SD=.64).
The item within this domain that was ranked as highest prepared was item 73, health care
benefits (M=2.43, SD=.92). The Cronbach’s alpha coefficient calculated for the total
sample was .890, indicating a moderate to high level of internal consistency for the items

in this domain.

60

The sixth knowledge domain, Medical, Functional, and Environmental
Implication of Disability, contains eight items. The mean perceived preparedness of this
knowledge domain was 2.24 (SD=.63). The item within this domain that was ranked as
highest prepared was item 7, ethical standards for rehabilitation counselor (M=2.55,
SD=.96). The Cronbach’s alpha coefficient calculated for the total sample was .819,

indicating a moderate to high level of internal consistency for the items in this domain.

61

 

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66

Table 11- Reliability KVI-R Importance and Preparedness Scale by Domains

 

 

Domain 0:
Importance (.869-.961)
Career Counseling, Assessment and Employer Services .961
Counseling Theories, Techniques, and Applications .958
Rehabilitation Services and Resources .910
Case and Caseload Management .887
Health Care and Disability Systems .916
Medical, Functional, and Environmental Implication of Disability .869
Preparedness (.819-.956)
Career Counseling, Assessment and Employer Services .956
Counseling Theories, Techniques, and Applications .930
Rehabilitation Services and Resources .890
Case and Caseload Management .849
Health Care and Disability Systems .890
Medical, Functional, and Environmental Implication of Disability .819

 

67

Training Needs of Rehabilitation Practitioner

Table 12 and Table 13 present the importance items and the limited preparedness
items respectively for the items that have the endorsed percentage greater than the
median (calculated to be 64.5% for the importance and 67.4% for the preparedness).
Table 12 lists the 46 knowledge items and associated percentages in descending order,
ranging from the most importance to the least importance as perceived by vocational
rehabilitation practitioners. Table 13 lists the 48 knowledge items and associated
percentages in descending order, ranging from the most limited preparedness to the least
limited preparedness as perceived by vocational rehabilitation practitioners.

In order to answer research question five regarding training needs of current
vocational rehabilitation practitioners, the data analysis technique used by Berven (1979)
was exclusively employed. Training needs for vocational rehabilitation practitioner
across setting was examined. In addition, training needs for practitioners working in the
two different settings were also examined.

Training Needs across Setting

Among those important knowledge and preparedness items, 10 items were
overlapped. These items represent rehabilitation knowledge areas that were perceived by
the vocational rehabilitation practitioner as very important, but at the same time, were
considered areas that they felt inadequately prepared.

As shown in Table 14, the knowledge domain that contains the greatest number of
critical training needs for the entire sample was the knowledge domain 3, Rehabilitation
Services and Resources. F our knowledge items in this domain had both a relatively

“high” importance rating (ranging from 65%-74%) and a relative “limited” preparedness

68

rating (ranging from 68%—71%) and therefore were identified as critical training needs for
current vocational rehabilitation practitioners. Although other knowledge items in this
domain were rated above the median in terms of “high” importance, their “limited”
preparation rating which fell below the median resulted in not being considered as critical
training needs in this particular analytical method. Knowledge regarding community
resources and services for rehabilitation planning; financial resources for rehabilitation
services; social security program, benefits, and disincentives; and advocacy processes
needed to address institutional and social barriers that impede access, equity, and success
for clients were all areas identified as critical training needs by vocational rehabilitation
practitioners across setting within this knowledge domain.

The domain that contained the second highest number of critical training needs
for this setting was the knowledge domain 5, Health Care and Disability Systems. Three
knowledge items in this domain included appropriate medical intervention resources, life
care planning, and manage care concepts. The knowledge domain 1, Career Counseling,
Assessment and Employment Services, contained 2 knowledge items that were considered
as critical training needs, including job analysis and computer based job matching
systems. They were rated as “high” importance and “limited” in preparedness. Family
counseling theory included in the knowledge domain 2, Counseling Theories, Techniques,
and Applications was rated by vocational rehabilitation practitioners as a critical training
need.

No items in knowledge domain 4: Case and Caseload Management and domain

6: Medical, Functional, and Environmental Implication of Disability that were identified

as critical training needs by total sample. These two knowledge domains were the

69

domains that did not contain knowledge items that were rated with “high” importance at
or above 64.5 % or “limited” preparedness at or above 67.4%.
Mg Needs for Government Sector

Although the participants identified ten knowledge areas that were perceived as
critical training needs, it is important to examine training needs of vocational
rehabilitation practitioners working in two main settings.

As shown in Table 15, participants in the public or government sector identified
eight knowledge areas that were rated as “high” important and “limited” preparedness. In
this analysis, the same analytical procedures employed in an examination of training for
across setting were used. The cut off point for high important rating was the median of
59.6%, and the cut point for limited preparedness was the median of 67.3%.

Inconsistent with the total sample, Career Counseling, Assessment and Employer
Services, were the knowledge domain that contained the greatest number of knowledge
areas perceived as critical training needs for vocational rehabilitation practitioners
working in public sector. The five knowledge items, including job analysis, job
placement strategies, client job seeking skills development, theories of career
development and adjustment, and computer-based job matching systems, were identified
by this subsample, which raged in high importance ratings from 60% to 68% and from
68% to 77% in limited preparedness ratings. Of all five identified knowledge items, two
knowledge items, including job analysis and computer-based job matching system, were
identical with those knowledge items perceived as important for practitioners across

setting.

70

The Rehabilitation Services and Resources domain included two knowledge items
which were identified by vocational rehabilitation practitioners as critical training needs,
including financial resources for rehabilitation services and school-to-work transitions for
student with disabilities. These two items ranged in high important ratings from 63%-
70% and fi'om 68-73% in limited preparedness rating. The knowledge item of financial
resources for rehabilitation services were identical with the knowledge item perceived as
important for practitioners across setting. However, the knowledge of school-to-work
transition for student with disability is a unique critical training needs identified by
vocational rehabilitation practitioners in public or the government sector.

There was only one knowledge item in the Health Care and Disability System
domain that was identified as a critical training need. The knowledge item of appropriate
medical intervention resources was identified with the high important rating of 68% and
71% in limited preparedness rating. This knowledge item was also identified as a critical
training need for practitioners across settings.

No items in knowledge domain 2: Counseling Theories, Techniques, and
Application, and domain 4: Case and Caseload Management that was identified as a
critical training need by total sample. These two knowledge domains were the domain
that did not contain knowledge items that were rated with “high” importance at or above

59.6 % or “limited” preparedness at or above 67.3%.

71

Table 12- Knowledge Items Endorsed as Highly Important

 

 

Item % Importance
73. Health care benefits 85
69. Case recording and documentation 84
25. Job and employer development 83
74. Assistive technology 83
23. Case management process, including case finding, service coordination, 83
referral to and use of other disciplines, and client advocacy
21. Services available for a variety of rehabilitation population, including 8]
person with multiple disability
Legislation or laws affecting individual with disabilities 8]
Ethical standards for rehabilitation counselors 80
17. Multicultural counseling issues 79
42. Accommodation and rehabilitation engineering services 78
19. Environmental barriers for individual with disabilities 78
38. Physical/functional capacities of individuals with disabilities 78
14. Individual counseling practice and intervention 77
29. Occupational and labor market information 76
76. Health care delivery systems 76
22. Rehabilitation services in diverse settings 76
36. Financial resources for rehabilitation services 74
41. Job modification and restructuring techniques 74
28. Vocational implications of functional limitation associated with 73
disabilities
43. Job placement strategies 73
5. Organizational structure of the public vocational rehabilitation services 73
delivery program
13. Individual counseling theories 72
37. The evaluation procedures for assessing the effectiveness of 71
rehabilitation services and outcomes
6. Organizational structure of the nonprofit services delivery program 70
39. Appropriate medical intervention resources 70
40. Job analysis 70
16. Human grth and development 70
24. Planning the provision of independent living services with clients 70
58. Social security programs, benefits, and disincentives 7O
71. Case management process and tools 70
81. Principles of caseload management 70
7S. Manage care concepts 70
8. Societal issue, trends, and developments as they related to rehabilitation 69
27. Theories of career development and work adjustment 69
92. Computer-based job matching systems 69
6]. Life care planning 68

72

Table 12- Knowledge Items Endorsed as Highly Important (Cont’d)

 

 

Item % Importance
12. Family counseling practices and interventions 68
85. Advocacy processes needed to address institutional and social barriers 68
that impede access, equity, and success for clients
50. Follow-up/post employment services 67
77. Wellness and illness prevention concept and strategies 67
67. Techniques for working effectively in teams and across disciplines 67
20. Attitudinal barriers for individuals with disabilities 67
84. Professional roles, functions, and relationships with other human 66
service providers
1 I. Family Counseling theories 66
65. The workplace culture and environment 65
26. Community resources and services for rehabilitation planning 65

 

73

Table 13- Knowledge Items Endorsed as Having Limited Preparedness

 

 

% Limited
Item Preparedness
83. Business/corporate terminology 88
78. Mental health and psychiatrist disability concepts 87
44. Supported-employment strategies and services 86
54. Expert testimony 84
56. Employer-based disability prevention and management strategies 79
63. Transferable skills analysis 79
52. Basic research methods 79
9]. Computer-based assessment tools 78
47. Employer development and job placement 78
60. Rehabilitation techniques for individual with psychological 78
disabilities
82. Methods and techniques used to conduct labor market surveys 78
30. Medical terminology 78
89. Internet resources for rehabilitation counseling 77
45. Employer practices that affect the employment or return to work of 77
individual with disabilities
53. The design of research projects, program evaluation, and needs 77
assessment approaches
87. Dual diagnosis and the workplace 77
4. Rehabilitation terminology and concepts 77
39. Appropriate medical intervention resources 76
57. Substance abuse and treatment 76
64. Marketing strategies and techniques for rehabilitation services 75
59. Techniques for evaluating earnings capacity and loss 75
46. Consultation services available from rehabilitation counselors for 75
employers
55. Worker’s compensation laws and practices 75
49. Client job retention skills 73
79. “Work conditioning” or Work hardening resources and strategies 73
80. Ergonomics 73
9. Group counseling theories 73
5 1. Rehabilitation literature 73
35. Interpretation of assessment results for rehabilitation planning purpose 73
70. Clinical problem-solving and critical-thinking skills 73
90. Treatment planning for clinical problem (e.g. depression and anxiety) 72
61. Life care planning 72
26. Community resources and services for rehabilitation planning 71
40. Job analysis 70
36. Financial resources for rehabilitation services 70
58. Social security programs, benefits, and disincentives 7O

74

Table 13- Knowledge Items Endorsed as Having Limited Preparedness (Cont’d)

 

 

Item % Limited
Preparedness

32. Psychosocial and cultural affect of disability on individuals 70

68. Techniques for working with individuals with limited language 70
proficiency

1 1. Family Counseling theories 69

75. Manage care concepts 69

92. Computer-based job matching systems 69

34. Tests and evaluation techniques available for assessing client’s needs 69

10. Group counseling practices and interventions 69

85. Advocacy processes needed to address institutional and social barriers 68
that impede access, equity, and success for clients

62. School-to-work transitions for students with disabilities 68

88. Theories and techniques for clinical supervision 67

72. Negotiation and conflict solution strategies 67

31. Medical aspects and implications of various disabilities . 67

 

75

 

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79

Training Needs for Non-Government Sector

The same analytical procedures employed in an examination of training for across
setting were used. The cut off point for high important rating was the median of 74.3%,
and the cut off point for limited preparedness was the median of 65.7%. As showed in
Table 16, Participants in the non-government sector identified 25 knowledge areas that
were rated as “high” important and “limited” preparedness.

Consistent with the government sector, the Career Counseling, Assessment, and
Employer Services domain contained the highest numbers of knowledge areas that met
the criteria for identifying the critical training needs in the non-government sector. The
eight knowledge areas identified by this subsample ranged in high important ratings from
74% to 86% in importance ratings and from 66% to 74% in limited preparedness ratings.
There was only the knowledge of computer-based job matching systems that were
identical with training need indentified by practitioners of across setting and of the
government sector. The seven knowledge areas, including occupation and labor market
information; employer practices that affect the employer to return to work; consultation
services available from rehabilitation counselors for employers; client job retention skills,
assistive technology; work conditioning or work hardening resources and strategies; and
computer-based assessment tools that were identified as a unique training needs for the
non-government sector.

The Counseling Theories, Techniques, and Application domain contained the
second highest number of knowledge areas that were perceived as critical training needs
for the non-government sector. Of the six identified training need areas, the knowledge

area of family counseling theories was identical with the critical training need identified

80

by the total sample or practitioners across setting, with both the high important rating and
limited preparedness rating of 74%. Other five knowledge areas were unique raining
needs identified by this subsample, with the high important ratings ranged from 74% to
80% and from 69% to 77% in limited preparedness ratings.

The Rehabilitation Services and Resources domain also contained the second
highest number of knowledge areas that were perceived as critical training needs for the
non-government sector. Six knowledge areas in this domain were identified as critical
training needs with the important ratings ranged from 74% to 89% and from 66% to 77%
for limited preparedness ratings. Of the six identified training need areas, the knowledge
of community resources and services for rehabilitation planning; and financial resources
for rehabilitation services were identical with the critical training needs identified by the
total sample or practitioners across setting. Furthermore, the knowledge of financial
resources for rehabilitation services was also identified as a critical training area for
practitioner in the government sector.

The Health Care and Disability System domain contained four knowledge areas
that were perceived as critical training needs with the important ratings ranged from 74%
to 80% from 71% to 83% for limited preparedness ratings. The two knowledge areas of
appropriate medical intervention resources; and manage care concept were identical with
the training need areas identified by practitioners across setting. However, two
knowledge areas in this domain, including employer-based disability prevention and
management strategies, and health care delivery systems were the unique training needs

as identified by this subsample.

81

The Medical, Functional, and Environmental Implication of Disability domain is
the very unique need as identified by practitioners working in this particular type of
setting as it contained the knowledge area that was not identified as a critical training
need for practitioners working both across setting and in government sector. The
knowledge of legislation or laws affecting individual with disabilities met the criteria of
the critical training need with the high important rating of 89% and 66% in limited
preparedness rating.

Consistent with across setting and government sector, the Case and Caseload

Management domain did not contain any critical training need for this subsample.

Demographic Differences in Perceived Importance Job Function

In order to determine whether the perceived importance of job fimction differed
according to demographic characteristics of the sample according to research question 6,
a series of MANOVAs were computed. MANOVA’s assumptions of independent,
homoscedasticity, and normality were met. The dependent variables were the mean
perceived importance of seven job function domains. The independent variables for this
analysis were: 1) work setting, 2) years of experience, and 3) level of education.

A significant multivariate F (Wilk Lamda= .776, F (7, 82) =3.381, PS. .05) was
found for the setting independent variable. Subsequently, a follow-up analysis was
conducted to assess whether there are differences among groups on the job function
means for certain dependent variables and for particular linear combinations of dependent
variables. In other words, multiple ANOVAs were computed for each dependent variable
using the Bonferroni approaches which the alpha level was divided by seven for each pair

comparison to control type I error (alpha=.05/7= .007). The results indicated significant

82

differences on two of the seven job function domains. To illustrate, the vocational
rehabilitation practitioners across employment setting rated Providing Vocational
Counseling and Consultation; Conducting Counseling Interventions; Case Management,
Conducting Assessment, and Practicing Professional Advocacy domain as similarly
important. However, a post hoc comparison indicated that practitioners who worked in
the non-government sector (M=3.01) rated Using Community-Based Rehabilitation
Services as more important than practitioners in the government sector (M=2.55).
Practitioners working in non-government sector (M=2.93) also rated Applying Research
to Practice as more important than practitioners working in the government sector
(M=2.32).

A significant multivariate F (Wilk Lamda= .544, F (21, 221) =2.50, PS .001) was
also found for years of experience. As a follow-up analysis, multiple ANOVAs were
computed for each dependent variable using the Bonferroni approaches which the alpha
level was divided by seven for each pair comparison to control type I error
(alpha=.05/7= .007). The results revealed no significant differences on all of the seven
knowledge domains from practitioners who had work experience in the different levels
when using the adjusted alpha.

There was no significant multivariate found for the level of education variable.
This indicated that the participants’ perceived importance of job functions were similar

among practitioners who attained different levels of education.

83

Qualitative information fiom Open-Ended Question

Important Knowledge Areas

According to the open-ended question included in the KVI—R, the participants
were asked to indicate whether there are other knowledge areas perceived as important
but may not be included in the current survey instrument.

Knowledge regarding architectural barriers was addressed as important for
working for individuals with disabilities in Thailand. Besides the knowledge in the area
of competitive labor market, knowledge of agriculture, handicraft job, and home
economic were identified as important for practicing in the field of vocational
rehabilitation in Thailand. Knowledge regarding spirituality approach, community-based
rehabilitation, sport and recreation, and personality development were addressed as
important knowledge for working for individuals with disabilities. There was one
participant addressed that knowledge regarding independent living, Individualized
Family Services Plan (IFSP), and Individualized Education Plan (IEP) were important
knowledge areas. In terms of professional practices, knowledge regarding professional
ethics and multicultural perspective were addressed as important.

Important Slgll Areas

In the RSI-R, the participants were asked to indicate in the open-ended question
whether there are other job fimctions or skills areas perceived as important but may not
be included in the current survey instrument. There was one participant addressed that the
professionals shall practice without bias as it requires special knowledge and skill to

work with individuals with disabilities comparing to those without disabilities. The skill

84

in human resource management was identified as important for working in the field of
vocational rehabilitation.
Other Comments

Limited financial resources for assistive devices were addressed to be one of the
important issues. One participant addressed that there should be an available guideline for
selecting assistive devices appropriately for each type of disability. Client involvement in
rehabilitation process was also indicated as important for effective rehabilitation process.

Professional issues concerning staff recruitment and positioning were indicated as
important. To illustrate, there are mismatches between staffs’ educational backgrounds
and the actual work role. In addition, job titles of current practitioners do not match with
the current work role. It was addressed that there should be personnel development in
order that effective services are. There should also have collaboration among government
sector, non-government sector or business sector in promoting rehabilitation services of
individuals with disabilities. Outreach services were addressed as important to identify
specific needs for individuals with disabilities who live in rural areas. Dissemination'
regarding successfulness rehabilitation outcome for individuals with disabilities was
addressed as important in terms of increasing positive societal attitudes toward

individuals with disabilities.

85

CHAPTER V

DISCUSSION

The purpose of this study is to understand the general characteristics of vocational
rehabilitation practitioners who are working in the field in Thailand and to identify the
training needs of those practitioners through an examination of their perceived
importance and preparedness of various knowledge domains. The results of this study
provide an empirically based description of the knowledge areas and the functions in

relation to the current practices of vocational rehabilitation practitioners in Thailand.

Relationship with Previous Research

In this study, the sets of knowledge and skill areas were derived from the KVI-R
and the RSI-R that included the detailed description of the knowledge and skill areas
associated with the practices of rehabilitation counselors in the United States. Generally,
the development of these sets of knowledge and function items was from comprehensive
literature reviews of related studies and from the opinion of a panel of experts in the field.
Although the sets of knowledge and functions areas used in the current study were
derived from the US based population, the results have subsequently indicated that all 92
knowledge (M=2.81) and all 120 job fimction (M=2.77) items were rated by Thai
vocational rehabilitation practitioners as at least “important” (a rating of 2 or above) in
working with individuals with disabilities in the field, regardless of work settings.
Therefore, it is evident that the knowledge and skill areas included in the current study

are relevant to the practice of vocational rehabilitation practitioners in Thailand.

86

In terms of the method to identify the training needs of vocational rehabilitation
practitioners in Thailand, Berven’s data analysis technique was employed. As this
method has been implemented in many studies conducted in the United States, the result
of the current study would be comparable to those conducted in the United States in

terms of the way that training needs are defined and identified.

Characteristics of Current Practitioners

The results of this study indicated that the current vocational rehabilitation
practitioners were from various education backgrounds in terms of level of education
achieved and program graduated. Approximately 51% of the current practitioners who
provide direct services to individuals with disabilities attained less than college degree
and also graduated from a wide range of educational programs. In addition, most
participants did not graduate from disability related programs or health care related
programs. However, the participants reported years of experience with the mean of
approximately 10 years. This may imply the high job retention rate of current
practitioners in the field.

Observed mismatches among the qualifications, job titles, and work roles of the
current practitioners are noteworthy. Because there are no unified descriptions of the
vocational rehabilitation practice and there is no unified job title that characterized the
specific work role as a vocational rehabilitation practitioner, the area of vocational
rehabilitation might be under recognized by the public and also under utilized by

individuals with disabilities and their families.

87

Job Functions

The results of this current study provide descriptions of the vocational
rehabilitation job functions. It is interesting that the job function domain rated as mostly
important was Managing Case (M=2.83, SD=.75) and the job function domain perceived
as the least important was Applying Research to Practice (M=2.55, SD=.89). Both were
consistent with the study conducted in the United States by Leahy et a]. (2003). In
addition, the vocational rehabilitation practitioners in Thailand reported that the most
frequently performed job function domain was Managing Case (M=2.20), followed by
Conducting counseling Intervention (M=2. 1 8), Practicing Professional Advocacy
(M=2.00), Using Community-Based Rehabilitation Services (M=1.99), Providing
Vocational Counseling and Consultation, Conducting Assessments (M=1.92), and
Applying Research to Practice (M=1.63). The job function item that was reported as
mostly performed was interviewing the client to collect and verify the accuracy of case
information (M=2.75), followed by assessing the significance of client’s disability in
consideration of medical, psychological, educational, and social support status (M=2.66),
and performing caseload management activities (M=2.51).

The analysis of job function of the current study provides empirical based
information regarding the current practices. Managing case was perceived by the
vocational rehabilitation practitioners in Thailand as the most important and frequently
performed function domain. This appears logical as working with individuals with
disabilities requires utilization of an array of services available. The function item of
expert testimony was perceived as both the least important (M=2.27) and the least

frequently performed (M=1.29) job function.

88

Knowledge Domains

The knowledge domain perceived by vocational rehabilitation practitioners as the
most important was Case and Caseload Management (M=2.90, SD=.66). This finding
confirms that both knowledge and skill regarding case management is perceived as very
important in the current practice for Thai vocational rehabilitation practitioners. While
the study conducted by Leahy et al. (2003) indicated that the US based rehabilitation
counselors rated the Medical, Functional, and Environmental Implication of Disability as
the most important knowledge domain, Thai participants perceived this particular
knowledge domain as the second most important (M=2.88, SD=.69). In addition,
identical with US. based participants in the same study, Thai vocational rehabilitation
practitioners perceived Health Care and Disability Systems as the least important
knowledge domain ( M=2.74, SW79).

Consistent with the job function analysis, the knowledge item of expert testimony
was perceived as both the least important (M=2.03) and the least adequately prepared
(M=1.33) knowledge area. This finding confirmed that the practice that the professional
witnesses who have expertise and specialized knowledge in a disability provides opinions,
information, or evidences regarding disability-related issues is not generally implemented

in Thailand.

Training Needs of Vocational Rehabilitation Practitioners

According to the results of this study, it appears that vocational rehabilitation
practitioners have some specific training needs that should be addressed. Of the 92
knowledge items, there were 10 knowledge areas perceived by practitioners across

settings to be important but at the same time were limited in preparation.

89

The training needs that appeared to be identical with the study conducted in the
United States (Chan et al., 2003) were financial resources for rehabilitation services;
social security programs, benefit, and disincentives; an advocacy process needed to
address institutional and social barriers that impede access, equity, and success for
clients; and appropriate medical intervention resources. The training needs areas that
appear to be inconsistent with the results from the same study were job analysis,
computer-based job matching systems, family counseling, community resources and
services for rehabilitation planning, life care planning, and manage care concepts.

Looking at the unique needs of the practitioners in Thailand, it is evident that
systematic job analysis and a computer-based job matching system are not generally or
widely implemented in Thailand. As community-based rehabilitation approaches are used
in the field of health care, it is also logical that the vocational rehabilitation practitioners
perceived this area as the critical training need. The critical training need in the area of
family counseling is logical as Thailand is a collective society rather than an individualist
society.

In the area of life care planning and manage care concepts, because the health
care system in Thailand differs from that in the United States, these terms were translated
in general senses rather than in the light of disability health insurance system in the US.
To illustrate, the term life care planning refers to the concept that disability services are
effectively managed throughout one’s life. The term manage care concept refers to the

provisions of services for optimal health benefits and quality of care for the clients.

90

Setting-Related Differences

The results of this present study reveal the differences of perceived importance of
various job functions between two primary settings. Although each job firnction was
rated as important by the participants (rating of 2 or higher), differences between two
work settings were statistically significant. The results were also consistent with the
recent studies conducted for the US. population (Leahy et al., 2003; Leahy et al., 1993;
Rubin et al., 1984). This finding seems logical as there are differences in such areas as
organization policy, mission, services provided, and the population served of these two

major types of setting.

Implications

Development of Trainingjrogram

The results of the current study appear to have several potential implications for
the development of vocational rehabilitation training program. Because of information
gained directly from the current practitioners, this study has direct benefits for the
development of in—service training programs. Although trainings are currently provided
by various training sources, the identified training needs may be considered as the first
priorities to be provided in order to meet the most critical needs. In addition, the
information can be used by pre-service rehabilitation counseling or related programs in
refining their current curriculum or introducing the new content into their curriculums.
The results of this study can be used to promote a discussion among rehabilitation
counseling educators or educators in related fields regarding the development of training

that respond to the critical needs of the current practices.

91

Professional Development

The findings from this study can be used by current practitioners to define the
scope of practice that serves to inform the public, consumers, policy makers, legislators,
and other stake holders regarding the practice of vocational rehabilitation practitioners.
Because of a current mismatch among qualifications, job titles, and work roles of the
practitioners as well as a nonexistent job title as a rehabilitation counselor on the
government's civil job title directory, providing appropriate trainings to increase trained
and qualified practitioners is considered a critical application of this current research
because it subsequently affects a potential to include and represent vocational
rehabilitation counseling in government and non-government rehabilitation systems.
Future Research

This study is the first empirical study that attempts to identify the training needs
of current vocational rehabilitation practitioners in Thailand. As it is considered
exploratory, repeated studies in the same area are recommended because it would allow
rehabilitation educators, researchers, or practitioners to assess the field of rehabilitation
counseling from a developmental perspective. The continuing assessments of the critical
training needs in responding to emerging changes would result in the up-to-date
improvement of practices, which subsequently improve quality of services being
provided to individuals with disabilities.

Revision of the instrument to better fit the practice environments in Thailand is
also necessary. There was an open-ended question included into each instrument to

identify the knowledge and skill areas not covered in the instrument that may be useful to

92

identify new items for testing in the future revisions of the instrument. A Delphi method
could be used for the determination of content validity of future instrument development.
In addition, a comparison of perceived important job functions and knowledge
domains between graduates who are trained directly from the rehabilitation services
program and the general current practitioners may be helpful to identify differences in
relation to whether or not the practitioners are directly trained to provide vocational

rehabilitation services.

Limitations of the Study

The findings from this study should be reviewed and applied within the context of
certain important limitations. The first limitation relates to the issue of generalizability.
The participants in this study were recruited from the five vocational rehabilitation
agencies operated under the Department of Social Development of the Ministry of Social
Development and Human Security, the Rehabilitation Service Unit of Ratchasuda
College of Mahidol University, and four other non-government vocational rehabilitation
agencies. As a result, the findings are not generalizable to other vocational rehabilitation
agencies across the country.

The second limitation involves the psychometric properties of the instrument.
Although the research instrument was based on the comprehensive set of knowledge
areas and job functions contained in the KVI-R and RSI-R, those contents were
developed for training needs of rehabilitation counselors practicing in the United States.
In addition, although the analysis of internal consistency indicated a moderate to high
reliability of the instrument, a pilot testing of the translated instrument was conducted

with five doctoral candidates who were not directly in the field of disability for

93

translation validity purpose. As mentioned previously, the development of research
instrument to better fit the practice environments in Thailand is necessary.

Finally, the identified training needs should be utilized under the operational
definitions training needs used in this study and also the method that the training needs
were identified. Other definitions of training needs or other methods to indentify the

training needs might yield the different results.

94

APPENDIC S

95

Appendix A: Covered Letter

To: Rehabilitation Practitioners
From: Ms. Wilaipom Kotbungkair, Investigator
Topic: Study on Training Needs of Vocational Rehabilitation Practitioners

You have been selected to participate in this study of training needs of
rehabilitation practitioners working with individuals with disabilities in Thailand. This
study is initiated by Ms. Wilaipom Kotbungkair, a doctoral student at Michigan State
University, United States which aims to identify training needs of rehabilitation
practitioners working with people with disability in Thailand, through an examination of
your responses in importance and preparedness of various knowledge domains. This
study also seeks to better understand general demographic characteristics of rehabilitation
practitioners and their current job functions.

Your participation may also have several distinct benefits of value to you. Your
help may make the initiation of rehabilitation training more consistent with your current
needs and professional goals. You will also have the opportunity to receive evaluate
yourself in this confidential checklist of various knowledge and skills relating to
rehabilitation practice.

The questionnaires include three parts: the demographic questionnaire, the
Knowledge Validation Inventory-Revised, and the Skill Inventory-Revised. I would
greatly appreciate your completing the enclosed questionnaires and returning it to the
investigator along with the signed informed consent form via stamped return envelop
provided within two 2 weeks of receipt. Instructions are printed on the front of each
questionnaire. Please review them carefully before you begin.

PS The investigator will send you a gift in order to say thank you for your time in
participating in this study

Sincerely,

Wilaipom Kotbungkair

96

Appendix B: Covered Letter (Thai)

. J .
Firm fidefifimuwuijauflnmwwmr
fi’in unam'fi'lamni Tnmfiaun (fifufinuau‘lnwn'is’fiu)
J J - J u-
we: msflnmismnonufiaams‘lumsfinausuumfidgflfimué’numsfluiflaussnmwgums

vinu‘lé’fumré’nit‘i'an'lil’u'i'ii'iu'lumrfinm‘lumfian1mvimms'lun'isflnausuumqufir‘ifi
anué’numsflufiammmwgfimr éaé’mhdu‘lnumim'i filamni Tnmfiaun finfinmszd’ufimtyfi
tan 'lua'imn'is'lfl'fi'nl‘fnmfiaumsfiuifiamrnmw (Rehabilitation Counseling) cu umfinmfiu
uvla‘l’gflfiunu (Michigan State University) Uszmnanfgamim Tnufi'inqflrzaafifiszflnmfiamau
fiasmr‘lumsfinauruumfidfifl'fimué’numsflusjausrnmwti'iuwwn'mls:u‘rum'mfinifluumvhu
tr‘imfium'mdad’muammnmnuffi’aufiwq'lumrvhaau‘ilmjaursnmwgfimruazmnuwl’aufifinu
filé’é’usanmrfinmfidaum‘lunuannoauini'w'1ma’arfu msflnmnfqilfl'afl'inqus:aafiifiamstfin
emurialsfififiu'lurlagadugaur’l’o'lflumgtlfifl'fimufilusjamsnmwQfimfluflszmn’lnu soufiufin
emunifls'luml’nfln'wvi'muvi'nqfivi'iu‘lé’tlfififimj

mauéoufiauaavhu‘lumsflnmnfaflz’iammfiadsz‘luufiun'fian'auim 'luuifivhumstfiuthu
nfiailvh’ltl'ifiams‘finauwfimu1:anuazaannéaqfium'iuoi’aan'isfiwmfiflfiflfinufiflumsflusfl
aurrnmwgfimfluamnn finvl'avi'iums'lrlnmnmaufuaeuuannuafin'irvl'muvi'wqt‘hums
117:ifiun'mi'muuaavhuim'léfin6’19 '

uuuaaumuvimundscnau'lrJdquqnuuuaaun'iumud'mtiaufie 1) uuuaaummfimt‘i’u
flagaifild 2) uuuanumuifimn’uemufmamsilutjauflnmwgfims um: 3) uuuaaummdmn’u
finszmamsflmjttusrnmwQfims mrnauuuuaaumusz'lr'lna'nlszmm 45—60 uav‘i'lumsneu
finnaufiauun finaimu‘lumrnauuuuaaumuudasqnqnszq‘lifiuunusnumuuuaoumuquuq
unmannsmadnufinoimuathan:ifiunn'aufin'nua:Lianauuuuaoumu Q'fié’uuauauqmdwml'afi
vi'iu‘lé‘lrl'm'ius‘qufiafiumrflnmnfafhnumsnauuuuaaumufiamudouad'wmuti’auauqsniua:
dané’umfl’atfifi’u'lnuuaaianmsfiti'mthfiafitiur‘ilé‘lil’l'imu'lum‘lafirlmfiufiasan’lfifuuuuaaumu

tin. mafi‘mwauuawfi’tyifiaiflumsuouqmfivi'iu'leiifiuaaznafiufidwmfinu‘lums
nauuuuaaumu‘lunfofi'n'iufioQfifinu'lfi‘l'l’

fiaumaufiufiaadwqa

filamn’i Tnnsr‘mun

97

Appendix C: Informed Consent

INFORMED CONSENT FORM

Study Title: Training Needs of Rehabilitation Practitioners

To: Rehabilitation Practitioner

This research is a study conducted by Ms. Wilaipom Kotbungkair, a doctoral student
in the Rehabilitation Counseling program at Michigan State University, United States,
under supervision of Professor Michael J. Leahy, Ph.D. This study aims to identify
training needs of rehabilitation practitioners working with people with disability in
Thailand. The survey should take about 45—60 minutes to complete. The health risks
associated with this survey are minimal as each participant will only be answering
questions with regard to various knowledge and skills domains. In addition, this
study does not intend to evaluate your work performance.

This research is voluntary and you can withdraw or refuse to answer any particular
question without penalty. Your responses will be released only as summaries in
which no individual’s answer can be identified. In addition, only those directly
involved in this study will be allowed to access the research data. If you would prefer
not to participate, please let us know by simply return the blank survey.

You must be at least 18 years old to participate. If you are not 18 or older, please
inform the researcher and do not complete the survey.

P.S When the completed questionnaire is returned, the investigator will send you
a gift in order to say thank you and to compensate for your time in participating in
this study via mailing address that you provide.

Thank you very much

98

Investigator contact Information:

Name: Professor Michael J. Leahy, Ph.D.
(Principal Investigator and Academic Advisor)

Address in U.S.A:
Office of Rehabilitation and Disability Studies
Dept. of Counseling, Educational Psychology and Special
Educafion
College of Education
Michigan State University
463 Erickson Hall
East Lansing, MI 48824-1034, U.S.A
Phone: +1 (517) 432-0605
Email: leahym@msu.edu

Name: Wilaipom Kotbungkair, MS
(Secondary Investigator)

Address in Thailand:
66/3 M. 1 Nongyao, Muang
Saraburi 18000

Phone: 081-932-0779

Address in U.S.A:

Office of Rehabilitation and Disability Studies

Dept. of Counseling, Educational Psychology and Special
Educafion

College of Education

Michigan State University

455 Erickson Hall

East Lansing, Michigan 48824-1034, U.S.A

Phone: +1(517) 355-1061

Email: kotbungk@msu.edu

If you have any questions or concerns about your role and rights as a research
participant, would like to obtain information or offer input, or would like to register a
complaint about this research study, you may contact, anonymously if you wish,
Michigan State University Human Research Protection Program at the following
contact information:

Michigan State University Human Research Protection Program
Mailing: 202 Olds Hall

East Lansing, MI 48824-1034, U.S.A

Phone: +1 (517) 355-2180

Fax: +1(517) 432-4503

Email address: irb@msu.edu

Please keep this sheet for your reference

99

Appendix D: Informed Consent (Thai)

d A d o I d
were:tounmwunouumunu’lumennm

J U Q .0 U-

use mantisamflumrfinouwuoangufianufinumefiusflamromwgrim:
U Q J U

lieu g0gfln‘muriaun'isvlulflaursnn'mgfimr

msfinmvia:mauvimms’tun'isflnausuumfiflfififimudnumsfiuflaursnmw:3
fimst‘i invinfiu‘lnu unamfi‘lansni Innsr‘iaun unfinmrzt‘imlirgtmian 'lummms'lii
éfiflinmfinums’llurjaursnmw (Rehabilitation Counseling)ni um’mmtiuiuiai’g
flitunu (Michigan State University) useinnauigaiuina Inumnuquaum mansasasé’
as. ‘lmfia mi iafifi' (Professor Michael J. Leahy, Ph.D.) Tnufi'inqdrzaafiifiafinmfia
n'i'iuoimn'is'lun'isflnausuumfidfirifimud’aunwiiurjaursnmwrgfims Inummau
uuuaaunnut‘isz'lrina'idszu'iltu 45-60 u'w‘flun'ismauri'in'imianun mamfimmah’nu
qumwmsfiifimannasfivlnu'loiuins‘ou’lunnfii’uniafi'firiaumn ifims'invi'iuifiuuwimau
uuuaaumulr‘imfiunmnmaufuazutiafin'isvi'mu'lud'luoi'n'1fiuu‘imr‘imfiunas‘r’lufi
aurrnmwfifimnfiad’u finfiamsvi'i’fiuniar‘iinvhfiu‘lu‘ltfiniiu‘lnufilil'mmmfiams
useiflnuls:anfimwmsfi'muumvhuurlatida'ln

msfiel'ius":u'lun'is’itiufiubdfiumqunfinr‘lwmvi'iu unzvi'iua'isszqfin'isnau
uuuaaummfio’lnfi‘lnuiaunriufiez‘lu'nauriammia‘lmianfia‘ldlnulalt‘i‘lmfln q ifinfiu
nnunéh

mnvi'iufim'iufiufifis:fidou'i'm'lun'isfinmniatirla‘ldsnnsnu'i'niagarhawas
vhuszqnifiuiilum'iué’uuseii’i‘l’i'lr‘lrlsz‘imrfl'd'mi'ums’ié’u‘lnufifiifimrim‘lnumatiu
mrfinu'n‘ini’niu finfiaez‘lufinnsszquialilo:fiuaa:fianqufiufiagafimu‘lnnau‘mu
uuuaoumu adao‘lsfimumnvi'iui‘m'nmlszaatifisz‘laini'l‘i'iu'lua'iu’iiuniot‘i tlflfl'i’lu
nsmn‘lflrnfiuuuuaaumuulti'n‘iri’a'ld'leiiiluutiam'iu'lnqundafi’fiu

gnouuuuaaummzlfimiflufififiaaqlaloinn'ia 18 fluigsn'i unnviauanqlaifiainmvi
fiqnd'mlam'iunrm'whu‘hlsnwinin’fi’uhi’nsnuua:fiuuuuaaumuula'qntiuh'umr‘l’i
{flfi'fl

11.3. nibuuuaaumufivi'iunauati'iaaugsniqndiné’umfi:@621 mafié’mzuau
unanimifiatilumsrlauqnifivi'iu’ltiifiuna:na'ié'ua‘iti'mmvi'iu'lun'isnauuuuaaumu’lu

niifima’lrlruditi mudguazfiarfifinu‘lu’li

nauauwezqmadwqa

100

sneezifiun

“If

:3 no:

in: Professor Michael J. Leahy, Ph.D.
(fiiuuiinuazms'mifirlinm)

.l ..i -
noqndrzmneui’omsm;

Office of Rehabilitation and Disability Studies

Dept. of Counseling, Educational Psychology and Special
Educafion

College of Education

Michigan State University

463 Erickson Hall

East Lansing, MI 48824-1034, U.S.A

‘imflwfi. +1(517) 355-1061
fiiuéilpmma: leahym@msu.edu

iibfiilan‘itfi' Tnmfiaun (Ms. Wilaipom Kotbungkair)

(friction

dogfidrzmn’lnu:
66/3 ml 1 n. nuow'n a. dim s. new? 18000
imam. 081-932-0779

.1 ..l -
noqndrzmnanfimmm:

Office of Rehabilitation and Disability Studies

Dept. of Counseling, Educational Psychology and Special
Educafion

College of Education

Michigan State University

455 Erickson Hall

East Lansing, Michigan 48824-1034, U.S.A

lnrflwfi: +1(517) 355-1061
filufiubmnsa: kotbungk@msu.edu

u . all a v cl 9
mnmufin'ln'im'ioaqtiuinmfiufinflua:qnauuuuaaumu rimmsmz'lrii'mmganio'lti

v A f A V J I Q I - U"
usga‘inq niaoimmsmzi‘amnummfi’umrfinm‘lunflu mumsnnnodqumuwfins

anufifi’ué’uifimfipifiuuuufi (Michigan State University Human Research Protection

I o d I J
Program) ‘lnu‘lm'ui'lurimlilnmumu leimuswaziaunri’maldu

101

Michigan State University Human Research Protection Program

clog: 202 Olds Hall
East Lansing, MI 48824-1034, U.S.A

‘lmn‘twv’n: +1 (517) 355-2180
Tmms: +1(517) 432-4503
fiwé’uonima: Lrb@msu.edu

102

Appendix E: Participant Recruitment

Participant Recruitment Criteria

This study of training needs of rehabilitation practitioner aims to identify training needs
of rehabilitation practitioners from both government and other type of agencies such as
non-government agencies or independent living centers. Participants must have age of 18
years old or older and their job roles and functions are closely related to the followings:

Practitioners who help people deal with the personal, social,
and vocational effects of disabilities. They counsel people with
disability resulting from birth defects, illness or disease, accidents,
or other causes. They evaluate the strengths and limitations of the
individuals, provide personal and vocational counseling, and
arrange for medical care, vocational training, and job placement.
They interview both individuals with disabilities and their families,
evaluate school and medical reports, and confer with physicians,
psychologists, occupational therapists, and employers to determine
the capabilities and skills of the individual. They develop
rehabilitation programs by conferring with clients where these
programs often include training to help client develop job skills.
Rehabilitation counselors also work toward increasing the client’s
capacity to live independently

Please note that rehabilitation practitioners who meet above criteria may perform their
job under different job titles and it is not limited in their educational level and degree
earned.

103

Appendix F: Participant Recruitment (Thai)

nae:ifiua'lunnrfinifianQnauuuuaaumu

J V O J V. J
mrfinmismn'i'iariain'is'lun'ir'filnausmiaigdgrifinuti'iun'isfluijaussnn'iwidwmrui‘i
I J U C to. J U- :4 J I
nquiil'ivimunaugum'iuvluijaussnmwgumsni'lumn‘i’jiiazmnau'1iriu 845051.11
. C. d U- . o o -
liaaaufluanfils (NGOs) mfinrfiomuiwagwm‘i‘(Community-Based Rehabilitation
"' A O Q U- o e
ProgramS) uquutlman'irn'i‘a‘fi’motl'imarztimgum? (Independent LiVing Centers)
94 U I V 49 NJ I . I Q 0" U A
laughs:iti'ir'iu'lun'irfinmni’iunaiiflugnfia'iqlutti'iml18 Tl mural iiazi‘lvimun'is
A d o o A o I J
vi'w'iimatonialntiiatiinumumumna‘lilu

.l u - J I
“ii‘luiii'imi'mgflgfii‘aifiufluijaussnn'mv‘i'liim'imi'iumé'aun
qnna‘lun’aumiq fiin’auifimdqun’a Giana iiazmilw duiiluuafiu
J A o ‘ Iv- I: I!“ I
iumu'is'inn'i'iuwms iilutg‘lvimiirnu'iiinrdwn'ismidnun'i'iufin'isu'iun
0 v A I
n'iifin fimsauiuaiu'is'inn'i'iuifiuil'iuniaisnmiq fimsé’u
J o. C J a v o
iuaiu'is'inqummnusammqauq inuii'imsds:iuusniii'niiawm'irin
I ' J
unitinazunna 'liiri'idinmil’duismd'iufi'iiiazmiw uneé’nmsn’au
n'ir‘i'nu'ivi'wiiwm'i msflnmiw uasmré’nmmu
U A U Q 9. J O f U- ‘
ii’iiiu'midilgunawuiluijausrnn'iwn'in'istiumutugnmrma
nsouni'otimifi'v‘in'ir Us:ii‘iuisna'ir/s'im'ium:msfinu'm‘iami
n'iriiwm'i uaeflinu'il’iuiiwmi unfin’imn iinn'itimwii'iri’n/iina'iil'i-
v A .1 - u v
ii'iun iiazu'iui'ii immenseiuum'iua'iu'irniiaziinuzn'ia1timid
A A d v o o o. J v-
wmsnmi‘uuims ami:unionni'iuiwafinlu'ii’lnun'iwtiaigums
J .1 I - J I
mam:agoLlamas:niawaw'inuiai'leina‘lil”

U JUJ . A U A O Q I U I
viougnrlgiifii'ium‘i'nu'inn'isvi'ii'iumin’ia‘lntl’ifiuifiumamah’ina'i'ia'iu'isniri'ir'iu'lu
U I U - A
n'isfinu'iniii'iltfinu‘lufitiaéafinoi'ius:riun'isflnu'iiia:qni'inin'isfinu'mei'iiinm viii)
sitin'luflaiii'iiimiii'iuatl'iilnati'iinfiiiilun'isiaw'i:

104

Appendix G: Demographic Questionnaire

DEMOGRAPHIC QUESTIONNAIRE

Instruction: Please answer the following questions by checking the response that
describe you the best

1.

(finder: 2. Age: Years
Male
E] Female

Highest Achieved Education:

[:1 Less than high school

C] High school

C] Associate degree (e.g. AA)

D Bachelor’s degree (e.g. BA)

E] Graduate degree (e.g. MA, PhD)

Education Background (Major):
[:I Rehabilitation Counseling/Rehabilitation Services
D Social Work

D Sociology

3 Psychology
3 Occupational Therapy/Physical Therapy

3 Education
:I Nursing
:] Other (Please specify)

 

 

To what extent does your previous education focus on disability related
issues?

[I Not at all

[:I To a slight degree

[I To a moderate degree

[:1 To a considerably degree

[I Almost completely

Years of Experiences in working with persons with disabilities: Years

105

7. Disability-related training experiences

 

Program (Topic) Hours Provider Date attended

 

 

 

 

 

 

 

 

 

 

 

 

 

8. Type of Work Setting:
1:] Public Agency
E] NGOs or Community Based Rehabilitation Program
E] Independent Living Center
D Others (Please specify)

 

 

9. Current Job Title:

 

10. Estimated caseload size:

 

11. Do you have specialized caseload consisting of clients with any one of the
following disabling condition:
D No, I serve general caseload
[:1 Physical Disabilities
C] Visual Impairments
[:1 Hearing Impairments
[3 Intellectual Disabilities
E] Learning Disabilities
C] Other neurological disorders
[:I Psychiatric Disorders
[:1 Alcohol and Drug Abuse
D Other disabilities (Please specify)

 

12. Work Role: (May select more than one options)
[:I Agency Administrator
D Agency Supervisor
[3 Rehabilitation Counselor
[3 Social Worker
E] Psychologist
El Psychiatrist
[:1 Job Placement Specialist
I] Vocational Evaluator
[:I Vocational Trainer
[:I Rehabilitation Nurse
CI Others (Please specify)

 

106

13. What are services provided by your organization? (May select more than one
options)
[:1 Vocational training/Vocational rehabilitation
[I Counseling
E] Medical Rehabilitation
I:I Job Placement Service
D Information and Referral
I] Group and Individual Advocacy
[:I Financial Support
I] Assistive Technology
D Other (please specify)

 

107

   

Appendix H: Demographic Questionnaire (Thai)

J u v .5
uuuaaumumnnuaaqam’lfl

 

inoiuau

 

J I o A d o a
1mm'iunrni'i'lilznnauuuuaauqnuomeeugriflnumimaamino Xiaanmnau use
at J u a g o I all
n’flflflflflqquyIflflflnfiflQHUQ'I'IIJHJ‘JOQQQI‘DInqwquflflanfl

.11

1. IMPI 2. mg

[I ma
Clmfii
3. m‘ifinmgaqn

 

[j oi'in'i'isztiuiinuufinm
[jfihoufinua
E] ilszn'irii‘itifi'm’iti'iiiw (091.1112!)

[:liliqiqi'mi‘
Diliiytm‘ln info fistutmian

4. mmmemrfinmfidnfiem
E] ms‘lvl’ri'ulinmei'iumr'i'iuijaussnn'iii/i'iuuin'iriiuidaussnn'mQ’fims
[:l danuaiins'iefimnnf
[:l titanium
[jfinfinun
D mil'iii'nin/n'iun'mii'nin
[j finmmani
[:1 wmmamanf

[3611'] (107mm)

 

A I 1" I U I 0 A U U U- U
5. mmmfinmnmufinitem'loiiiaitiu'lumumaqouinawaenugwmwnnuou
‘
mm‘ln
Gillian
[:l ifitiiifimiau
E] 11011080»!
Cl n'auri'iiu'in
[j u'iniiluati'iifii

108

i:.1

v- A l 5
6. tie:anmeant:mrvi'ia'iuoi'iqummmua'ivimain

0' A A If U U-
7. 11::aumflumcfilnauwninnaoanuqnmrua:m'iafim:

 

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wammuw 4'1qu «flan ummauea
{him

 

 

 

 

 

 

 

 

 

 

 

 

I A I Q 0‘ I
8. 11::Lannawuwenunmudgumnuaq
[:l mi'iua'iuswmr

[:1 aifins’laiiia'iimri'fls (NGOs) niaaifinsfiaifi'uifiafifimr (Community-Based
Rehabilitation Program)
|:] qufin'i‘i‘fii'i‘iaiaM‘Bflfiztlfldififin'i? (Independent Living Center)

[:1 ‘o‘uq adsnszu)

 

9. dodnuuuunuaaavi'iu'luilfifiu

 

u - .1 u
10. e’nu'iurioaqimlrmmag’lumaaquauoamu ‘i'itl

 

I Q ‘ I VJ Q J I J
11. Vl’i‘ufiPi'l'lIlldfl'ltl'iql‘l'llfliflu'l‘lIUIfl'i‘iun ria‘in'i'iawn'ieilsemn'lmlesmnuuiinmu
d l
ma’lu
[3134' :i'iwié’n'lil’uin'isunfifimsunflszinn
o J
E] qfimrmimuiiazn'irir-iaau’lm
[:J Q'fimrmimumiiazmsumifiu
E] fifinnrwwnnr’ldfiuuazdnm'iuvimti
Ital .
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v-Id J
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109

 

It“ a J
Dmumnuwmsflszmnouq mi

12. minv‘i'iuiinqiiuaaaii'iu (ma'irnit‘ian‘lsia'inn'i'i 1 Mann)
E] QUIWW‘DM-‘ln? (Agency Administrator)
E] fidwfi’id’iu (Agency Supervisor)
E] ii’iiiii’ii‘fliiti'iil’a‘ns'iti'iums‘v'luijaursnmw (Rehabilitation Counselor)
[:1 infiinufidifli'iafi (Social Worker)
[jfinfim’mm (Psychologist)
E] filib’iti‘ityfi'iun'l‘i‘fi’fiwid’iu (Job Placement Specialist)
E] iImJ‘i‘: lfiufi'lua'iaw (Vocational Evaluator)
1:] Q'finaauri'iumiw (Vocational Trainer)
E] WU'iiJ’iai’itiFi'ifimfi'lufl (Rehabilitation Nurse)

|:| iiuq (lust-17:14)

 

13. nimfiimumi'iu'iuuoavi'iu (mansnit‘ion’lfimnn'fin 1 Annual)
Dmsflnfinmin’numiw afanw‘iluijausrnmwmithumilw
E] n'ifliiii-i'irlinm
E] msi‘iuijaussnmwmimsimnii
|:| vin'iré’nwii'iu niamfi'iii'iurfifim:
[:1 ms‘lvl’rioiaaoi'ia q lie:ms‘li’luimrdiria’lilriimi'iui'iufiu'1 fiifimr‘im
E] n'is'hlmsaiiuauuiin' igfims ntiiiigfin'is nionsauni’ouaiqnms
Dn'iraiiuniiumid'iun'irfiu niaiTiuviu
[j msuimsmn’lu‘lafifi'ifi'iuwm'iua:n'in (Assistive Technology)

Dfiuq (Turn-1:14)

 

110

Appendix 1: Knowledge Validation Inventory-Revised

Knowledge Validation Inventory — Revised

Instruction

Please complete the entire questionnaire by marking X to select the response which
describes you the best.

Listed below and on the following pages are knowledge area related to rehabilitation
counseling. Please review these areas to determine their importance for rehabilitation
counseling practice and your graduate preparation in rehabilitation counseling in today’s
multiple-stakeholder, practice-setting environments.

Rate each statement on a scale of 0-4 for both of the following:

Section]: The IMPORTANCE of the knowledge area described in the statement to your
role as a rehabilitation practitioner in the setting in which you work

0 = Not Important

1 = Somewhat Important
2 = Important

3 = Very Important

4 = Extremely Important

Section 2: The degree of PREPAREDNESS that you feel you have in each area as a
result of your education and training.

0 = No Preparation

1 = Little Preparation

2 = Moderate Preparation

3 = High Degree of Preparation

4 = Very High Degree of Preparation

111

 

0 = Not Important

1 = Somewhat Important

0:

No Preparation

1 = Little Preparation

 

 

 

individuals with disabilities."

 

112

 

2 = Important 2 = Moderate
3 = Very Important Preparation
4 = Extremely Important 3 = High Degree of
Preparation
4 = Very High Degree
of Preparation
Knowledge Domain Importance Preparedness

1. The history of rehabilitation. 0 l 2 ‘ 3 4 0 l , 2 3 4

2. The philosophical foundations of 0 1 2 3 4 0 1 2 3 4

, rehabilitation.

3. The legislation or laws affecting ,

_ _ individuals withdisabilitiesrm . 0 , 1 ,.,Z . 3 g 4 0 1 ; 2 r 3 4

4. Rehabilitation terminology and 0 l 2 3 ‘ 4 0 l 2 p 3 4
concepts.

5. The organizational structure of the
public vocational rehabilitation 0 l 2 3 4 0 1 2 3 4

‘ service delivery system. , . ‘

6. The organizational structure ofthe ‘
not-for-profit service delivery 0 l 2 S 3 4 0 l 2 3 4
systems. i 1 .. i

, _ i f ?

7. The ethical standards for 0 l 2 1 3 4 0 l ‘ 2 3 4
rehabilitation counselors.

8. The ethical standards for 0 1 2 3 4 0 1 2 3 4
rehabilitation counselors. ‘

9. Group counseling theories. 0 1 2 3 4 0 l 2 3 4
10. Group counseling practices and 0 l 2 ‘ 3 4 0 l 1‘ 2 - 3 4
interventions. Z l . , . ,

11 Family counseling theories. 0 l 2 3 4 0 t l .1 2 ‘ 3 4
12. Family cnunseling practices and 0 1 2 3 . 4 0 1 2 3 4

interventions. g

13. Individual counseling theories. 0 1 ' 2 3 4 0 ; l f 2 g 3 4

14. lndividualcounseling practices and 0 1 2 , 3 ‘ 4 O . l . 2 f 3 4
interventions. , : , y

15. Behavior and personality theory. 0 l 2 3 3 4 0 l f 2 3 4

16. Human growth and development. 0 l 2 3 ‘ 4 0 1 f 2 ‘ 3 4

17. Multicultural counseling issues. 0 l 2 ; 3 4 0 j l 2 , 3 4

18. Gender issues. 0 1 2 3 4 o T l i 2 3 4

19. EnVironmental barriers for 0 0 4

 

 

0 = Not Important

I = Somewhat Important
2 = Important

3 = Very Important

4 = Extremely Important

0 = No Preparation
1 = Little Preparation

 

Knowledge Domain

Importance

 

 

20.

21.

22.

27.

28.

29.
30.
3 .

3..

32.

33.

34.

Attitudinal barriers for individuals
with disabilities.

The services available for a variety
of rehabilitation populations,
including persons with multiple
disabilities.

Rehabilitation services in diverse
settings.

. The case management process,

including case finding, service
coordination, referral to and
utilization of other disciplines, and

client advocacy.
24.

Planning the provision of
independent living services with
clients.

Planning for vocational
rehabilitation services with clients.

. Community resources and services

for rehabilitation planning.
Theories of career development and
work adjustment.

Vocational implications of
functional limitations associated
with disabilities.

Occupational and labor market
information.

Medical terminology.

Medical aspects and implications of
various disabilities.” __ ._ .
The psychosocial and cultural
impact of disability on the
individual.

The psychosocial and cultural
impact of disability on the family.

0 l 2 3 4

The tests and evaluation techniques

available for assessing clients’
needs.

 

113

 

2=Moderate
Preparation
3 = High Degree of
Preparation
4 = Very High Degree
of Preparation
Preparedness
0 l 2 3
0 l 2 3
0 l 2 3
0 1 2 3
0 l 7 2 3
O l 2 3
0 l 2 3 3
0 1 2 3
0 1 2 3
o i ' 2 3
0 1 . 2 i 3
o 1 { 2 E 3
o i 2 ‘ 3
0 1 g 2 . 3

 

 

0 = Not Important
1 = Somewhat Important

0 = No Preparation
1 = Little Preparation

 

 

 

52.

 

114

 

2 = Imponant 2 = Moderate
3 = Very Important Preparation
4 = Extremely Important 3 = High Degree of
Preparation
4 = Very High Degree
of Preparation
Knowledge Domain Importance Preparedness
35. Interpretation of assessment results
for rehabilitation planning purposes. 0 I . 2 g 3 4 0 I 2 3
36. Financial resources for . ;
rehabilitation services. 0 1 2 3 4 O 1 ‘ 2 3
37. The evaluation procedures for
assessing the effectiveness of 0 1 2 3 4 0 1 2 3
rehabilitation serVices and
outcomes.
38. The physical/functional capacities .
ofindividuals with disabilities 0 ' 2 3 4 0 1 e 2 3
39. Appropriate medical intervention 0 1 2 3 4 0 1 2 : 3
...WSQUICPS-H ...... _ .‘
40. Job analysis. 0 i 2 3 4 0 1 i 2 3
41. Job modification and restructuring 0 1 2 3 4 O 1 2 3
,, t°9hnlqlwsr ., .. .. _ ._
42. Accommodation and rehabilitation
engineering services. 0 l 2 3 4 0 l i 2 1 3
43. Job placement strategies.
44. Supported employment strategies 0 1 2 3 4 0 1 : 2 . 3
and serVIces. . _ '
45. Employer practices that affect the
employment or return to work of 0 I 2 i 3 4 0 I j 2 . 3
individual with disabilities.
46. Consultation services available ;
from rehabilitation counselors for 0 I 2 . 3 4 0 l 3 2 , 3
> _ employers. _ g
47. Job and employer development. 0 1 2 . 3 4 O I 5 2 : 3
48. ClientJob seeking skills 0 1 2 3 4 0 l ; 2 , 3
_ . development _
49. ClientJob retention skills 0 l 2 . 3 4 0 1 . 2 ‘ 3
. ._ development. _. , _ g ,
50. Follow-up/post employment 0 I 2 3 4 0 l .’ 2 , 3
, serVices. q ‘ .. ., g .,
51. Rehabilitation research literature. 0 I 2 3 4 0 I L 2 : 3
Basic research methods.

 

 

0 = Not Important
1 = Somewhat Important

0:

No Preparation

l = Little Preparation

 

 

 

critical-thinking skills.

 

 

115

 

2 = Important 2 = Moderate
3 = Very Important Preparation
4 = Extremely Important 3 = High Degree of
Preparation
4 = Very High Degree
of Preparation
Knowledge Domain Importance Preparedness
53. The design of research projects, f 5 . 5
program evaluation and needs 0 1 2 ‘ 3 4 0 1 l ‘1 2 3
assessment approaches. . E :
54. Expert testimony. 0 l 2 3 4 o f l ‘ 2 3
55. Workers compensation laws and 0 1 2 3 4 0 l . 2 ; 3
practices. . . _ i
56. Employer-based disability ; g _ If
prevention and management 0 l 2 3 4 0 l 2 3
, strategies. g _ . ‘ : ,:
57. Substance abuse and treatment. 0 1 2 3 4 0 1 ; 2 i 3
58. Soc1al Security programs, benefits 0 l 2 3 4 0 ‘ l 2 E 3
g , and dismcentives. ,_ , ‘
59. Techniques for evaluating earnings 0 l . 2 3 4 0 l r 2 1 3
., capaCity and loss. 1 3 5
60. Rehabilitation techniques for . 5 3
individuals with psychological 0 l 2 3 4 0 j l 2 3
disabilities. , g , , i i
61. Life care planning. 0 l 2 j 3 4 0 § 1 2 3
62. School to work transition for ‘ V I
students with disabilities. . 0 1 2 3 4 0 1 g 2 f 3
63. Transferable skills analysis. 0 l 2 3 4 0 l . 2 3
64. Marketing strategies and techniques 0 l 2 ‘ 3 4 0 l f 2 3
for rehabilitation serVices. .. .1
65. The. workplace culture and 0 l 2 3 4 0 g l 2 . 3
enVironment. ‘ , , . 3 f 3 ‘ J
66. Ethical deCiSion making models and 0 l 2 1 3 4 0 ‘ 1 2 3
processes. 3 3
67. Techniques for working effectively 0 l 2 3 4 0 . l ‘ 2 3
._ .iflisamsandaeross d‘SPIPlWS: y z
68. Techniques for working with
individuals with limited language 0 l 2 i 3 4 0 ‘ l 2 ' 3
. proficiency. , ., . g
69. Case recording and documentation. 0 l 2 3 4 0 l 2 3
70. Clinical problem-solvmg and 0 1 2 . 3 4 l . 2 3

 

 

0 = Not Important

I = Somewhat Important

0:

No Preparation

I = Little Preparation

 

 

 

 

 

116

 

 

2 = Important 2 = Moderate
3 = Very Important Preparation
4 = Extremely Important 3 = High Degree of
Preparation
4 = Very High Degree
of Preparation
Knowledge Domain Importance Preparedness
71. Case management process and tools. 0 l 2 3 p 4 0 V l 3 2 3
72. Negotiation and conflict resolution 0 1 2 3 4 0 1 ‘ 2 I 3
_. strategies. _ .. 7 . .... ,. ,, ,, _ ,_ : _. ‘
73. Healthcare benefits. 0 l 2 ‘ 3 4 0 ' l 2 3
74. Assistive technology. 0 I 2 ; 3 4 0 ‘ I . 2 3
75. Managed care concepts. 0 1 2 j 3 1' 4 0 f I j 2 1 3
76. Health care delivery systems. 0 l 2 3 4 0 I 5 2 3
77. Wellness and illnesslprevention 0 1 2 3 . 4 0 I 2 r 3
concepts and strategies. ;
78. Mental-health and psychiatric 0 1 2 3 4 0 l . 2 3
..disab'Wswaps..- . . _ ,. _ , .
79. Work-conditioning or work . 0 I 2 3 4 0 § I . 2 3
- , hardening resources and. strategies. g , p , : _ , y 3
80. Ergonomics. 0 I 2 f 3 - 4 0 3 l 2 ' 3
81. Principles of caseload management. 0 l 2 3 4 0 I 2 ‘ 3
82. Methods and techniques used to 0 I 2 3 ‘ 4 0 I 2 3
, ”conduct Iabornmarket surveys. . . g p ,
83. Business/corporate terminology. 0 l 2 3 . 4 0 I 2 3
‘84. Professional roles, functions, and 1 i
relationships with other human 0 l 2 3 . 4 0 l 2 3
service providers. 1' , 1
85. Advocacy processes needed to l 3
address institutional and somal . 0 l 2 , 3 4 O I : 2 g 3
barriers that impede access, equ1ty, - .
, , _ and‘success for clients. , . ., . , 1
86. Human sexuality and disability 0 1 2 3 4 O . 1 . 2 : 3
., '55Ӣ.5:.. . ,
87. Dual diagnosis and the workplace. 0 I 2 ‘ 3 4 0 ‘ I 3 2 3
88. Theories. and techniques of clinical 0 1 2 3 4 0 1 j 2 . 3
-..EP‘PSIYIS‘F’": . ..
89. Internet. resources for rehabilitation 0 I 2 3 4 0 1 2 3
counseling. . ‘

 

 

 

 

 

 

0 = Not Important 0 = No Preparation
1 = Somewhat Important 1 = Little Preparation
2 = Important 2 = Moderate
3 = Very Important Preparation
4 = Extremely Important 3 = High Degree of
Preparation
4 = Very High Degree
of Preparation
Knowledge Domain Importance Preparedness
90. Treatment planning for clinical ‘ 7 .
problems (e.g., depression and 0 I 2 3 4 0 I 2 3 4
1,, anxiety). ,, f f w _ . , .
91. Computer-based assessment tools. 0 I 2 1 3 4 0 I 2 3 . 4
92. Computer-based Job-matching 0 k 1 . 2 3 . 4 O 1 2 3 4
systems. * L 1 g g .

 

 

 

 

Based on your experience of working with individuals with disabilities in your, what are other
knowledge areas that are important to your role as a rehabilitation practitioner in the setting in which
you work. (Please list the knowledge area in the space provide below)

 

 

 

 

 

 

 

 

 

117

Appendix J: Knowledge Validation Inventory-Revised (Thai)

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4=fimww§aummfluadwfia

118

 

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l= fimwudfié’mfl'fia
2= chimp

3= d'id’qiu'in

4= d'iflcyifluad'iat‘ia

0= 'lu'fln'nuwhu

l= ilm'iuw‘l‘autflnaifiminn
2= fim'ium'auu'iuna'w
3= fimwum‘nufinuihamn

4= iimnuw‘l’nmflund’umn

 

 

 

 

. nqufimqwqfinswuazqnfinmw

 

 

119

 

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. 0 l 2 3 ‘ 4 0 I 2 ‘: 3 4
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o I 2 3 4 o l 2 3 4

 

 

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2= si'ié’qi

3= d'id’tuu'in

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l= fimwm‘amfiuqifinfinu
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4= fimquwé‘nuiflunn‘wmn

 

v A o
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mulching

m'umhu

 

 

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21.

22.

23.

24.

25.

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(Independentlflving.SerVicss)...-.

120

 

 

 

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1= ilmaufi'iétyfi'u
2= shim

3= dwfi’mmn

4= dad’tytfiuau‘nafia

0=1ufin11uw§ou

I= fimmwfnuiflnufinfinu
2= flm'iuwfauihunma
3= fimnum‘nufiauifiamn

4= fim'iuwé‘auifluad'umn

 

u v al v
nonem'wimmnu...

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m'uiwhu

 

21
28.
29.
30.
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32.

33.

34.

35.

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unaan§wu1nsnfiannsuwn W

 

121

 

 

 

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i= flm'iml'ié’cpfi'n
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2= fim'iuwi‘nml'iunmq
3= fim'iuw‘l‘nun'au'i'i'wu'in

4= fim'ium‘nuiflund'iau'in

 

 

 

 

122

 

o r J o 9
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m'mwhu

 

 

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68.

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73.
74.
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79.

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126

Appendix K: Rehabilitation Skill Inventory-Revised

Rehabilitation Skills Inventory — Revised

Instruction

Please complete the entire questionnaire by marking X to select the response which
describes you the best.

Listed below and on the following pages are job task items related to rehabilitation
counseling. Please review these items to determine their importance for rehabilitation
counseling practice and the freguencx you perform these tasks in today’s multiple-
stakeholder, practice-setting environments.

Rate each statement on a scale of 0-4 for both of the following:

Sectionl: The IMPORTANCE of the job fimction described in the statement to your
role as a rehabilitation practitioner in the setting in which you work

0 = Not Important

1 = Somewhat Important
2 = Important

3 = Very Important

4 = Extremely Important

Section 2: the FREQUENCY that you perform these tasks taking into account all of the
things you do over the course of a year in the setting in which you work.

0 = Not at all

1 = Very Infrequently

2 = Somewhat Frequently
3 = Very Frequently

4 = Most of the Time

127

 

0 = Not Important

1 = Somewhat Important
2 =
3 = Very Important

4 = Extremely Important

Important

0 = Not at all

I = Very Infrequently

2 = Somewhat
Frequently

3 = Very Frequently

4 = Most ofthe Time

 

Job Function

Importance

Frequency

 

 

a particular client.

Assess the significance of clients’
disabilities in consideration of
medical, psychological, educational
and social support status.

Interview clients to collect and
verify the accuracy of case
information.

Evaluate clients’ social support
system (family, friends, and
community relationships).

Evaluate clients’ social support
system (family, friends, and
community relationships).
Determine clients’ ability to
perform independent living
activities.

Identify transferable work skills by
analyzing clients’ work history and

functional assets and limitations.

Assess clients’ readiness for

gainful employment.
Select evaluation instruments and

strategies according to their
appropriateness and usefulness for

 

Employ computerized assessment
techniques.

. Administer appropriate

standardized tests and ecological
assessment techniques.

V .7 Interpret test and ecological

assessment outcomes to clients and
others.

identify clients” 15.1.” 1.5.5.0131.”

characteristics to be observed
through an on the job evaluation or
simulated work situation.

. Use behavioral observatlons to

make inferences about work
personality characteristics and

 

128

 

 

 

O = Not Important
1 = Somewhat Important
2 = Important

3 = Very Important
4 = Extremely Important

0 = Not at all

I = Very Infrequently

2 = Somewhat
Frequently

3 = Very Frequently

4 = Most of the Time

 

Job Function

Importance

Frequency

 

 

17.

20.

H .

23.

24.

adjustment.

. Integrate assessment data to

describe clients' assets, limitations
and preferences for rehabilitation
planning purposes.

. Match clients’ needs withjob ’ V

reinforcers and clients’ aptitudes
with job requirements.

. Make logical job, work’area or .

adjustment training
recommendations based on
comprehensive client assessment
information.

Develop a therapeutic relationship V

characterized by empathy and
Positive regard for median:

. Clarify for clients, mutual

expectations and the nature of the
counseling relationship.

Identify one’s own biases and
weaknesses, which may affect the
development of a healthy client

.Te'aiiPDShiP- . ., ,
Adjust counseling approaches or

styles according to clients’
cognitive and personality

characteristics.

2 . Interpret to clients diagnostic

information (e.g., tests vocational
and educational records, medical
reports).

. Apply psychological and social

theory to develop strategies for
rehabilitation intervention.
Employ counseling techniques
(e.g., reflection, interpretation,
summarization) to facilitate client
self-exploration.

Identify social, economic and
environmental forces that may
present barriers to a client’s

 

129

 

 

 

O = Not Important

1 = Somewhat Important
2 = Important

3 = Very Important

4 = Extremely Important

0 = Not at all

I = Very Infrequently

2 = Somewhat
Frequently

3 = Very Frequently

4 = Most of the Time

 

Job Function

Importance

Frequency

 

26.

27.

28.

29.

3o.

31.

32.

33.

34.

35.

36.

rehabilitation.

. Use assessment information to

provide clients with insights into
personal dynamics.

Prepare with clients, rehabilitation
plans with mutually agreed upon
interventions and goals.

Assist clients in terminating
counseling in a positive manner,
thus enhancing their ability to
function independently.

 

Recognize psychological problems
(e.g., depression, suicidal ideation)
requiring consultation or referral.
Counsel with clients to identify

emotional reactions to disability.

Assist clients in verbalizing
specific behavioral goals for

personal adjustment.

Explore clients’ needs for
individual, group or family
counseling.

Assist clients in modifying their
lifestyles to accommodate
functional limitations.

Counsel clients to help them
appreciate and emphasize their

personal assets.

 

Provide information to help clients

answer other individuals’ questions
about their disabilities.

Confront clients with observations
about inconsistencies between their
goals and their behavior.

Use behavioral techniques such as
shaping, rehearsal, modeling and
contingency management.

 

 

37.

Assist clients in understanding

stress and in utilizing mechanisms
for coping.

 

130

 

012:3
01293

 

 

 

0 = Not Important

l = Somewhat Important
2 = Important

3 = Very Important

4 = Extremely Important

0 = Not at all
I = Very Infrequently
2 = Somewhat

Frequently

3 = Very Frequently
4 = Most of the Time

 

Job Function

Importance

 

 

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

Counsel with clients’ family to
provide information and support
positive coping behaviors.

Counsel regarding sexual concerns

related to the presence of a
disability.

Counsel with clients using group
methods.

Review medical information with
clients to determine vocational
implications of their functional
limitations.

Counsel with clients regarding
educational and vocational
implications of test and interview
information.

Counsel clients to select jobs
consistent with their abilities,

interests, and rehabilitation goals.

Recommend occupational and/or
educational materials for clients to
explore vocational alternatives and
choices.

Supervise new counselors and/or

practicum or internship students in

rehabilitation counseling activities.

Discuss with clients labor market
conditions that may influence the
feasibility of entering certain
occupations.

Discuss clients’ vocational plans
when they appear unrealistic.

Develop mutually agreed upon

vocational counseling goals.

Identify and arrange for functional H i H

or skill remediation services for

clients’ successful job placements.
. Use supportive counseling

techniques to prepare clients for
the stress of the job search.

 

131

 

Frequency
12 3
123
1.2 3
12 3
1'2 3
12 3
112.3
132 3
1,2,3
1f233
1‘2 3
1:23
1‘213

 

 

 

 

 

S .

....

52.

55.

56.

S7.

58.

60.

H 3

62.
63.
64.

6S.

6 .

 

132

 

 

0 = Not Important 0 i NOt at all
_ I — Very Infrequently
1 — Somewhat Important _
_ 2 — Somewhat
2 _ Important Fre uentl
3 = Very Important _ q y
4 = Extremely Important 3 - Very Frequently
4 = Most of the Time
Job Function Importance Frequency
Instruct clients in developing 1 i 2 3
systematic job search-skills". ,, . .. . “
Instruct clients in preparing for the
job interview (e.g., job application, 1 2 3
resume preparation, attire,
interviewing skills).

. Develop acceptable client work .
behavior through the use of l 2 3
behavioral techniques.

. Conduct group activities and 3
programs such asjob clubs, I i 2 3
vocational exploration groups, or
job seeking skills groups.

Monitor clients’ post-employment
adjustment to determine need for l 2 3
additional services. ‘
Apply labor market information ‘
influencing the task of locating, 5

. . . . I 2 3
obtamlng and progressmg 1n ..
employment ._ I . . . '
Use local resources to assist with ‘
placement (e.g., employer contacts,

I 2 , 3

colleagues, state employment
53M?”- . ,. . , ,, . ,, ,. ,,
Use computerized systems for job 1 l 2 3
placement assistance. _ , ’_ .,

. Inform clients ofjob openings 1 f 2 ' 3
suitable to their needs and abilities. ‘ '
Identify educational and training 1 .

. . . 1 r 2 3

Wreqmrements for spec1f1c jobs. .
Analyze the tasks ofajob. l 2 3
Classify local jobs using the ‘

. . . I 2 3
9‘99“)“: 0135541931911.332163313; ..
Recommend modifications ofjob . ,
tasks to accommodate clients’ I i
. . . . . 1 2 j 3
functlonal l1m1tat1ons usmg 1

, ergonomic PrimiPlss- . f ,:

Apply knowledge of assistive j

. . . I . 2 r 3
techn910gy I“ W" a¢99me9da119m ' ‘
Utilize occupational information 1 2 3

 

 

0 = Not Important

1 = Somewhat Important
2 = Important

3 = Very Important

4 = Extremely Important

0 = Not at all

I = Very Infrequently

2 = Somewhat
Frequently

3 = Very Frequently

4 = Most of the Time

 

Job Function

Importance

Frequency

 

 

66.

67.

68.

69.

70.

H

7 .
72.
73.
74.
75.
76.
77.

78.

79.

Determine the level of intervention
necessary for job placement (e. g. .,
job club, supported work, 0.1T).

Understand the applications of
current legislation affecting the
employment of disabled
individuals.

Respond to employer biases and
concerns regarding hiring persons
with disabilities.

Negotiate with employers or labor
union representatives to

reinstate/rehire an injured worker.

Provide prospective employers
with appropriate information on
clients’ work skills and abilities.

Provide consultation to employers
regarding accessibility and 1ssues
related to law or legislation
compliance.

Serve as a vocational expert ID"

public agencies, law firms, and/or
private businesses.

Provide expert opinion or
testimony regarding employability
and rehabilitation feasibility.
Provide information regarding your
organization’s programs to current
and potential referral sources.

Coordinate activities of all
agencies involved In a

» rehabilitation plan.

Describe Social Security
regulations and procedures
regarding disability determination

_ and benefits.

Report to referral sources regarding
progress of cases.

Monitor client progress.

 

Collaborate with other providers so

 

133

 

013323
01:23
01.23
01123

 

 

0 = Not Important

1 = Somewhat Important

2 = Important

0 = Not at all
I = Very Infrequently
2 = Somewhat

 

 

 

81.

82.

’83.

84.

as.

88.

89.

90.

91.

prognosis, and treatment plan for
clients.

Understand insurance claims
processing and professional
responsibilities in workers’
compensation.

Refer clients to appropriate
specialists and/or for special
services.

State clearly the nature of cllents
problems for referral to service
providers.

Explain the services and limitations
of various community resources to
clients.

Compile and interpret cllent
information to maintain a current
case record.

Write case notes, summaries and
reports so that others can
understand the case.

,,..,._...,-..... .~..

vocational findings sufficient for
legal testimony or records.

Make sound and timely financial
decisions within the context of
caseload management in your work
sett1ng

with the referral source and/or
sponsor for client rehab111tat1on

businesses and orgamzatlons

Identify and comply with ethical
and legal implications of cl1ent

Document a1131gn1ficant client fl

Negotiate finanCIal respons1b1ht1es

Market rehab1l1tation services to

 

fBlationshiPS~ ,. ,_ ..-

134

1
-..”... .... "......”— ., ...“. . -....II. .3. J. --

.E.H._...-. 5...-.. .-.. . ..

....rn... — ~v...._...... .. u ....

 

= Frequently
i = 3.1321”? 2...... 3 = Very Frequently
y p 4 = Most of the Time

Job Function Importance Frequency
that services are coordinated, I I j g
.. “Muappropnate and t1mely - . M _
80. Consult with medical profess1onals ' 1

regarding functional capacities, O i l _ 2 3 O l 1 2 . 3

’ 1

01:23
01123
01§2§3

 

 

 

0 = Not Important

I = Somewhat Important

2 = Important

3 = Very Important
4 = Extremely Important

0 = Not at all

I = Very Infrequently

2 = Somewhat
Frequently

3 = Very Frequently

4 = Most of the Time

 

Job Function

Importance

Frequency

 

92.

93.

94.

9 .

U'I

96.

Abide by ethical and legal
considerations of case
communication and recording (e.g.,
confidentiality).

Read professional literature related
to business, labor markets,

medicine and rehabilitation.

Conduct a review of the
rehabilitation literature on a given
topic or case problem.

Apply published research results to A

professional practice. .
Apply principles of rehabilitation

legislation to daily practice.

\I :

9 .
98.

99.

10

O

10

[—A

102.

programs.

Educate your clients regarding their

rights under federal and state law.
Interpret your organization’s policy
and regulations to clients and
others.

Participate with advocacy groups to

promote rehabilitation programs.

. Promote public awareness and

legislative support of rehabilitation

 

. Identify and challenge stereotypic

views toward persons with
disabilities.

Obtain regular client feedback
regarding the satisfaction with
services delivered and suggestions

for improvement.
. Discuss retum—to-work options

with the employer.

. Obtain a release for a return to

work fromlhetfeallllfi Rhysisienz- , . . _. .

.Obtain written reports regarding
clientprogreSS- ._

. Attend team conferences.

 

 

.Actas an advocate for the client

and family with third-party payors

 

135

 

 

 

0 = Not Important

1 = Somewhat Important

2 = Important
3 = Very Important
4 = Extremely Important

0 = Not at all

I = Very Infrequently

2 = Somewhat
Frequently

3 = Very Frequently

4 = Most of the Time

 

Job Function

Importance

Frequency

 

 

108.

\D .

10

110.

and service providers.

Research and secure funding,
community resources, and support
needed for community re-entry.

. Evaluate and select facilities that

provide specialized care services
for clients.

Contact vendors in order to
purchase adaptive/accommodative
equipment.

.Determine and monitor individual

case management outcomes.

112.

113.

11

A

11

£11

116.

117.

119.

120.

Train clients’ co-
workers/supervisors regarding
work and disability issues.

Conduct labor market analyses.

. Use effective conflict resolution

strategies in providing case
management services.

. Use effective time management

strategies.

Perform caseload management
activities.

Develop rapport/network with
physicians and other rehabilitation

professionals.

118. Coordinate “work conditioning” or

work hardening services.

Teach problem-solving skills to
clients.__

Pérfbrm'sup'parteas’mls‘loymga'

related activities.

 

 

 

 

136

Based on your experience of working with individuals with disabilities in your, what
are other job functions that are important to your role as a rehabilitation practitioner

in the seging in which you work. (Please list job functions in the space provide

below)

 

 

 

 

 

 

 

137

Appendix L: Rehabilitation Skill Inventory—Revised (Thai)

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144

 

 

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Appendix M: Approval Letter for Data Collection

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Appendix N: Knowledge Domain 1
Career Counseling, Assessment and Employer Services

Sub-Domain A: Vocational Consultation and Employer Services (12 items)

40.
41.
42.
45.

46.
63.
64.
65.
79.
80.
82.
83.

Job analysis
Job modification and restructuring techniques

Accommodation and rehabilitation engineering services

Employer practices that affect the employment or return to work of individual
with disabilities

Consultation services available from rehabilitation counselors for employers
Transferable skills analysis

Marketing strategies and techniques for rehabilitation services

The workplace culture and environment

“Work conditioning” or Work hardening resources and strategies
Ergonomics

Methods and techniques used to conduct labor market surveys
Business/corporate terminology

Sub-domain B: Job Development and Placement Services (8 items)

25.
28.
29.
43.
47.
48.
49.
50.

Job and employer development

Vocational implications of functional limitation associated with disabilities
Occupational and labor market information

Job placement strategies

Employer development and job placement

Client job seeking skills development

Client job retention skills

Follow-up/post employment services

Sub-domain C: Career Counseling and Assessment Techniques (8 Items)

27.
34.
35.

37.
74.
89.
9].
92.

Theories of career development and work adjustment
Tests and evaluation techniques available for assessing client’s needs

Interpretation of assessment results for rehabilitation planning purpose
The evaluation procedures for assessing the effectiveness of rehabilitation
services and outcomes

Assistive technology

Internet resources for rehabilitation counseling
Computer-based assessment tools
Computer-based job matching systems

154

Appendix 0: Knowledge Domain 2
Counseling Theories, Techniques, and Applications

Sub-domain A: Mental Health Counseling (7 Items)

57.
60.
77.
78.
86.
88.
90.

Substance abuse and treatment

Rehabilitation techniques for individual with psychological disabilities
Wellness and illness prevention concept and strategies

Mental health and psychiatrist disability concepts

Human sexuality and disability issues

Theories and techniques for clinical supervision

Treatment planning for clinical problem (e.g. depression and anxiety)

Sub-domain B: Group and Family Counseling (4 Items)

9.

10.
ll.
12.

Group counseling theories

Group counseling practices and interventions
Family Counseling theories

Family counseling practices and interventions

Sub-domain C: Individual Counseling (4 Items)

13.
14.
15.
16.

Individual counseling theories

Individual counseling practice and intervention
Behavior and personality theory

Human grth and development

Sub-domain D: Psychological and Cultural Issues in Counseling (7 Items)

8.

I7.
18.
32.
33.

66.
68.

Societal issue, trends, and developments as they related to rehabilitation
Multicultural counseling issues

Gender issues

Psychosocial and cultural affect of disability on individuals
Psychosocial and cultural affect of disability on families

Ethical decision—making models and process
Techniques for working with individuals with limited language
proficiency

155

Sub-domain E: Foundation, Ethics, and Professional Issues (5 Items)

1.
2.

51.

52.
53.

The history of rehabilitation
The philosophical foundation of rehabilitation
Rehabilitation literature

Basic research methods
The design of research projects, program evaluation, and needs assessment
approaches

156

 

22.
24.
26.

36.
44.

58.
62.
85.

87.

Appendix P: Knowledge Domain 3
Rehabilitation Services and Resources (12 Items)

Organizational structure of the public vocational rehabilitation services
delivery program

Organizational structure of the nonprofit services delivery program
Services available for a variety of rehabilitation population, including
person with multiple disability

Rehabilitation services in diverse settings

Planning the provision of independent living services with clients
Community resources and services for rehabilitation planning
Financial resources for rehabilitation services
Supported-employment strategies and services

Social security programs, benefits, and disincentives

School-to-work transitions for students with disabilities
Advocacy processes needed to address institutional and social barriers that
impede access, equity, and success for clients

Dual diagnosis and the workplace

157

23.

67.
69.
70.
7’1.
72.

81.
84.

Appendix Q: Knowledge Domain 4
Case and Caseload Management (8 Items)

Case management process, including case finding, service coordination,
referral to and use of other disciplines, and client advocacy

Techniques for working effectively in teams and across disciplines
Case recording and documentation

Clinical problem-solving and critical-thinking skills

Case management process and tools

Negotiation and conflict solution strategies

Principles of caseload management
Professional roles, functions, and relationships with other human service
providers

158

 

39.

54.
55.
56.
59.
61.

73.
75.

76.

Appendix R: Knowledge Domain 5
Health Care and Disability Systems (9 Items)

Appropriate medical intervention resources

Expert testimony

Worker’s compensation laws and practices

Employer-based disability prevention and management strategies
Techniques for evaluating earnings capacity and loss

Life care planning

Health care benefits

Manage care concepts

Health care delivery systems

159

Appendix S: Knowledge Domain 6
Medical, Functional, and Environmental Implication of Disability (8 Items)

3- Legislation or laws affecting individual with disabilities

4. Rehabilitation terminology and concepts

7- Ethical standards for rehabilitation counselors

19. Environmental barriers for individual with disabilities

20. Attitudinal barriers for individuals with disabilities

30. Medical terminology

31. Medical aspects and implications of various disabilities '
38~ Physical/functional capacities of individuals with disabilities

 

I60

Appendix T: Job Function Domain 1
Providing Vocational Counseling and Consultation

Sub-domain A: Job Development and Placement (12 items)

6.

7.
41.

56.

61.
62.
65.
87.

103.
104.
113.
118.

Identify transferable work skills by analyzing client’s work history and
functional assets and limitations

Assess client’s readiness for gainful employment

Review medical information with clients to determine vocational implications
of their functional limitations

Apply labor market information influencing the task of locating, obtaining and
progressing in employment

Analyze the tasks of a job

Classify local jobs using available job classification systems

Utilize occupational information and other publications
Document all significant client vocational findings sufficient for legal
testimony or records

Discuss retum-to—work options with the employer

Obtain a release for a return to work from the treating physician
Conduct labor market analyses

Coordinate “work conditioning” or work hardening services

Sub-domain B: Career counseling (14 items)

26.

42.

43.

44.

46.

47.
48.
49.

50.

51.
52.
57.
59.
60.

Prepare with clients, rehabilitation plans with mutually agreed upon
interventions and goals

Counsel with clients regarding educational and vocational implications of test
and interview information

Counsel clients to select jobs consistent with their abilities, interests, and
rehabilitation goals

Recommend occupational and/or educational materials for clients to explore
vocational alternatives and choices

Discuss with clients labor market conditions that may influence the feasibility
of entering certain occupations

Discuss clients’ vocational plans when they appear unrealistic

Develop mutually agreed upon vocational counseling goals

Identify and arrange for functional or skill remediation services for clients’
successful job placements

Use supportive counseling techniques to prepare clients for the stress of the
job search

Instruct clients in developing systematic job search skills

Instruct clients in preparing for the job interview

Use local resources to assist with placement

Inform clients of job openings suitable to their needs and abilities
Identify educational and training requirements for specific jobs

161

 

Sub-domain C: Employer Consultation (11 items)

53.

55.

58.
63.

64.
66.

67.

68.

69.

70.

7].

Develop acceptable client work behavior through the use of behavioral
techniques

Monitor clients’ post-employment adjustment to determine need for additional
services

Use computerized systems for job placement assistance

Recommend modifications of job tasks to accommodate clients’ functional
limitations using ergonomic principles

Apply knowledge of assistive technology in job accommodation

Determine the level of intervention necessary for job placement (e.g.,job club,
supported work, OJT)

Understand the applications of current legislation affecting the employment of
disabled individuals

Respond to employer biases and concerns regarding hiring persons with
disabilities

Negotiate with employers or labor union representatives to reinstate/rehire an
injured worker

Provide prospective employers with appropriate information on clients’ work
skills and abilities

Provide consultation to employers regarding accessibility

Sub-factor D: Vocational Planning (6 items)

11.
12.

13.

I4.

15.

I6.

Interpret test and ecological assessment outcomes to clients and others
Identify clients’ work personality characteristics to be observed through an on
the job evaluation or simulated work situation

Use behavioral observations to make inferences about work personality
characteristics and adjustment

Integrate assessment data to describe clients’ assets, limitations and
preferences for rehabilitation planning purposes

Match clients’ needs with job reinforces and clients’ aptitudes with job
requirements

Make logical job, work area or adjustment training recommendations based on
comprehensive client assessment information

162

 

Appendix U: Job Function Domain 2
Conducting Counseling Interventions

Sub-factor A: Individual, Group, and Family Counseling (9 items)

30.
31.
36.

37.
38.

39.
40.

l02.

ll9

Assist clients in verbalizing specific behavioral goals for personal adjustment

Explore clients’ needs for individual, group or family counseling
Use behavioral techniques such as shaping, rehearsal, modeling and
contingency management

Assist clients in understanding stress and in utilizing mechanisms for coping
Counsel with clients’ family to provide information and support positive
coping behaviors

Counsel regarding sexual concerns related to the presence of a disability
Counsel with clients using group methods

Obtain regular client feedback regarding the satisfaction with services
delivered and suggestions for improvement

Teach problem-solving skills to clients

Sub-factor B: Counseling Relationship (10 items)

l7.

l8.

I9

20.

22.

23.

24.

27.

28.

91.

Develop a therapeutic relationship characterized by empathy and positive
regard for the client

Clarify for clients, mutual expectations and the nature of the counseling
relationship

Identify one’s own biases and weaknesses, which may affect the development
of a healthy client relationship

Adjust counseling approaches or styles according to clients’ cognitive and
personality characteristics

Apply psychological and social theory to develop strategies for rehabilitation
intervention

Employ counseling techniques (e.g., reflection, interpretation, summarization)
to facilitate client self-exploration

Identify social, economic and environmental forces that may present barriers
to a client’s rehabilitation

Assist clients in terminating counseling in a positive manner, thus enhancing
their ability to function independently

Recognize psychological problems (e.g., depression, suicidal ideation)
requiring consultation or referral

Identify and comply with ethical and legal implications of client relationships

163

 

 

Sub-factor C: Counseling Techniques (9 items)

5- Determine client’s abilities to perform independent living activities

2 l. Interpret to clients, diagnostic information (e.g., tests vocational and
educational records, medical reports)

25. Use assessment information to provide clients with insights into personal
dynamics

29- Counsel with clients to identify emotional reactions to disability

32. Assist clients in modifying their lifestyles to accommodate functional
limitations

33- Counsel clients to help them appreciate and emphasize their personal assets

34. Provide information to help clients answer other individuals’ questions about
their disabilities

35. Confront clients with observations about inconsistencies between their goals
and their behavior

34- Explain the services and limitations of various community resources to clients

164

45.

54.

74.

76.

86.

90.
98.
99.

100.
106.
107.

108.

109.

110
112
120

Appendix V: Job Function Domain 3

Using Community-Based Rehabilitation Services (16 items)

Supervise new counselors and/or practicum or internship students in
rehabilitation counseling activities

Conduct group activities and programs such as job clubs, vocational
exploration groups, or job seeking skills groups

Provide information regarding your organization’s programs to current and
potential referral sources

Describe Social Security regulations and procedures regarding disability
determination and benefits

Negotiate financial responsibilities with the referral source and/or sponsor for
client rehabilitation

Market rehabilitation services to businesses and organizations

Interpret your organization’s policy and regulations to clients and others
Participate with advocacy groups to promote rehabilitation programs
Promote public awareness and legislative support of rehabilitation programs

Attend team conferences

Act as an advocate for the client and family with third-party payors and service
providers

Research and secure funding, community resources, and support needed for
community re-entry

Evaluate and select facilities that provide specialized care services for clients
Contact vendors in order to purchase adaptive/accommodative equipment
Contact vendors in order to purchase adaptive/accommodative equipment
Perform supported-employment related activities

165

A

 

75.
77.
78.
79.

80.

82.
83.
85.
86.

88.

92.

l05.
Ill.
ll4.

llS
ll6
ll7

Appendix W: Job Function Domain 4
Managing Case (19 items)

Assess the significance of client’s disability in consideration of medical,
psychological, educational, and social support status

Interview the client to collect and verify the accuracy of case information
Coordinate activities of all agencies involved in a rehabilitation plan
Report to referral sources regarding progress of cases

Monitor client progress

Collaborate with other providers so that services are coordinated, appropriate
and timely

Consult with medical professionals regarding functional capacities, prognosis,
and treatment plan for clients

Refer clients to appropriate specialists and/or for special services
State clearly the nature of clients’ problems for referral to service providers

Compile and interpret client information to maintain a current case record
Write case notes, summaries, and reports so that others can understand the
case

Make sound and timely financial decisions within the context of caseload
management in your work setting

Abide by ethical and legal considerations of case communication and
recording (e.g., confidentiality)

Obtain written reports regarding client progress

Determine and monitor individual case management outcomes
Use effective conflict resolution strategies in providing case management
services

Use effective time management strategies
Perform caseload management activities
Develop rapport/network with physicians and other rehabilitation professionals

166

 

72.

73.

8].

93.

94.

95.

Appendix X: Job Function Domain 5
Applying Research to Practice (6 items)

Serve as a vocational expert to public agencies, law firms, and/or private
businesses

Provide expert opinion or testimony regarding employability and rehabilitation
feasibility

Understand insurance claims processing and professional responsibilities in
workers’ compensation

Read professional literature related to business, labor markets, medicine and
rehabilitation

Conduct a review of the rehabilitation literature on a given topic or case
problem

Apply published research results to professional practice

167

Appendix Y: Job Function Domain 6
Conducting Assessments (5 items)

Determine appropriate community services for client’s stated needs

Select evaluation instruments and strategies according to their appropriateness
and usefulness for a particular client

Administer appropriate standardized tests and ecological assessment
techniques

Evaluate clients’ social support system (family, friends, and community
relationships

Employ computerized assessment techniques

I68

 

96.
97.
101

Appendix Z: Job Function Domain 7
Practicing Professional Advocacy (3 items)

Apply principles of rehabilitation legislation to daily practice
Educate your clients regarding their rights under federal and state law
Identify and challenge stereotypic views toward persons with disabilities

I69

 

Appendix A1: Mean and Standard Deviation of Knowledge Items

 

 

 

Item Descriptions Importance Preparedness
Mean SD Mean SD
1 The history of rehabilitation 2.84 1.01 2.34 0.88
2 The philosophical foundation of rehabilitation 2.60 0.96 2.25 0.92
3 Legislation or laws affecting individual with 3.24 0.96 2.49 0.97
disabilities
4 Rehabilitation terminology and concepts 2.49 0.94 1.97 0.87
5 Organizational structure of the public vocational 2.96 0.87 2.25 0.88
rehabilitation services delivery program
6 Organizational structure of the nonprofit 2.99 0.94 2.43 1.07
services delivery program
7 Ethical standards for rehabilitation counselors 3.17 0.91 2.55 0.96
8 Societal issue, trends, and developments as they 3.01 0.88 2.30 0.95
related to rehabilitation
9 Group counseling theories 2.62 0.91 2.04 0.95
10 Group counseling practices and interventions 2.66 1.04 2.12 0.99
l 1 Family Counseling theories 2.82 1.07 2.01 0.98
12 Family counseling practices and interventions 2.89 1.09 2.15 1.08.
13 Individual counseling theories 3.06 0.83 2.36 1.07
14 Individual counseling practice and intervention 3.13 0.77 2.56 0.97
15 Behavior and personality theory 2.76 0.94 2.22 0.90
16 Human grth and development 2.84 0.95 2.28 0.95
17 Multicultural counseling issues 3.04 0.90 2.37 0.93
18 Gender issues 2.6] 1.02 2.28 0.98
19 Environmental barriers for individual with 3.21 0.91 2.52 0.97
disabilities
20 Attitudinal barriers for individuals with 2.89 0.93 2.34 0.95
disabilities
21 Services available for a variety of rehabilitation 3.13 0.86 2.19 0.91
population, including person with multiple
disability
22 Rehabilitation services in diverse settings 3.05 0.91 2.31 0.92
23 Case management process, including case 3.18 0.85 2.38 0.90
finding, service coordination, referral to and use
of other disciplines, and client advocacy
24 Planning the provision of independent living 2.96 0.98 2.20 0.93
services with clients
25 Job and employer development 3.27 0.83 2.47 1.03
26 Community resources and services for 2.73 0.94 2.01 0.94
rehabilitation planning
27 Theories if career development and work 2.76 0.98 2.16 0.99
adjustment
28 Vocational implications of functional limitation 2.99 0.93 2.33 0.95

associated with disabilities

170

 

 

 

Item Descriptions Importance Preparedness
Mean SD Mean SD

29 Occupational and labor market information 3.09 0.98 2.08 1.00

30 Medical terminology 2.26 1.12 1.74 ' 1.01

31 Medical aspects and implications of various 2.58 1.01 2.01 1.02
disabilities

32 Psychosocial and cultural affect of disability on 2.76 0.91 2.12 0.88
individuals

33 Psychosocial and cultural affect of disability on 2.81 0.89 2.14 0.96
families

34 Tests and evaluation techniques available for 2.80 0.93 2.13 1.04
assessing client’s needs

35 Interpretation of assessment results for 2.58 1.08 1.89 1.05
rehabilitation planning purpose

36 Financial resources for rehabilitation services 2.98 0.95 1.94 0.98

37 The evaluation procedures for assessing the 2.92 0.96 2.18 0.98
effectiveness of rehabilitation services and
outcomes

38 Physical/functional capacities of individuals 3.16 0.86 2.36 0.78
with disabilities

39 Appropriate medical intervention resources 2.91 0.96 2.05 0.86

40 Job analysis 2.87 0.97 2.00 0.94

41 Job modification and restructuring techniques 3.03 0.92 2.26 0.96

42 Accommodation and rehabilitation engineering 3.07 0.92 2.14 1.10
services

43 Job placement strategies 2.98 0.94 2.09 0.95

44 Supported-employment strategies and services 2.74 1.01 1.80 0.82

45 Employer practices that affect the employment 2.84 0.98 1.82 0.93
or return to work of individual with disabilities

46 Consultation services available from 2.80 1.00 1.89 0.97
rehabilitation counselors for employers

47 Employer development and job placement 2.80 1.02 1.76 0.97

48 Client job seeking skills development 2.78 0.98 2.07 1.01

49 Client job retention skills 2.77 1.03 1.76 1.01

50 Follow-up/post employment services 2.90 1.01 2.09 1.06

51 Rehabilitation literature 2.53 1 .10 1.86 1.05

52 Basic research methods 2.35 1.08 1.76 1.03

53 The design of research projects, program 2.59 1.04 1.85 0.97
evaluation, and needs assessment approaches

54 Expert testimony 2.03 1.27 1.33 1.10

55 Worker’s compensation laws and practices 2.72 1.1 I 1.69 1.10

56 Employer-based disability prevention and 2.67 0.98 1.68 0.97
management strategies

57 Substance abuse and treatment 2.33 1.33 1.57 1.18

58 Social security programs, benefits, and 2.85 0.98 2.04 1.06

disincentives

171

 

 

 

Item Descriptions Importance Preparedness
Mean SD Mean SD

59 Techniques for evaluating earnings capacity and 2.62 1.07 1.74 1.08
loss

60 Rehabilitation techniques for individual with 2.65 1.15 1.55 1.14
psychological disabilities

61 Life care planning 2.80 1.14 1.74 1.21

62 School-to-work transitions for students with 2.71 0.96 2.07 1.03
disabilities

63 Transferable skills analysis 2.43 1.04 1.63 1.01

64 Marketing strategies and techniques for 2.63 1.08 1.73 1.16
rehabilitation services

65 The workplace culture and environment 2.91 0.95 2.23 0.99

66 Ethical decision-making models and process 2.80 0.89 2.21 0.87

67 Techniques for working effectively in teams and 2.88 0.91 2.26 0.97
across disciplines

68 Techniques for working with individuals with 2.80 1.03 1.98 1.04
limited language proficiency

69 Case recording and documentation 3.15 0.81 2.49 0.83

70 Clinical problem-solving and critical-thinking 2.57 1.00 1.82 0.98
skills

71 Case management process and tools 2.93 0.84 2.24 0.91

72 Negotiation and conflict solution strategies 2.71 1.03 2.07 0.92

73 Health care benefits 3.16 0.90 2.43 0.92

74 Assistive technology 3.17 0.86 2.33 0.97

75 Manage care concepts 2.85 0.90 2.12 0.89

76 Health care delivery systems 3.02 0.84 2.31 0.93

77 Wellness and illness prevention concept and 2.86 0.88 2.25 0.91
strategies

78 Mental health and psychiatrist disability 2.62 1.05 1.58 0.96
concepts

79 “Work conditioning” or Work hardening 2.71 0.98 1.86 1.02
resources and strategies

80 Ergonomics 2.71 1.09 1.76 1.08

8] Principles of caseload management 2.93 0.80 2.28 0.86

82 Methods and techniques used to conduct labor 2.65 0.99 1.81 1.00
market surveys

83 Business/corporate terminology 2.12 1.16 1.48 1.00

84 Professional roles, functions, and relationships 2.90 0.84 2.16 0.89
with other human service providers

85 Advocacy processes needed to address 2.87 0.79 2.10 0.88
institutional and social barriers that impede
access, equity, and success for clients

86 Human sexuality and disability issues 2.62 0.94 2.03 0.92

87 Dual diagnosis and the workplace 2.46 1.15 1.66 1.05

88 Theories and techniques for clinical supervision 2.60 1.05 1.95 1.05

89 Internet resources for rehabilitation counseling 2.75 0.99 1.77 1.04

172

 

 

 

Item Descriptions Importance Preparedness
Mean SD Mean SD
90 Treatment planning for clinical problem (e.g. 2.78 0.95 1.92 1.03
depression and anxiety)
91 Computer-based assessment tools 2.64 0.98 1.64 1.10
92 Computer-based job matching systems 2.78 1.03 1.86 1.16

 

173

Appendix A2: Mean and Standard Deviation of Job Function Items

 

 

 

. . . Importance Frequency
Item Descriptions Mean SD Mean SD

1 Assess the significance of client’s disability in 3.21 0.82 2.66 1.00
consideration of medical, psychological, educational, and
social support status

2 Interview the client to collect and verify the accuracy of 3.30 0.84 2.75 0.98
case information

3 Determine appropriate community services for client’s 2.92 0.96 2.27 0.99
stated needs

4 Evaluate clients’ social support system (family, friends, 2.93 0.90 2.16 0.87
and community relationships).

5 Determine client’s abilities to perform independent living 2.87 0.95 2.31 1.10
activities

6 Identify transferable work skills by analyzing client’s 2.68 1.07 1.92 1.13
work history and functional assets and limitations

7 Assess client’s readiness for gainful employment 2.88 0.94 2.13 1.02

8 Select evaluation instruments and strategies according to 2.92 0.92 2.09 1.05
their appropriateness and usefulness for a particular client.

9 Employ computerized assessment techniques 2.53 1.02 1.51 1.19

10 Administer appropriate standardized tests and ecological 2.34 1.15 1.62 1.26
assessment techniques

1 1 Interpret test and ecological assessment outcomes to 2.27 1.22 1.48 1.21
clients and others

12 Identify clients’ work personality characteristics to be 2.61 1.13 1.93 1.04
observed through an on the job evaluation or simulated
work situation.

13 Use behavioral observations to make inferences about 2.84 0.95 2.36 1.08
work personality characteristics and adjustment.

14 Integrate assessment data to describe clients’ assets, 2.75 1.07 2.03 1.04
limitations and preferences for rehabilitation planning
purposes.

15 Match clients’ needs with job reinforcers and clients’ 2.58 1.05 1.74 1.10
aptitudes with job requirements.

16 Make logical job, work area or adjustment training 3.05 0.83 2.35 1.10
recommendations based on comprehensive client
assessment information

17 Develop a therapeutic relationship characterized by 2.99 0.89 2.46 1.08
empathy and positive regard for the client.

18 Clarify for clients, mutual expectations and the nature of 2.98 0.87 2.36 0.96
the counseling relationship.

19 Identify one’s own biases and weaknesses, which may 2.86 0.96 2.22 1.09
affect the development of a healthy client relationship.

20 Adjust counseling approaches or styles according to 2.92 0.96 2.35 1.16
clients’ cognitive and personality characteristics.

21 Interpret to clients, diagnostic information (e.g., tests 2.70 1.09 2.06 1.14
vocational and educational records, medical reports).

22 Apply psychological and social theory to develop 2.81 1.02 2.19 1.1 1

174

 

 

 

. . Importance Frequency
Item Descriptions Mean SD Mean SD

strategies for rehabilitation intervention.

23 Employ counseling techniques (e.g., reflection, 2.78 0.94 2.15 1.04
interpretation, summarization) to facilitate client self-
exploration.

24 Identify social, economic and environmental forces that 2.75 1.04 2.08 1.10
may present barriers to a client’s rehabilitation.

25 Use assessment information to provide clients with 2.74 1.02 2.13 1.06
insights into personal dynamics.

26 Prepare with clients, rehabilitation plans with mutually 2.82 0.89 2.20 0.95
agreed upon interventions and goals.

27 Assist clients in terminating counseling in a positive 3.06 0.94 2.46 1.03
manner, thus enhancing their ability to function
independently.

28 Recognize psychological problems (e.g., depression, 2.97 1.07 2.03 1.20
suicidal ideation) requiring consultation or referral.

29 Counsel with clients to identify emotional reactions to 3.04 0.92 2.32 1.1 l
disability.

30 Assist clients in verbalizing specific behavioral goals for 2.80 0.99 2.22 1.03
personal adjustment.

31 Explore clients’ needs for individual, group or family 2.92 0.82 2.31 0.94
counseling.

32 Assist clients in modifying their lifestyles to 3.10 0.89 2.44 1.00
accommodate functional limitations.

33 Counsel clients to help them appreciate and emphasize 3.06 0.90 2.50 0.94
their personal assets.

34 Provide information to help clients answer other 2.62 1.04 1.96 1.03
individuals’ questions about their disabilities.

35 Confront clients with observations about inconsistencies 2.67 0.95 2.00 1.19
between their goals and their behavior.

36 Use behavioral techniques such as shaping, rehearsal, 2.38 1.06 1.66 1.13
modeling and contingency management.

37 Assist clients in understanding stress and in utilizing 2.91 0.94 2.22 0.99
mechanisms for coping.

38 Counsel with clients’ family to provide information and 2.91 0.97 2.10 1.01
support positive coping behaviors.

39 Counsel regarding sexual concerns related to the presence 2.58 1.10 1.76 1.15
of a disability.

40 Counsel with clients using group methods. 2.68 0.99 2.01 1.04

41 Review medical information with clients to determine 2.79 1.01 2.04 1.14
vocational implications of their functional limitations.

42 Counsel with clients regarding educational and vocational 2.88 0.99 2.24 1.04
implications of test and interview information.

43 Counsel clients to select jobs consistent with their 3.12 0.80 2.41 1.08
abilities, interests, and rehabilitation goals.

44 Recommend occupational and/or educational materials for 3.02 0.83 2.41 0.93
clients to explore vocational alternatives and choices.

45 Supervise new counselors and/or practicum or internship 2.77 1.07 1.98 1.24

students in rehabilitation counseling activities.

175

 

 

 

_ . Importance Frequency
Item Descriptions Mean SD Mean SD

46 Discuss with clients labor market conditions that may 2.97 0.85 2.18 1.07
influence the feasibility of entering certain occupations.

47 Discuss clients’ vocational plans when they appear 2.79 0.97 2.10 1.03
unrealistic.

48 Develop mutually agreed upon vocational counseling 2.84 0.89 2.04 0.99
goals.

49 Identify and arrange for functional or skill remediation 2.81 0.99 1.93 1.03
services for clients’ successful job placements.

50 Use supportive counseling techniques to prepare clients 2.74 0.93 2.01 1.03
for the stress of the job search.

51 Instruct clients in developing systematic job search skills. 2.86 0.91 2.10 1.08

52 Instruct clients in preparing for the job interview (e.g., job 2.88 0.93 2.08 1.04
application, resume preparation, attire, interviewing
skills).

53 Develop acceptable client work behavior through the use 2.64 0.96 1.75 1.10
of behavioral techniques.

54 Conduct group activities and programs such as job clubs, 2.66 1.06 1.80 1.16
vocational exploration groups, or job seeking skills
groups.

55 Monitor clients’ post-employment adjustment to 2.83 1.00 1.93 1.1 1
determine need for additional services.

56 Apply labor market information influencing the task of 2.62 0.99 1.84 1.12
locating, obtaining and progressing in employment.

57 Use local resources to assist with placement (e.g., 2.87 0.96 2.08 1.08
employer contacts, colleagues, state employment service).

58 Use computerized systems for job placement assistance. 2.70 1.06 1.76 1.07

59 Inform clients of job openings suitable to their needs and 2.83 0.89 2.23 0.96
abilities.

60 Identify educational and training requirements for specific 2.82 0.97 2.17 1.06
jobs.

61 Analyze the tasks of a job. 2.74 1.00 1.83 1.14

62 Classify local jobs using the available classification 2.56 1.07 1.73 1.07
systems.

63 Recommend modifications of job tasks to accommodate 2.52 1.00 1.78 1.01
clients’ functional limitations using ergonomic principles.

64 Apply knowledge of assistive technology in job 2.78 0.93 2.02 1.04
accommodation.

65 Utilize occupational information 2.66 1.01 2.11 1.02

66 Determine the level of intervention necessary for job 2.68 0.99 1.94 1.10
placement (e.g., job club, supported work, OJT).

67 Understand the applications of current legislation 2.94 0.91 2.17 1.06
affecting the employment of disabled individuals

68 Respond to employer biases and concerns regarding 2.60 1.04 1.61 1.22
hiring persons with disabilities.

69 Negotiate with employers or labor union representatives 2.70 1.14 1.58 1.19
to reinstate/rehire an injured worker.

70 Provide prospective employers with appropriate 2.93 0.80 2.00 1.14

176

 

 

 

. . Importance Frequency
Item Descriptions Mean SD Mean SD

information on clients’ work skills and abilities.

71 Provide consultation to employers regarding accessibility 2.90 0.89 1.87 1.17
and issues related to law or legislative compliance.

72 Serve as a vocational expert to public agencies, law firms, 2.61 1.16 1.57 1.27
and/or private businesses.

73 Provide expert opinion or testimony regarding 2.27 1.18 1.29 1.28
employability and rehabilitation feasibility.

74 Provide information regarding your organization’s 2.78 0.97 2.20 1.13
programs to current and potential referral sources.

75 Coordinate activities of all agencies involved in a 2.81 0.91 2.28 1.01
rehabilitation plan.

76 Describe Social Security regulations and procedures 2.84 0.94 1.93 1.10
regarding disability determination and benefits.

77 Report to referral sources regarding progress of cases. 2.70 0.98 2.16 1.17

78 Monitor client progress. 2.99 0.95 2.47 1.04

79 Collaborate with other providers so that services are 2.91 0.93 2.36 1.03
coordinated, appropriate and timely.

80 Consult with medical professionals regarding functional 2.78 1.03 2.10 1.21
capacities, prognosis, and treatment plan for clients.

81 Understand insurance claims processing and professional 2.73 0.95 1.52 1.19
responsibilities in workers’ compensation.

82 Refer clients to appropriate specialists and/or for special 2.70 1.03 1.99 1.10
services.

83 State clearly the nature of clients’ problems for referral to 2.79 0.99 2.00 1.15
service providers.

84 Explain the services and limitations of various community 2.57 1.05 1.86 1.20
resources to clients.

85 Compile and interpret client information to maintain a 2.92 1.05 2.36 1.15
current case record.

86 Write case notes, summaries, and reports so that others 2.84 1.10 2.31. 1.14
can understand the case.

87 Document all significant client vocational findings 2.47 1.18 1.66 1.23
sufficient for legal testimony or records.

88 Make sound and timely financial decisions within the 2.58 1.13 1.73 1.21
context of caseload management in your work setting.

89 Negotiate financial responsibilities with the referral 2.41 1.22 1.45 1.19
source and/or sponsor for client rehabilitation.

90 Market rehabilitation services to businesses and 2.90 0.98 2.37 1.06
organizations.

91 Identify and comply with ethical and legal implications of 2.72 1.07 2.04 1.14
client relationships. -

92 Abide by ethical and legal considerations of case 2.88 1.02 2.24 1.23
communication and recording (e.g., confidentiality).

93 Read professional literature related to business, labor 2.56 1.10 1.77 1.08
markets, medicine and rehabilitation.

94 Conduct a review of the rehabilitation literature on a 2.52 1.02 1.84 1.16

given topic or case problem.

177

 

 

 

. . Importance Frequency
Item Descriptions Mean SD Mean SD
95 Apply published research results to professional practice. 2.63 1.09 1.81 1.20
96 Apply principles of rehabilitation legislation to daily 2.73 0.96 2.02 1.1 1
practice.
97 Educate your clients regarding their rights under federal 2.82 0.97 2.23 1.10
and state law.
98 Interpret your organization’s policy and regulations to 2.91 0.83 2.32 1.09
clients and others.
99 Participate with advocacy groups to promote 2.87 0.95 2.32 1.01
rehabilitation programs.
100 Promote public awareness and legislative support of 2.84 0.91 2.17 1.03
rehabilitation programs.
101 Identify and challenge stereotypic views toward persons 2.47 1.08 1.73 1.09
with disabilities.
102 Obtain regular client feedback regarding the satisfaction 2.96 0.92 2.43 1.01
with services delivered and suggestions for improvement.
103 Discuss retum-to-work options with the employer. 2.62 1.06 1.70 1.04
104 Obtain a release for a return to work from the treating 2.47 1.12 1.43 1.21
physician.
105 Obtain written reports regarding client progress. 2.58 1.10 1.72 1.21
106 Attend team conferences. 2.94 0.98 2.48 1.03
107 Act as an advocate for the client and family with third- 2.57 1.14 1.73 1.23
party payors and service providers.
108 Research and secure funding, community resources, and 2.48 1.03 1.46 1.22
support needed for community re-entry.
109 Evaluate and select facilities that provide specialized care 2.64 0.93 1.82 1.16
services for clients.
1 10 Contact vendors in order to purchase 2.70 1.09 2.04 1.21
adaptive/accommodative equipment.
1 1 1 Determine and monitor individual case management 2.65 1.09 1.83 1.20
outcomes.
1 12 Train clients’ co-workers/supervisors regarding work and 2.72 0.96 2.07 1.07
disability issues.
l 13 Conduct labor market analyses. 2.39 1.15 1.48 1.24
I 14 Use effective conflict resolution strategies in providing 2.64 0.90 1.89 1.05
case management services.
115 Use effective time management strategies. 2.60 0.95 1.99 1.02
1 16 Perform caseload management activities. 2.92 0.82 2.51 0.95
1 17 Develop rapport/network with physicians and other 3.07 0.92 2.44 1.07
rehabilitation professionals.
1 18 Coordinate “work conditioning” or work hardening 2.64 1.06 1.81 1.1 1
services.
1 19 Teach problem-solving skills to clients. 2.98 0.78 2.43 1.02
120 Perform supported-employment related activities. 2.63 1.08 1.74 1.21

 

I78

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