Motivational Enhancement Career Intervention for Youth with Disabilities

Autor/inn/en	Sheftel, Anya; Lindstrom, Lauren; McWhirter, Benedict
Titel	Motivational Enhancement Career Intervention for Youth with Disabilities
Quelle	In: Advances in School Mental Health Promotion, 7 (2014) 4, S.208-224 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1754-730X
DOI	10.1080/1754730X.2014.949061
Schlagwörter	Disabilities; Barriers; Career Development; Self Determination; Vocational Interests; Occupational Aspiration; High School Students; Self Efficacy; Career Exploration; Pretests Posttests; Intervention; Correlation; Scores; Student Motivation; Interviews; Hypothesis Testing; Special Education; Questionnaires; Likert Scales + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Berufsentwicklung; Selbstbestimmung; Berufsinteresse; Berufsneigung; Berufsziel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Self-efficacy; Selbstwirksamkeit; Berufserkundung; Korrelation; Schulische Motivation; Interviewing; Interviewtechnik; Hypothesenprüfung; Hypothesentest; Special needs education; Sonderpädagogik; Sonderschulwesen; Fragebogen; Likert-Skala
Abstract	Youth with disabilities face both internal and external barriers to career development and often experience poor post school outcomes in comparison to their nondisabled peers. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention--Motivational Enhancement Group Intervention (MEGI)--focused on increasing self-determination, vocational outcome expectations, and self-efficacy for high school students with disabilities. Based on the Ecological Model of Career Development, MEGI was designed to provide opportunities for active career exploration and choice. A pre-post test research design was used to explore the relationship between the intervention and the main study variables. The sample included 135 high school students and nine interventionists in six schools in the Pacific Northwest. The results of a latent change score model indicated a positive and significant change in students' vocational skills self-efficacy, self-determination, and vocational outcome expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01