Natural Supports: Reconceptualizing Job Coach Roles

Abstract

This article presentsfour caseexamplesthat illustrate various strategies used by agencypersonnel to promote job supports for employees with disabilities whileminimizing the intrusion of supported employment personnel. Specific strategies include: (a) using personal connections to enhancesocialsupport, (b) matchingindividual preferences and attributes to work-site social climates, (c) collaborating with work-site personnel to develop adaptations and modifications, (d) facilitating and supporting the involvement of work-site personnel;and (e) providing general consultation focused on person-environment factors that promote both the success ofthe supported employeeand the overall business. Each ofthese strategies is discussed within a naturalsupport framework in relation to reexaminingjob coach roles. The implications ofthefour caseexamplesarediscussed and areasfor further research are suggested.

The co-worker training model: outcomes of an open employment pilot project

“…For many items, mean scores approached the item maximum, indicating excellent involvement. This nding is consistent with the claim that social integration is more successful in work settings where natural supports are emphasised (Rogan et al, 1993). However, no data on co-worker involvement were available for the place and train comparison group, so direct contrasts were not possible .…”

“…Although our data suggest high levels of co-worker involvement with supported employees, it is possible that other unexpected changes may occur. For example, Rogan et al (1993) argued that training co-workers in specialist support skills often "replaced typical employee behaviors with those of human service professionals " (p. 275). Detailed examination of such issues should be part of future research into co-worker training.…”

Multiple Perspectives on Inclusive Education: Reflections of a University Faculty

“…Consistent with changing definitions of disability (Schalock et al, 1994), what were once described as dependencies are now more likely to be framed as support needs. Hence, the school-to-community transition process for a specific student becomes building bridges and brokering the supports that are necessary to ensure reasonable levels of choice, access, skill acquisition, and opportunity for participation in home, social, and vocational events within the community (Newton & Homer, 1993;Rogan, Hagner, & Murphy, 1993;Snull & Smith, 1994). Put differently, assuring meaningful educational benefit requires something more than showing that students are acquiring skills that they did not initially have; it involves instead providing evidence that the educational process has resulted in enhanced participation and membership in the activities of life that are valued by other members of the student's community.…”

Os contributos do emprego apoiado para a integração das pessoas com doença mental

“…No entanto, apesar dos benefícios identificados para o emprego apoiado que ajudam a amortecer estes problemas, ainda existem muitos desafios relacionados com a integração, na medida em que na maioria dos programas, os técnicos ainda fornecem apoio directo ao trabalhador na empresa (Hagner, Butterworth, & Keith, 1995) e a investigação indica que esse suporte não é facilitador da integração (Jenaro et al, 2002) e pode mesmo contribuir para o isolamento do trabalhador (Hughes, Rush, Wilson, & Heal 1995;Nisbet & Hagner, 1988;Rogan, Hagner, & Murphy, 1993;Sylvestre & Gottlieb, 1992;Yan, Mank, Sandow, Rhodes, & Olson, 1993). Segundo Mank, Cioffi, e Yovanoff (1999, quanto mais comum e natural for o processo de obtenção do emprego o horário de trabalho e outras condições laborais, melhor será o ajustamento profissional e integração na empresa.…”