Social-cognitive predictors of vocational outcomes in transition youth with epilepsy: Application of social cognitive career theory.

Abstract

The research findings provide support for the use of the SCCT framework to identify predictors of work participation and to provide guidance for designing customized vocational rehabilitation services and career development interventions for individuals with epilepsy in the transition from adolescence to adulthood. (PsycINFO Database Record

Environmental Factors that Impact the Workplace Participation of Transition-Aged Young Adults with Brain-Based Disabilities: A Scoping Review

“…Five of the 31 included studies utilizing outcome measures to collect data/information about work participation. These measures included the Assessments of Life Habits [24], the Work Experience Survey [25], the Career Mastery Inventory [25], the Beach Centre Family Quality of Life Scale [26], the Developmental Behaviour Checklist adult version [26], the Index of Social Competence [26], the Stages of Change work Participation Scale [27], and the Vocational Integration Inventory [28]. Only one standardized measure addressed all aspects of the environment; the Measure of the Quality of the Environment [24], while the others focused on a single-domain measure of the environment such as the Family Support questionnaire [26].…”

“…Only one standardized measure addressed all aspects of the environment; the Measure of the Quality of the Environment [24], while the others focused on a single-domain measure of the environment such as the Family Support questionnaire [26]. Other studies identified environmental factors in the workplace by either relying on data from national surveys or by using their own questionnaires/surveys without any psychometric tests to validate them [27][28][29][30][31][32]. The majority of the included studies (71%) examined more than one facet of the ICF environmental domains with regards to work participation.…”

“…The main barriers to employment opportunities for those with autism [44] and intellectual disabilities [26,45] included lack of parental support, time, awareness and knowledge of abilities, parental fatigue and unwillingness to facilitate job search. Family involvement facilitated finding and maintaining employment by guiding career planning and adequate job search, providing support at the workplace, and in some cases, assisting with transportation [27,44,45]. Additionally, having parents with high work-related expectations, who advocated supported employment and provided emotional support, increased the likelihood of being employed and meeting the demands of the job on a daily basis [45] among those with learning disabilities [30] and various types of disabilities [46].…”

“…Additional social support from peers and co-workers also emerged as a main facilitator for employment. Sung and Connor [27] demonstrated that in the presence of other important factors (e.g., self-efficacy), 22.5% of the variation in employment among transition-aged individuals with epilepsy was explained by the support they received from parents, friends and professionals. This involved helping them develop specific independence skills required in the workplace [27,34].…”

“…Sung and Connor [27] demonstrated that in the presence of other important factors (e.g., self-efficacy), 22.5% of the variation in employment among transition-aged individuals with epilepsy was explained by the support they received from parents, friends and professionals. This involved helping them develop specific independence skills required in the workplace [27,34]. Peer support, especially from those already employed, was another facilitator that encouraged and motivated individuals with brain-based disabilities to look for employment [47].…”