“When I Grow up I Would Like to Be …”: Factors Affecting Career Choice of Community Disability Workers in Southern Africa

Rule, Sarah; Kahonde, Callista; Lorenzo, Theresa

doi:10.1080/1034912x.2015.1035699

Cited by 4 publications

(9 citation statements)

References 18 publications

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“…A lack of training can lead to workers' dissatisfaction and a high staff turnover (Moran, 2014). Conversely, ongoing training can enhance retention of CBR workers, thus maintaining a committed, consistent, and quality workforce (WHO, 2011;Rule, 2015). CBR workers tend to work in isolation, particularly in remote communities, and training can provide them with opportunities to collaborate and network as well as to develop new skills (Lewis Gargett et al, 2016).…”

Section: On-going Training Needsmentioning

confidence: 99%

“…The main distinction appears to be determined by the amount of training and the skill level. Grass-roots workers (also referred to as Community Health Workers, Village Health Workers, Community Rehabilitation Workers, local supervisors, or CBR consultants) are often volunteers and may have several weeks or sometimes several months of local training that is not formally accredited (Rule, 2006;Lehmann and Sanders, 2007;Dawad and Jobson, 2011;Rule, 2015). Meanwhile, mid-level workers (also referred to as Rehabilitation Assistants, Community Rehabilitation Workers, Community Disability Workers or Community Rehabilitation Facilitators) receive less training than professionals, but generally have some form of accredited training and perform rehabilitation tasks including clinical care, and health prevention and promotion (Lehmann, 2008;WHO, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Ideally, CBR workers should be from the local community or have a disability themselves to foster acceptance, sustainability, and empowerment (ILO, UNESCO and WHO, 2004;Chappell and Johannsmeier, 2009;Deepak, 2011;van Pletzen et al, 2014). Rule et al (2015) investigated the characteristics of CBR workers in South Africa and found that childhood experiences, growing up in poor rural backgrounds, exposure to disability, knowledge of CBR work, and personal characteristics (e.g., a passion to help people), all contributed to workers' decision to pursue their career in CBR. They propose that knowing the characteristics of CBR workers can guide employment selection and the appropriate investment of training resources.…”

Section: Introductionmentioning

confidence: 99%

“…Although context-specific and local training is necessary for maintaining relevance, a standardised training guideline would ensure that CBR workers attain a minimal competency level to equip them with the skills required to provide quality services (Gilmore et al, 2017). With the publication of the CBR guidelines and the CBR Matrix in 2010 (WHO, 2010), several researchers have highlighted the need to develop a system of training and support, and to expand the curriculum to broaden the skill-set of mid-level CBR workers to effectively implement these guidelines (Chappell and Johannsmeier, 2009;Deepak, 2011;MacLachlan et al, 2011;Mannan et al, 2012a;Mannan et al, 2012b;Rule, 2013;Rule et al, 2015;Gilmore et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Training Needs of Community-based Rehabilitation Workers for the Effective Implementation of CBR Programmes

Vuuren

Aldersey

2019

DCID

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Purpose: This review investigates the training needs of Community-Based Rehabilitation (CBR) workers that would enable them to effectively facilitate CBR programmes. Emphasis was placed on identifying: (a) the skills that CBR workers require (b) the training currently available for them, and (c) the gaps in current training.Method: A scoping review was conducted using on-line database searches (Medline, Embase, Cinahl, PsycInfo, Global Health) for English articles from 2006 onwards. A combination of keywords related to CBR, personnel, and training were applied. Hand searches of reference lists and the DCID journal were also conducted. Grey literature related to training, from the World Health Organisation (WHO), CBR Regional Networks and organisations affiliated with CBR were included as secondary data. Thirty-three articles and thirty-five sources from the grey literature were included. Data was organised under the three objectives outlined above – i.e., required skills, available training and training gaps.Results: CBR workers represent a diverse group requiring a broad range of skills. A new cadre of mid-level workers is also necessary to effectively implement the CBR guidelines. There is currently no standardised training for CBR workers and training varies widely, depending on context. CBR workers require further training in various clinical, social, management, communication, and cultural competence skills across the spectrum of the CBR Matrix, and specifically in empowering persons with disabilities and facilitating community development. They also need to develop critical reasoning, creativity, and compassion.Conclusion: A standardised approach to training CBR workers would be beneficial to ensure basic standards and quality services, to allow meaningful comparison and evaluation across contexts, to recognise the role of mid-level CBR workers, and to strengthen the workforce. Further research is required to determine minimal competencies, define the roles of various CBR workers, and evaluate the effectiveness of training.

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Section: On-going Training Needsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Training Needs of Community-based Rehabilitation Workers for the Effective Implementation of CBR Programmes

Vuuren

Aldersey

2019

DCID

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“…In a study, found about 35% of students with special needs did not get the right investment in channeling their desires and potential (Lindstrom, Hirano, Ingram, DeGarmo, & Post, 2019). In some cases, students with special needs have limitations in conveying their career desires so that it is difficult for teachers and parents to understand (Rule, Kahonde, & Lorenzo, 2015). The incident caused a problem of misunderstanding between adults and students with special needs.…”

Section: Introductionmentioning

confidence: 99%

Exploration of Career Differences in Career Interests of Students with Special Needs

Heiriyah

Haryadi

2019

konseli

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This study aims to analyze and identify trends in the career interests of students with special needs in the city of Banjarmasin and see if there are differences in career interest trends between students with special needs in primary and secondary schools. The research design used was a cross-sectional survey. The results show that there are differences in career interests of students with special needs related to the field of Social careers, Realistic career fields, Artistic career fields, Conventional career fields, Enterprising career fields, and Investigative career fields. Also, there was a small difference in career interest scores between elementary and middle school students, even though overall, the trend for interests was almost the same. Based on the research results obtained, it is recommended to further researchers to conduct further research on career interests for students with special needs with more specific characteristics and develop assessment instruments that are more relevant for students with special needs.

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Determining the competences of community based workers for disability-inclusive development in rural areas of South Africa, Botswana and Malawi

Lorenzo

Pletzen

Booyens

2015

RRH

Self Cite

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retention and transitions through the education system' and 'promoting participation in economic activities'. Third, coordinated and efficient intersectoral management systems involved 'gaining community and professional recognition' and the ability to coordinate efforts ('it's not a one-man show'). The CDWs spoke of their commitment to fighting the inequities and social injustices that persons with disabilities experienced. They facilitate change and manage the multiple transitions experienced by the families at different stages of the disabled person's development. Conclusions: Disability-inclusive development embraces a philosophy of social inclusion and a set of values that seeks to protect the human dignity and rights of persons with disabilities. It requires a workforce equipped with skills to work intersectorally and in a cross-disciplinary manner in order to operationalise the community-based rehabilitation guidelines that are designed to promote delivery of services in remote and rural areas. CDWs potentially have a unique set of competencies that enables them to facilitate disability-inclusive community development in rural areas. The themes reveal how the CDWs contribute to building relationships that restore the humanity and dignity of persons with disabilities in their family and community. These competencies draw from different disciplines which necessitates recognition of the CDWs as a cross-disciplinary profession.

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“When I Grow up I Would Like to Be …”: Factors Affecting Career Choice of Community Disability Workers in Southern Africa

Cited by 4 publications

References 18 publications

Training Needs of Community-based Rehabilitation Workers for the Effective Implementation of CBR Programmes

Training Needs of Community-based Rehabilitation Workers for the Effective Implementation of CBR Programmes

Exploration of Career Differences in Career Interests of Students with Special Needs

Determining the competences of community based workers for disability-inclusive development in rural areas of South Africa, Botswana and Malawi

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