Social ecology of the workplace: Employers' perceptions versus direct observation

Chadsey-Rusch, Janis; González, Patricia

doi:10.1016/0891-4222(88)90002-9

Cited by 22 publications

(17 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Higher professional satisfaction (i.e., greater satisfaction for opportunities of self‐determination, setting goals and achieving them, being gratified by the management, and collaborating with colleagues in the realization of professional intervention and assessment activities) is related to perceived greater competencies in interacting with colleagues and superiors and establishing good relationships with them. Such an outcome is also in line with studies on professional social abilities that highlight how higher social competencies seem to guarantee not only job preservation, but also higher levels of satisfaction (Chadsey‐Rusch, 1990; Chadsey‐Rusch & Gonzales, 1988; Soresi & Nota, 2000). The same data also seem to suggest that in order to improve these people’s working conditions, as far as training is concerned, attention must be paid to interactions with others, a requirement that should also draw the attention of those who hold managerial posts in the services.…”

Section: Discussionsupporting

confidence: 85%

Self‐Efficacy and Quality of Life of Professionals Caring for Individuals With Intellectual Disabilities

Nota

Ferrari

Soresi

2007

Policy Practice Intel Disabi

View full text Add to dashboard Cite

The quality of life experienced by social and healthcare professionals is among the factors that contribute to the definition of quality of service. Other factors seemingly in relation with experienced quality of life concern one’s own efficacy, beliefs, and burnout. The present study intended to verify the relations that existed between these variables and the relation between professionals’ characteristics and those of the users who benefited from their professional interventions. Involved were 146 social and healthcare professionals and 68 adults with intellectual disabilities. Concerning the influence of length of service, the analyses determined that significant increments exist in emotional exhaustion and depersonalization. There were increments, albeit not generalized, also with respect to self‐efficacy. Satisfaction did not actually increase over time. Results from a discriminant functional analysis showed that only confidence in one’s own ability to work in a team and establish productive and collaborative relationships with colleagues and superiors was a significant predictor of quality‐of‐life status. Further, the social and healthcare professionals who had higher levels of confidence in their own professional abilities cared for the individuals who showed greater self‐determination, higher quality of life, and social skills.

show abstract

Section: Discussionsupporting

confidence: 85%

Self‐Efficacy and Quality of Life of Professionals Caring for Individuals With Intellectual Disabilities

Nota

Ferrari

Soresi

2007

Policy Practice Intel Disabi

View full text Add to dashboard Cite

show abstract

“…Extensive research has shown that the lack of appropriate social skills will have a dramatic impact on the success of any individual in any adult life role, especially in employment roles. This is demonstrated by the following: (a) The most common reason for termination is inappropriate social skills (Greenspan & Shoultz, 1981;Hanley-Maxwell, Rusch, Chadsey-Rusch, & Renzaglia, 1986); (b) the most commonly reported problems in the work environment are related to interpersonal communication (Chadsey-Rusch & Gonzalez, 1988); and (c) the most common interaction in the work environment is joking and teasing (Chadsey- Rusch & Gonzalez, 1988).…”

Section: Curriculum and Instruction Curriculum Contentmentioning

confidence: 99%

School-to-Work Transitions for Youth With Disabilities: A Review of Outcomes and Practices

Phelps

Hanley-Maxwell

1997

Review of Educational Research

125

View full text Add to dashboard Cite

This review examined employment and postsecondary education outcomes for youth with disabilities leaving secondary schools, as well as studies of educational practices reporting high-quality outcomes. Analytical considerations included the current initiatives in educational reform that emphasize the improvement of career-related outcomes for all students and the inclusion of youth with disabilities in regular classes. While school-and employmentrelated outcomes for youth with disabilities continue to be problematic when compared with thosefor nondisabledyouth, two educational practices appear to consistently align with higher-quality outcomes for students. The promising practices that merit attention in improving programs and in advancing the knowledge base include school supervised work experiences and functionally oriented curricula in which occupationally specific skills, employ ability skills, and academic skills are systematically connected for students. The educational reform literature indicates that valued outcomes for all students are focusing more prominently on workplace and transition outcomes, and that educational practices supported with documented evidence from the secondary special education literature are viewed by many authors as promising directions for improving secondary education for all students.

show abstract

“…In fact, employment integration may be the distinguishing characteristic of supported employment (Chadsey- ). However, except for research reported by Chadsey- Rusch and Gonzalez (1988), we know very little about social interactions that occur between employees with and without disa bilities. These authors suggested that employees with disabilities interact with co-workers, and that the pur pose of these interactions is to share information, tease and joke with others, and ask questions.…”

mentioning

confidence: 92%

Analysis of Co-Worker Involvement in Relation to Level of Disability versus Placement Approach among Supported Employees

Rusch

Johnson

Hughes

1990

Journal of the Association for Persons with Severe Handicaps

View full text Add to dashboard Cite

This study describes patterns of co-worker involve ment among 264 supported employees in relation to level of disability versus placement approach (i.e., indi vidual, clustered, crew). Results indicated that supported employees extensively associate with their nonhandi capped co-workers, followed by co-workers evaluating and training these same supported employees. Sup ported employees who were members of mobile work crews, however, experienced far less co-worker involve ment than their colleagues who were employed in clus tered or individual placements. Differences in levels of co-worker involvement provided were observed to relate less to level of disability than to type ofplacement.

show abstract

Social ecology of the workplace: Employers' perceptions versus direct observation

Cited by 22 publications

References 9 publications

Self‐Efficacy and Quality of Life of Professionals Caring for Individuals With Intellectual Disabilities

Self‐Efficacy and Quality of Life of Professionals Caring for Individuals With Intellectual Disabilities

School-to-Work Transitions for Youth With Disabilities: A Review of Outcomes and Practices

Analysis of Co-Worker Involvement in Relation to Level of Disability versus Placement Approach among Supported Employees

Contact Info

Product

Resources

About