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This study aimed to explore the relationship between high school transition preparation and student involvement and integration in college among first-year college students with disabilities. One hundred fifty-eight freshmen with disabilities were recruited from a southeastern university in U.S. The findings reveal that high school transition preparation was highly associated with student involvement and social and academic integration efforts in the postsecondary setting. The results highlight the need for transition support services to foster transition preparation to make a smooth transition from secondary education to postsecondary education for students with disabilities.

Despite negative outcomes associated with color-blind racial ideology (CBRI), limited research has explored the contributing factors associated with CBRI. This study explored associations of mindfulness and openness to diversity with CBRI above and beyond pre-college and college diversity experiences among 221 White undergraduate students recruited from two public universities in the Southeastern United States. The study revealed seven statistically significant predictors for CBRI: four factors (i.e., openness to diversity, mindfulness describing, college quality of interracial contact, and college formal diversity experiences) were negatively associated with CBRI, while three factors (i.e., mindfulness nonjudging, mindfulness nonreactivity, pre-college perceived emphasis on diversity) were positively associated with CBRI. The study offers practical implications in addressing CBRI among White college students.

This study explored the prevalence of stressors and their impact on distress for international students who did not seek help, those who sought either informal or professional help, and those who accessed both informal and professional help. Results indicated that international students underutilize professional support services when faced with serious stressors, such as assaults, and often do not seek help from any source for those stressors contributing most to their overall distress. Those endorsing higher levels of belonging, sense of coherence, mindfulness, academic and social integration and their sense of connection to their university tend to turn to informal sources of support, while those with lower levels tend to turn to professional supports. Implications for prevention, outreach, and clinical practice are discussed.

Professional identity development is crucial for counselors-in-training, as it provides a frame of reference for understanding their chosen field and contributes to a sense of belonging within the professional community. This qualitative study examined the impact of mindfulness on professional identity development among counselors-in-training. Participants reported that mindfulness, along with experiential learning and mentoring, served as a facilitator in completing the transformational tasks in the process of professional identity development. The preliminary results from this qualitative study warrant further research to examine and validate the impact of mindfulness on professional identity development among counselors-in-training.

Currently, with the increasing scale of industrial systems, multisensor monitoring data exhibit large-scale dynamic Gaussian and non-Gaussian concurrent complex characteristics. However, the traditional principal component analysis method is based on Gaussian distribution and uncorrelated assumptions, which are greatly limited in practice. Therefore, developing a new fault detection method for large-scale Gaussian and non-Gaussian concurrent dynamic systems is one of the urgent challenges to be addressed. To this end, a double-layer distributed and integrated data-driven strategy based on Laplacian score weighting and integrated Bayesian inference is proposed. Specifically, in the first layer of the distributed strategy, we design a Jarque–Bera test module to divide all multisensor monitoring variables into Gaussian and non-Gaussian blocks, successfully solving the problem of different data distributions. In the second layer of the distributed strategy, we design a dynamic augmentation module to solve dynamic problems, a K-means clustering module to mine local similarity information of variables, and a Laplace scoring module to quantitatively evaluate the structural retention ability of variables. Therefore, this double-layer distributed strategy can simultaneously combine the different distribution characteristics, dynamism, local similarity, and importance of variables, comprehensively mining the local information of the multisensor data. In addition, we develop an integrated Bayesian inference strategy based on detection performance weighting, which can emphasize the differential contribution of local models. Finally, the fault detection results for the Tennessee Eastman production system and a diesel engine working system validate the superiority of the proposed method. [ABSTRACT FROM AUTHOR]

This study aimed to explore the potential association of mindfulness, cognitive flexibility, and cognitive complexity with multicultural counseling competency (MCC), while controlling for race and mindfulness practice, among counseling trainees. Seventy-eight graduate-level counseling students from multiple campuses within the U.S. completed an online survey study. Results indicated significant positive correlations among mindfulness, cognitive flexibility, cognitive complexity and MCC. Results also found significant differences in self-perceived ratings of MCC based on race and engagement in mindful practice. Additionally, cognitive flexibility, cognitive complexity and mindfulness practices explained a large amount of adjusted variance (r[superscript 2] = 0.52) in MCC. Implications for research and practice are discussed.

This study examined factors associated with disability disclosure to professors among students with disabilities (n = 289) who either registered or did not register with disability support services (DSS) in postsecondary education from six public colleges and universities located in a Mid-Atlantic U.S. state. Past experience in requesting accommodations and perceptions of faculty's willingness to provide accommodations were correlated with willingness to disclose disability. Multiple regression results revealed that gender, grade level, and past experience in requesting accommodations predicted students' willingness to disclose their disabilities. Implications for counselors and transition educators working with students with disabilities are discussed, along with recommendations for future research.

Background: Mindfulness meditation (MM) is often readily applied in university settings as a practical means to reduce stress associated with academic and environmental uncertainties. Little is known, however, about the ideal prescribed frequency and duration of an MM practice to cultivate safe uncertainty when anticipating a stressful task. Purpose: This study therefore examined the effectiveness of a single 25-minute MM in reducing stress compared to concentrative meditation (CM). Methods: The presence of prolonged stress anticipation (A) varied across conditions. Participants (N = 116) were randomly assigned to one of the four groups: MM-A, CM-A, MM, or CM. Both self-reported and physiological stress, assessed by a total distress measure, blood pressure (BP) readings, and heart rate (HR) readings, were recorded pre and post meditation. Results: Parametric analyses demonstrated that all conditions significantly reduced self-reported stress, but not BP and HR levels. Between group differences emerged on one self-reported distress subscale. Discussion: The implications of one-session MM's ability to reduce self-reported stress, but not physiological stress responses, are explored. Translation to Health Education Practice: Health education approaches may benefit from creating implementation monitoring systems when evaluating the impact of brief meditations and similar interventions.

Student veterans often encounter unique challenges related to career development. The significant number of student veterans entering postsecondary environments requires career-development professionals addressing the needs of this population to decide upon appropriate career intervention topics. This study utilized a career-needs assessment survey to determine the appropriate needs of student veterans in a university setting. Student veterans indicated a desire to focus on the following topics within career intervention: transitioning military experience to civilian work, developing skills in résumé-building and networking, and negotiating job offers. Results of the needs survey can be used in the development of a career-related assessment.

This study examined the types of social injustice experiences rehabilitation counselor educators reported, and the relationship between different levels of social injustice experiences and infusion strategies of social justice into the curricula. The participants in the study included 101 rehabilitation counselor educators recruited from the listserv of the National Council on Rehabilitation Education. A quantitative content analysis method was used. The findings showed that social injustice experiences reported by the participants tend to be multidimensional. Participants who reported a high level of exposure to social injustice experiences were more likely to infuse social justice into their curricula at a higher level than participants who reported a low level of exposure to social injustice experiences. The study revealed that gaining an understanding of social injustice in educators' personal and professional lives may foster their efforts to integrate social justice into the curricula, which in turn, may potentially enhance the social justice competency for trainees. Implications for research and practice were discussed.

Workplace accommodation requests and pertinent psychological and social factors were compared among a national sample of 528 participants recruited from multiple organizations serving people with disabilities. For the purpose of statistical analyses, the sample was grouped into three education levels (i.e., graduate degree or higher, associate or bachelor's degree, and high school degree or less). Participants with a high school degree or less were less likely to request accommodations compared to the other two groups. Participants with a highschool degree or less were less likely to request assistive technology, telework, physical alteration of office and/or work environment, and assistance by others. Participants with a master's degree or higher reported significantly higher levels of willingness to request accommodations than other participants. Participants with a master's degree or higher reported a significantly higher level of self- efficacy in requesting accommodations than the other two groups. Statistically significant differences were found among the three groups on self-efficacy in goal setting, knowledge of ADA, and knowledge of accommodations. Implications for rehabilitation counselors and transition professionals are discussed. Keywords: workplace accommodations request, college graduates, high school graduates, Work is an important aspect in the lives of all individuals, including persons with disabilities (PWDs). Work participation provides a sense of self-worth and pride, helps improve personal and family [...]

Professional identity development (PID), which involves transformational learning, is crucial for counselors and trainees. However most current training approaches focus more on specific tasks related to PID without focusing on the transformational learning aspect. Mindfulness is an important component for transformational learning; however, limited effort has been focused on its likely impact on PID. This conceptual article describes the need for integrating mindfulness into PID, and explains applications of mindfulness practices in assisting counselors to enhance development of a professional identity in the course of completing transformational tasks through a transformative learning process. Recommendations for future practice and research are included.

Purpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in their curricula, and impacts of personal and social injustice experience along with demographic factors on their infusion of social justice into the rehabilitation curricula. Methods: A quantitative descriptive design using multiple regression was applied. The participants included 101 rehabilitation counselor educators who completed an online survey: Social Justice and Rehabilitation Counseling Questionnaire. Results: The study revealed that the majority of participants deemed integrating of social justice as important and used various infusion strategies. In addition, the study found the impacts of social injustice experiences, along with age, significant in predicting the perception of infusing social justice into rehabilitation curricula. Conclusions: Personal experiences of social injustice of rehabilitation counselor educators along with age influenced the level of perception of importance of infusing social justice into the rehabilitation curricula. The field should focus on training on the awareness and impact of social justice for faculty to ensure students receive the education needed to effectively counsel the rehabilitation consumers.

This study focused on the academic performance and use of disability support services (DSS) of students with different types of disabilities who attend a postsecondary education institution. Findings show different patterns of academic success over four semesters as well as different patterns of DSS usage. Students who requested support from DSS were more likely to demonstrate improved academic performance, but relatively few students sought such support. The authors discussed the implications for professionals in working with this population.

Purpose: To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula. Method: The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education. Results: The study found that most participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching. Conclusion: To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains.

This study examined the barriers to request workplace accommodations by individuals with visual impairments. The authors created and administered an online survey that was distributed to agencies serving individuals with [...]