"You Owe It to Yourself": Discourses of Hope and Work in Brain Injured Individuals' Experiences With Brain Training Games

Brain training is a multi-million dollar market, with products that boast claims to enhance cognitive functions through the power of neuroplasticity. In this MA research I explore the experiences of individuals with an Acquired Brain Injury (ABI) who use brain training in an attempt to regain past identities or to create new and improved ones. The concept of neuroplasticity embedded in brain training programs represented hope to brain injured individuals: hope that they could regain skills that they have lost because of their injury. Brain training programs are also part of a larger theme of self-rehabilitation, in which individuals who were either neglected by the healthcare system or who wanted additional care turned to at-home treatments and programs. Finally, I argue that brain training fits with the dominant cultural imperative of health in North American society in which individuals must work to exercise self control and better themselves and their health in order to contribute to society

A systematic review of workplace disclosure and accommodation requests among youth and young adults with disabilities

This is an Accepted Manuscript of an article published by Taylor& Francis in Disability and Rehabilitation August 10th 2017,available online: http://www.tandfonline.com/10.1080/09638288.2017.1363824Purpose: The objective of this systematic review is to critically appraise the literature on disability disclosure and workplace accommodations for youth and young adults with disabilities. Methods: Systematic searches of nine international databases identified 27 studies meeting our inclusion criteria. These studies were analyzed with respect to the characteristics of the participants, methodology, results of the studies and the quality of the evidence. Results: Among the 27 studies, 18,419 participants (aged 14–33, mean 23.9 years) were represented across seven countries. Barriers to disability disclosure and requests for workplace accommodations were found at the individual (i.e., disability type, severity, poor self-concept, and advocacy skills), employment (i.e., type of industry, and working conditions, lack of supports), and societal levels (i.e., stigma/discrimination). Facilitators of disability disclosure included individual factors (i.e., knowledge of supports and workplace rights, self-advocacy skills), employment (i.e., training/supports, effective communication with employers, realizing the benefits of accommodations), and societal factors (i.e., positive attitudes toward people with disabilities). There was little consensus on the processes and timing of how disability should be discussed in the workplace among youth with disabilities. Conclusions: Our findings highlight the complexities of disability disclosure for youth with disabilities. More studies are needed to explore issues of workplace disclosure and accommodations for young people to improve disclosure strategies and the process of providing appropriate accommodations.Ontario Ministry of Advanced Education and Skills Development Ontario Ministry of Research and Innovation10.13039/501100003400 This study was funded by the Ontario Ministry of Advanced Education and Skills Development. The first author is supported by a career award from the Ontario Ministry of Research and Innovation

Career aspirations and workplace expectations among youth with physical disabilities

This is an Accepted Manuscript of an article published by Taylor & Francis in Disability and Rehabilitationon October 7th 2019, available online: http://www.tandfonline.com/10.1080/09638288.2019.1671505Youths with disabilities have lower employment rates than youths without disabilities, which are often a result of inaccessible environments, employer's lack of knowledge about people with disabilities and discriminatory attitudes. Exploring youths' career aspirations is important because it can prompt or hinder career planning, and contribute to youths' preparation for adult life. The purpose of our study was to explore the career aspirations and workplace expectations of youths with physical disabilities.This study was funded by the Social Sciences and Humanities Research Council. The first author holds a career award from the Ontario Ministry of Research and Innovation

Gender matters in the transition to employment for young adults with physical disabilities

Purpose: The purpose of this study was to explore the role of gender in the transition to employment for young adults with physical disabilities. Methods: This study drew on in-depth interviews with a purposive sample of 33 participants (23 youth and 10 clinicians). The youth in our sample included 13 females (mean age 22.9) and 10 males (mean age 21.3) who had various types of physical disabilities. The person–environment–occupation (PEO) model informed our analysis. Results: Our research showed several similarities and some differences between young males and females with physical disabilities as they transition to employment and adulthood at the person, environment, and occupational level. At the person level, issues included managing their condition, self-advocacy, and willingness to ask for help. At the environment level, themes focused on parental and social support, accommodations, stigma and discrimination, and transportation challenges. Finally, in the occupation component of the PEO model, we found that males and females with disabilities had different levels of engagement in employment. Although most clinicians commented on gender differences, many reported that they did not tailor their clinical practice accordingly. Conclusions: Gender sensitive vocational approaches are needed for youth with disabilities as they transition to employment.We would like to thank the participants who took part in the study, and the assistance from the staff and volunteers from the TRAIL lab. The first author is supported from a career award from the Ontario Ministry of Research and Innovation

A Systematic Review of the Role of Gender in Securing and Maintaining Employment Among Youth and Young Adults with Disabilities

Purpose There is a critical need for gender-specific vocational supports for young adults with disabilities as they transition to employment. We conducted a systematic review to explore the role of gender in securing and maintaining employment. Methods Systematic searches of seven databases identified 48 studies meeting our inclusion criteria. Using a narrative synthesis approach, these studies were analyzed in terms of the characteristics of the participants, methodology, results, and quality of the evidence. Results Among the 48 studies, 112,473 participants (56% male), mean age (of the total sample) was 21, represented across ten countries. Twenty-one studies reported that young men with disabilities had better employment outcomes than women with disabilities. Eight studies showed that females with disabilities had better employment outcomes than males. Five studies reported that there were no gender differences in employment outcomes for youth with various disabilities. With regards to maintaining employment, men with disabilities often work more hours and have better wages compared to women with disabilities. There are several gender-related barriers and facilitators to maintaining employment including social supports and gender role expectations. Conclusions Our findings highlight that there is a critical need for gender-specific vocational supports for young adults with disabilities.This study was funded by the Ontario Ministry of Research and Innovation

Employers’ perspectives of including young people with disabilities in the workforce, disability disclosure and providing accommodations

Background: Enhancing the employment of people with disabilities can help support healthy and productive work. Objective: Our objective was to understand employer accommodation practices with youth with disabilities (i.e., as they currently exist and what employers need help with) and how they create an inclusive environment. Methods: A descriptive qualitative study was conducted involving in-depth interviews with a purposive sample of 18 employers who hire young people with disabilities. Thematic analysis explored issues related to disclosure, accommodations, and inclusion. Results: Most employers encouraged youth with disabilities to disclose their condition and emphasized the importance of building trust and rapport. Employers described how and when to provide accommodations, types of accommodations (i.e., formal, informal, physical, and social), and how they addressed unmet needs. Employers’ strategies for creating an inclusive workplace culture included: diversity training, addressing stigma and discrimination, open communication, mentoring and advocacy. Conclusions: Our findings highlight that most employers hiring youth with disabilities have strategies for encouraging them to disclose their condition and request accommodations, which can help to inform employers who do not hire people with disabilities or have effective strategies in place to support them

A Systematic Review of the Benefits of Hiring People with Disabilities

Purpose We reviewed literature on the benefits of hiring people with disabilities. Increasing attention is being paid to the role of people with disabilities in the workplace. Although most research focuses on employers' concerns, many companies are now beginning to share their successes. However, there is no synthesis of the peer-reviewed literature on the benefits of hiring people with disabilities. Methods Our team conducted a systematic review, completing comprehensive searches of seven databases from 1997 to May 2017. We selected articles for inclusion that were peer-reviewed publications, had a sample involving people with disabilities, conducted an empirical study with at least one outcome focusing on the benefits of hiring people with disabilities, and focused on competitive employment. Two reviewers independently applied the inclusion criteria, extracted the data, and rated the study quality. Results Of the 6176 studies identified in our search, 39 articles met our inclusion criteria. Findings show that benefits of hiring people with disabilities included improvements in profitability (e.g., profits and cost-effectiveness, turnover and retention, reliability and punctuality, employee loyalty, company image), competitive advantage (e.g., diverse customers, customer loyalty and satisfaction, innovation, productivity, work ethic, safety), inclusive work culture, and ability awareness. Secondary benefits for people with disabilities included improved quality of life and income, enhanced self-confidence, expanded social network, and a sense of community. Conclusions There are several benefits to hiring people with disabilities. Further research is needed to explore how benefits may vary by type of disability, industry, and job type.This study was funded by the Ontario Ministry of Research and Innovation

A framework for developing employer’s disability confidence

Purpose: Many employers lack disability confidence regarding how to include people with disabilities in the workforce, which can lead to stigma and discrimination. The purpose of this study was to explore the concept of disability confidence from two perspectives, employers who hire people with a disability and employees with a disability. Design: A qualitative thematic analysis was conducted using 35 semi-structured interviews (18 employers who hire people with disabilities; 17 employees with a disability). Findings: Themes included the following categories: disability discomfort (i.e., lack of experience, stigma and discrimination); reaching beyond comfort zone (i.e., disability awareness training, business case, shared lived experiences); broadened perspectives (i.e., challenging stigma and stereotypes, minimizing bias and focusing on abilities); and disability confidence (i.e., supportive and inclusive culture and leading and modelling social change). Our results highlight that disability confidence among employers is critical for enhancing the social inclusion of people with disabilities. Originality/Value: Our study addresses an important gap in the literature by developing a better understanding of the concept of disability from the perspectives of employers who hire people with disabilities and also employees with a disability

Gender matters in the transition to employment for young adults with physical disabilities

<p><b>Purpose:</b> The purpose of this study was to explore the role of gender in the transition to employment for young adults with physical disabilities.</p> <p><b>Methods:</b> This study drew on in-depth interviews with a purposive sample of 33 participants (23 youth and 10 clinicians). The youth in our sample included 13 females (mean age 22.9) and 10 males (mean age 21.3) who had various types of physical disabilities. The person–environment–occupation (PEO) model informed our analysis.</p> <p><b>Results:</b> Our research showed several similarities and some differences between young males and females with physical disabilities as they transition to employment and adulthood at the person, environment, and occupational level. At the person level, issues included managing their condition, self-advocacy, and willingness to ask for help. At the environment level, themes focused on parental and social support, accommodations, stigma and discrimination, and transportation challenges. Finally, in the occupation component of the PEO model, we found that males and females with disabilities had different levels of engagement in employment. Although most clinicians commented on gender differences, many reported that they did not tailor their clinical practice accordingly.</p> <p><b>Conclusions:</b> Gender sensitive vocational approaches are needed for youth with disabilities as they transition to employment.Implications for rehabilitation</p><p>Clinicians, educators, and parents should encourage independence and self-advocacy skills among youth so that they are prepared to ask for accommodations that they need to succeed in a work environment.</p><p>Clinicians and educators should present a variety of career and job options to youth, including science, technology, engineering, and math disciplines, an area where youth with disabilities, particularly females, are under-represented.</p><p>Males may feel less able to self-advocate and seek support and may need additional assistance from clinicians, educators, and parents.</p><p>Clinicians should tailor their vocational rehabilitation practices to the gender-specific needs of youth with disabilities.</p><p>Clinicians and parents should ensure that both males and females have the resources and supports they need to be successful in their transition to employment.</p><p></p> <p>Clinicians, educators, and parents should encourage independence and self-advocacy skills among youth so that they are prepared to ask for accommodations that they need to succeed in a work environment.</p> <p>Clinicians and educators should present a variety of career and job options to youth, including science, technology, engineering, and math disciplines, an area where youth with disabilities, particularly females, are under-represented.</p> <p>Males may feel less able to self-advocate and seek support and may need additional assistance from clinicians, educators, and parents.</p> <p>Clinicians should tailor their vocational rehabilitation practices to the gender-specific needs of youth with disabilities.</p> <p>Clinicians and parents should ensure that both males and females have the resources and supports they need to be successful in their transition to employment.</p

Disability disclosure and workplace accommodations among youth with disabilities

<p><b>Purpose:</b> Many youths with disabilities find it challenging to disclose their medical condition and request workplace accommodations. Our objective was to explore when and how young people with disabilities disclose their condition and request workplace accommodations.</p> <p><b>Methods:</b> We conducted 17 in-depth interviews (11 females, six males) with youth with disabilities aged 15–34 (mean age 26). We analyzed our data using an interpretive, qualitative, and thematic approach.</p> <p><b>Results:</b> Our results showed the timing of when youth disclosed their disability to their employer depended on disability type and severity, comfort level, type of job, and industry. Youth’s strategies and reasons for disclosure included advocating for their needs, being knowledgeable about workplace rights, and accommodation solutions. Facilitators for disclosure included job preparation, self-confidence, and self-advocacy skills, and having an inclusive work environment. Challenges to disability disclosure included the fear of stigma and discrimination, lack of employer’s knowledge about disability and accommodations, negative past experiences of disclosing, and not disclosing on your own terms.</p> <p><b>Conclusions:</b> Our findings highlight that youth encounter several challenges and barriers to disclosing their condition and requesting workplace accommodations. The timing and process for disclosing is complex and further work is needed to help support youth with disclosing their condition.Implications for rehabilitation</p><p>Clinicians, educators, and employers should emphasize the importance of mentoring and leadership programs to give youth the confidence and self-advocacy skills needed to disclose and ask for accommodations in the workplace.</p><p>Clinicians should advocate for the inclusion of youth with disabilities in the workforce and educate employers on the importance of doing so.</p><p>Youth with disabilities need more opportunities for employment training and particularly how to disclose their disability and request workplace accommodations.</p><p></p> <p>Clinicians, educators, and employers should emphasize the importance of mentoring and leadership programs to give youth the confidence and self-advocacy skills needed to disclose and ask for accommodations in the workplace.</p> <p>Clinicians should advocate for the inclusion of youth with disabilities in the workforce and educate employers on the importance of doing so.</p> <p>Youth with disabilities need more opportunities for employment training and particularly how to disclose their disability and request workplace accommodations.</p