Browsing by Author "Feller, Richard, committee member"

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Open Access
A career workshop's effect on vocational identity, career indecision and self efficacy of 10th graders
(Colorado State University. Libraries, 1996) Caligiuri, Judith A., author; Daly, Joseph, advisor; Kees, Natalie, committee member; Feller, Richard, committee member; Turner, Joseph G., committee member
The purpose of this study was to determine a career workshop's effect on the vocational identity, career indecision, and career self efficacy of 10th grade high school students: Twelve research questions were tested to determine the workshop's effect on the three dependent variables: vocational identity, career indecision, and career self efficacy. The primary independent variable was the activities in the workshop. The study also examined whether gender, ethnicity, or academic ability interacted with the treatment workshop on students' vocational identity, career indecision, and career self efficacy. Three standardized instruments were used to measure the variables. The My Vocational Situation, vocational identity scale (Holland, Daiger, & Power, 1980) was used to measure vocational identity. The Career Decision Scale, career indecision scale (Osipow, Carney, Winter, Yanico, & Koschier, 1976) was to used to measure career indecision. The Occupational Self Efficacy Scale, confidence rating scale, (Betz & Hackett, 1981) was used to measure career self efficacy. The 171 subjects in this study were from two rural high schools in Colorado. Eighty seven subjects formed the treatment group sample. Eighty four students formed the control group sample. Major findings in the study indicated the treatment group increased significantly in vocational identity on the MVS post test. Career indecision was significantly lower for the treatment group, as measured by the CDS post test. Career self efficacy did not show a significant degree of change. Boys and girls in the treatment group changed significantly on post test adjusted scores in vocational identity and career indecision. Hispanics in the treatment group did not show a significant degree of change from the Hispanics in the control group on any of the dependent variables. Students of high, middle, and low academic ability did show a significant increase in vocational identity, and a decrease in career indecision. Some limitations exist. Career workshops using other assessments, other blocks of time, or alternate activities with subjects in a different demographic area may find different results. Therefore, generalizability is limited. However, indications supported the use of a career workshop intervention with high school 10th graders to increase vocational identity, and decrease career indecision. More research on the construct of self efficacy is encouraged.
Open Access
Clozapine and clubhouse treatment model and vocational outcomes of adults with schizophrenia
(Colorado State University. Libraries, 1998) Beckel, Dennis N., author; Banning, James H., advisor; Feller, Richard, committee member; Anderson, Sharon K., committee member; Hall, Bruce, committee member
This quasi-experimental study of the vocational outcomes of persons with schizophrenia who participated in both of two different psychosocial treatment models and one of two different psychopharmacological treatments. Vocational outcomes of clients requesting vocational rehabilitation services and participating in clubhouse model programs were compared with vocational outcomes of clients requesting vocational rehabilitation services and participating in traditional day treatment programs. Vocational outcomes of clients taking clozapine were compared with those taking other psychotropic medications. Combined effects of the psychosocial treatments and the psychopharmacological treatments was also examined. Included in this study were 150 clients with schizophrenia, all of whom participated in a cooperative vocational program of the Colorado Rehabilitation Services and the Colorado Division of Mental Health from 7/1/94 to 7/1/96. Successful employment outcomes for these clients were defined as sixty days of continuous employment, or "Status 26". Clients with schizophrenia who participated in a clubhouse model had significantly higher employment rates than those participating in a traditional day treatment model. Clients with schizophrenia taking clozapine had significantly higher employment rates than those taking other medications. Clients with schizophrenia participating in a clubhouse and taking clozapine did not have significantly higher employment rates than those only participating in clubhouse or those only taking clozapine. However, for those clients taking clozapine only, participating in a clubhouse only or both, had significantly higher employment rates than clients under neither condition. Four secondary results involving all participants with all diagnoses (n=439) were provided for future research: a) persons with major mental illness who participated in a clubhouse program had 16.9% better employment outcomes than participants in a day treatment program; b) males and females with major mental illness had equal employment outcomes, whether participating in a clubhouse or day treatment; c) no employment outcome differences occurred between the Denver metropolitan area's and other large cities' day treatment programs, but significantly better employment outcomes were observed in the metro Denver clubhouses than in the other large cities' clubhouses; d) employment data for 1994-1995 and 1995-1996 for all diagnoses showed that 11.4% more clients were successfully employed in the first year of the study than the second.
Open Access
Moderators of efficacy for a computer-assisted career guidance system (CACGS) intervention
(Colorado State University. Libraries, 2013) McLaren, Molly Rae, author; Dik, Bryan, advisor; Kraiger, Kurt, committee member; Feller, Richard, committee member; Rickard, Kathryn, committee member
Research investigating career intervention efficacy has inadequately investigated the identification of important client factors which might moderate the effects of various career interventions. The current study had two aims. First it examined the efficacy of a newly developed Computer-Assisted Career Guidance System (CACGS) used alone, and the same CACGS used in conjunction with a structured workshop intervention, as compared to a business-as-usual control group. Secondly, this study also investigated moderators for the efficacy of these career interventions (i.e., gender, minority status, SES, cognitive/emotional disability status, career locus of control, career decision-making readiness, and career needs). Using a sample of 609 students from community colleges and a four-year university, main effects indicated that the CACGS plus workshop condition was effective in improving career decision-making self-efficacy, and outcome expectations strivings, as well as reducing career decision-making difficulties. Results from moderator analyses suggest that SES significantly moderated the relationship between treatment condition and career decision-making self-efficacy such that participants reporting lower levels of SES benefited more from the CACGS plus workshop condition. Career needs were also found to be a significant moderator for the relationship between treatment condition and the following outcomes: career decision-making difficulties and academic major satisfaction. The interaction was such that participants reporting career needs congruent with the aims of the intervention had reduced decision-making difficulties and increased academic major satisfaction as compared with participants reporting incongruent career needs. No other significant moderator effects were found. Consistent with past research, results of this study suggest that CACGS interventions may be more effective when paired with a face-to-face intervention component. The results also suggest that the efficacy of career interventions may not vary meaningfully across a range of different populations. Socioeconomic status and types of career needs may tend to be a significant client factors to consider in terms of career intervention efficacy. Implications for practice and recommendations for future research are offered.