HSS 3103 Chapter 15: Conducting Research Reading 3
10 Oct 2017
School
Department
Course
Professor
-Olkin Chapter 15: For Teachers and Supervisors
•Goals with Students and Supervisors
-primary goal is to influence the cognitions students have about persons with disabilities
and to help outsiders see from both the outsider and insider perspectives — alter the
way one thinks about disability
-culturally sensitive psychotherapists
-develop and mentor students and supervises with disabilities such that more people
with disabilities are able to enter the mental health field
•Multiple Methods
-teach students to work with clients with disabilities reduce students’ anxiety and
increases their self-efficacy
i) Lecture Topics: impart knowledge about persons with disabilities that students otherwise are
unlikely to acquire, students should not be allowed to assume that one person with a
disability speaks for all, exposure to people with disabilities (ie. guest lecturer)
ii) Textbooks: augment and complement learning
iii) Experiential Learning: “sensitization”, helping students develop a comfortable awareness of
not knowing everything and an enthusiasm for learning about and forming multiple
identifications with a different cultural group
iv) Classroom Activities: debate, work together in groups, role-plays, fiction or short personal
essays, structured student presentations, questions
v) Videos, Films, and Other Media: the way media depict persons with disabilities, makes
available many more images that can usually be obtained in the classroom
vi) Field Experiences: interviews, refocus students from the perspective of the person with the
disability as the problem to ways in which the physical world fails to accommodate persons
with disabilities
vii) Homework Assignments: journal of ideas and reactions to issues presented in class, case
studies, write a paper
•Evaluating Research
1) What strategies are recommended for supervisors of students with disabilities?
2) What methods are recommended for teaching students to work with persons with disabilities?
3) What are key questions to ask when evaluating research on disability?
4) What are the most important skills needed for health care professionals who work with people with
disabilities?
1) What is the purpose of the study?
2) What are the specific questions of the study?
3) What assumptions underlie the research?
4) What measures were used, are these measures appropriate for use with people with disabilities,
and do the normative samples include persons with disabilities?
5) What are the main findings, and how do these fit with what we know from other (non-research)
sources?
6) What are the policy and legal implications of the findings?
7) What are the likely uses of the research results?
8) How might the results of the study be misused, or used in a way that would be harmful for persons
with disabilities?
