TPC-Journal-V3-Issue3

114 The Professional Counselor \Volume 3, Issue 3 Kirsh et al. (2009) found that “disabled adults are twice as likely to be in a household with lower incomes, and disabled people of working age are more than twice as likely as nondisabled people to have no employment-related qualifications” (p. 392). This is an essential point when discussing the importance of secondary schooling and continued education for persons with disabilities. If the statistics show that disabled persons are twice as likely as those without disabilities to have no employment-related qualifications, then accommodating them in the transition to the college environment seems appropriate. It makes sense to aid others in engaging and succeeding at their endeavors rather than waiting for them to fail or not assisting in the process at all. Counseling intervention and prevention could benefit those who may be struggling to persevere on their own, and implementation of the illness intrusiveness model in combination with CBT may provide to incoming college students with disabilities the appropriate coping skills to transition adaptively to the next phase of their life. References Addis, M. E., & Carpenter, K. M. (2000). The treatment rationale in cognitive behavioral therapy: Psychological mechanisms and clinical guidelines. Cognitive and Behavioral Practice , 7 (2), 147–156. doi:10.1016/S1077- 7229(00)80025-5 Akridge, R.L. (1981). Psychosocial assessment in rehabilitation. Journal of Applied Rehabilitation Counseling , 12 (1), 36–39. Barazandeh, G. (2005). Attitudes toward disabilities and reasonable accommodation at the university. The UCI Undergraduate Research Journal , 8 , 1–12. Bettazzoni, M., Zipursky, R. B., Friedland, J., & Devins, G. M. (2008). Illness intrusiveness and subjective well-being in schizophrenia. The Journal of Nervous and Mental Disease , 196 , 798–805. Brinckerhoff, L. C., McGuire, J. M., & Shaw, S. F. (2002). Postsecondary education and transition for students with learning disabilities (2nd ed.). Austin, TX: PRO-ED. Butler, A. C., Chapman, J. E., Forman, E. M., & Beck, A. T. (2006). The empirical status of cognitive-behavioral therapy: A review of meta-analyses. Clinical Psychology Review , 26 , 17–31. Canadian Human Rights Act (December 15, 2012). Retrieved from http://laws-lois.justice.gc.ca Corey, G. (2005). Theory and practice of counseling and psychotherapy . Belmont, CA: Brooks/Cole. Couch, R. H. (1984). Basic approaches to adjustment services in rehabilitation. Journal of Applied Rehabilitation Counseling , 15 , 20–23. Devins, G. M. (2010). Using the Illness Intrusiveness Ratings Scale to understand health-related quality of life in chronic disease. Journal of Psychosomatic Research , 68 , 591–602. Devins, G. M., Binik, Y. M., Hutchinson, T. A., Hollomby, D. J., Barré, P. E., & Guttmann, R. D. (1983). The emotional impact of end-stage renal disease: Importance of patients’ perceptions of intrusiveness and control. The International Journal of Psychiatry in Medicine , 13 , 327–343. Dowrick, P.W., Anderson, J., Heyer, K., Acosta, J. (2005). Postsecondary education across the USA: Experience of adults with disabilities. Journal of Vocational Rehabilitation, 22, 41–47. Dutta, A., Kundu, M., & Schiro-Geist, C. (2009). Coordination of postsecondary transition services for students with disabilities. Journal of Rehabilitation, 75(1), 10–17. Enright, M. S., Conyers, L. M., & Szymanski, E. M. (1996). Career and career-related educational concerns of college students with disabilities. Journal of Counseling & Development , 75 , 103–114. Gilmore, D. S., & Bose, J. (2005). Trends in postsecondary education: Participation within the vocational rehabilitation system. Journal of Vocational Rehabilitation , 22 , 33–40. Gustafsson, C., Öjehagen, A., Hansson, L., Sandlund, M., Nyström, M., Glad, J., … Fredriksson, M. (2009). Effects of psychosocial interventions for people with intellectual disabilities and mental health problems: A survey of