TPC-Journal-V4-Issue2

The Professional Counselor \Volume 4, Issue 2 155 so issues regarding expectations of confidentiality should be addressed. Because of the hierarchical nature of the group content, consistent attendance is necessary, and group facilitators should explain this to participants and have a discussion regarding consequences for missing sessions, as a part of the initial group rules. Group facilitators should pay attention to the intended participant pool and the potential for complicated interactions between disability, racial and other identities and worldviews that may influence perceptions and engagement in the group process (Mpofu & Harley, 2006). As career intervention research provides no evidence for specifically engaging in career counseling among blind veterans, it is critical to continually consider the na- ture of this disability as well as individual differences. The disability status of the veterans is likely not the only influential factor on career decisions and possibly not the primary lens through which participants may perceive career options and identities (Mpofu & Harley, 2006). As such, it is crucial that providers not make assumptions regarding their perceptions, and that each individual receives the opportunity to respectfully voice opinions and points of view. For these visually impaired individuals, there will still be many barriers regarding implementing homework, completing assessments and carrying out career goals. The counselor must expect that there will be a need for both advocacy and additional individual assistance to members for them to complete the career group. Through- out sessions, continual assessment of perceived barriers by participants may aid in improving the decision- making process for veterans, especially as related to gaining employment. Patients at VA BRC may have access to state-of-the-art equipment that allows them to conduct online research and carry out tasks on their own, so with this in mind, clinical judgment will be critical in deciding when to step in and when to promote autonomy. In particular, administration of assessments must be adapted to accommodate visual disabilities. In treatment settings where this level of technology is not available, counselors should make special considerations for completion of homework. Specifically, finding the resources for group members should be a priority to allow for optimal retention of concepts. Limitations to Consider One significant limitation in conducting this group among visually impaired veterans is the emphasis placed on participants completing work outside sessions, as the participant pool will likely vary in level of visual impairment. The use of handouts will be limited unless the group leader adapts their formatting according to individual participants’ visual needs. Another limitation is that the VA’s individual treatment facilities may have policies and procedures that require altering some aspects of this proposal. Without previous research back- ing the use of this or any other vocational protocol for blind veterans, this approach may provide a promising avenue for future interventions; but because of stringent policies, counselors may not be allowed to create this group. Another possible limitation of group work with veterans is the use of a leader without service history. On one hand, the group members might view a civilian leader with respect for his or her experience in the civilian workforce; on the other, the group members might distrust a leader who lacks affiliation with military service and experiences. If this question is deemed significant, the use of a co-leader with military background may be beneficial to the group’s success. Conflict of Interest and Funding Disclosure The author reported no conflict of interest or funding contributions for the development of this manuscript.