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The Effect of a Training Intervention Focused on People with Disabilities Living in Poverty on Multicultural Competence and Multicultural Self-Efficacy in Rehabilitation Professionals Open Access

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The interconnectedness of poverty and disability has been well documented (CENSUS, 2016; Lustig & Strauser, 2007; Lustig & Strauser, 2004). The field of rehabilitation counseling has been focused on helping people with disabilities to achieve independence and maximize their potential by reaching their employment, personal and independent living goals. However, there has been little attention given to the subject of poverty. This study tested the effectiveness of a training intervention focused on working with people with disabilities living in poverty. The quasi-experimental pre- and posttest control group design used two groups of rehabilitation professionals employed at a public rehabilitation agency in a major metropolitan area on the East coast. One group engaged in the training intervention (n=23) and one did not (n=31). Four two-way mixed ANOVA’s were used to test for the interaction effects of time and treatment condition (control or intervention). A two-way mixed ANOVA was conducted with MCC as the repeated measure at pre- and posttest and group (control/intervention) as the grouping variable. There was a significant main effect of time F(1,52)= 65.21, p < .001. The interaction of group over time was significant at p < .001, with a large effect size, partial ƞ2 = .301 (Table 3). This indicates a significant difference in pretest and posttest scores with the interaction of treatment condition and time. Further examination of the subscales indicate that there was a significant interaction effect of group and time in the knowledge and skills subscales, F(1,52)= 15.117, p < .001; and F(1,52)= 31.957, p < .001 respectively. There was not a significant interaction affect for awareness F(1,52)= .076, p=.784. Further examination of the subscales indicate that there was both a significant main effect and significant interaction effect of group and time in multicultural assessment F(1,52)= 28.168, p< .001; and F(1,52)= 10.892, p=.002 respectively. There was not a significant difference between the control and intervention groups on this variable. There were significant differences in the control and intervention groups for multicultural intervention F(1,52)= 19.534, p< .001. This variable also yielded significant main and interaction effects, F(1,52)= 88.603, p< .001; F(1,52)= 39.915, p< .001. There was not a significant difference multicultural session management F(1,52)=.064, p= .801 between the control and intervention groups (Table 5). There were significant main and interaction effects for this variable at F(1,52)= 10.026, p=.003; F(1,52)=8.704, p=.005 respectively. The results suggest that the training intervention had an effect on both multicultural competence and multicultural self-efficacy. Implications as a result of this study, including recommendations for rehabilitation counselor educators and future research are also discussed.

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