Motivational Enhancement Career Intervention for Youth with Disabilities

Abstract

Youth with disabilities experience significant vocational and social hardships. Self-determination, self-efficacy, and critical consciousness are important components of positive post-secondary outcomes for this population. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention (MEGI) that focused on increasing self-determination, self-efficacy, and critical consciousness among high school students with high incidence disabilities. A mixed methods research design was used to explore the relationship between the intervention and the main study variables. A total of 135 high school students and nine interventionists participated in this study. The results of a latent change score model indicated a positive and significant change in students' vocational skills self-efficacy, self-determination, and vocational outcome expectations. Thematic results of student focus group indicated that students experienced an increase in self-determination, awareness of systemic effects on their educational and vocational success, and uncertainty about the future. Additionally, thematic results of the interventionist focus group indicated an increase in students' self-understanding.