چكيده لاتين
Efforts in the field of rehabilitation of people with intellectual disabilities will bear fruit when these people can have jobs that are commensurate with their talents and abilities, like other normal people in society. Therefore, the present study was conducted with the aim of designing and validating a job coaching training package based on supported employment and examining its effectiveness on the level of self-advocacy and social competence of adolescents with intellectual disabilities. This study was conducted in two qualitative and quantitative parts. In the qualitative part, the components of job coaching were extracted using the Atride and Stirling (2001) content analysis method. Statistical population In the qualitative method, in the first stage, all relevant research articles and theses published in reputable Persian and foreign databases and publications, including: Sciencedirect, Sagepub, Eric Information Database, Wiley Online Library, Springer, National Center for Biotechnology Information (Pubmed), ProQuest Global Information Center, Noor Specialized Journals Database, Scientific Information Center Database, MagIran, and Irandoc, were searched. In other words, by combining keywords such as intellectual disability, supported employment, and career coaching, all articles published between 2005 and 2023 were identified. 43 articles were deemed eligible and included in the study. 85 basic themes, 13 organizing themes, and 5 overarching themes were identified, and a five-dimensional model of the career coaching model was developed; in other words, the factors influencing supported employment can be summarized as emotional-affective skills, general skills, specialized skills, cultural and social awareness, and income-generating skills.
In the validation section of the components and the career coaching training package, the research population consisted of all experts in the field of exceptional education and supported employment specialists in Isfahan province, from whom 10 people were selected to complete the questionnaires, and the validity of the training package was confirmed using the content validity index (CVI = 0.9).
In the validation section of the self-support questionnaire, the research population consisted of all adolescents with intellectual disabilities over 15 years of age in Isfahan, from whom 85 people were selected using the available sampling method to complete the questionnaires. SmartPLS software was used to analyze the obtained data. According to the description and analysis of the data, the content validity of the questionnaire (.88), convergent validity (above 0.5), and divergent validity in four factors were confirmed. The reliability of the questionnaire was also confirmed using Cronbachʹs alpha (above .7) and the Dillon-Goldstein coefficient (above .7) in All factors were approved. The significance of the regression coefficients was confirmed with the t-statistic, and therefore the four-factor model of self-support was approved using factor analysis.
In the section on the effectiveness of the career coaching training package on the level of self-support and social competence of people with intellectual disabilities, the research population consisted of all adolescents with intellectual disabilities over 18 years of age in Isfahan who met the inclusion criteria for the study; from which 22 people were selected through convenience sampling and randomly assigned to two experimental and control groups. Trained career coaches implemented the supported employment model, and pre-test, post-test, and follow-up were conducted with an interval of one month. The results of the analysis of variance with repeated measures showed that the career coaching training package is effective on the level of self-support (and its components) and social competence (and its components) and has increased them.
