School Counseling and Diabetes
The consumer completed a self-administered assessment including the O*Net Profiler. The results of the test indicate that artistic, social, and enterprising interests are the most prominent. If to choose an occupation based on these interests, school counseling is the profession that seems the most fitting. School counseling requires a professional to be proactive, imaginative, and socially adaptive. Nevertheless, if a professional has a health issue such as diabetes, his or her operations can be severely limited. According to the Office of Disability Employment Policy (2013), diabetes is a disease in which the levels of glucose in blood are above normal; this can cause further complications such as heart disease or kidney failure. Among the ways in which diabetes could limit a school counselor’s practice, fatigue, weakness, nerve damage, vision impairment, and cognitive limitations are the most challenging. Moreover, the need for regular insulin injections can severely limit the counselor’s practice due to the lack of time during work hours to dedicate to one’s health.
Nevertheless, there are some accommodations that could help a school counselor with diabetes overcome the fundamental challenges. Allowing frequent rests and eliminating strenuous activities are effective accommodations that will enable a school counselor with diabetes to have more time for taking medicine, relaxing after stressful interactions, and developing a steady routine that will facilitate active practice instead of limiting it. Since cognitive limitation can go hand-in-hand with diabetes, it can be beneficial to provide flexible work hours and incorporate more planning activities that could help a school counselor to structure his or her practice and have more control over the work situation.
Stroke and School Counseling
Cardiovascular incident (stroke) is the third most common cause of death in the US. Among the warning signs of stroke, sudden numbness in the face, arm, or leg (especially on one side of the body), mental confusion, difficulty seeing, balance and walking difficulties are identified as the most prominent (Job Accommodation Network, 2010). A school counselor that faces the risk of having a cardiovascular incident is challenged by the possible implications of the disease that could have an adverse impact on the overall practice and well being. For example, the post-stoke patient can have a paralysis of some side of the body, experience pain and numbness, be more prone to fatigue, and experience overall weakness. Therefore, the practice of a school counselor post-stoke can be nearly impossible without the incorporation of appropriate accommodations.
The accommodations that can fit into the practice of post-stroke (or at risk) school counselor include specialized equipment (mobility products, aids for eating, communication aids, etc.), typing and writing accommodations such as tutorials, sitting accommodations such as ergonomic chairs, and much more. Any accommodations targeted at making the daily processes associated with the counseling practice easier can significantly lift the burden of heart-related disabilities should be integrated into the workplace. It is important to mention that a school counselor experiences a lot of stress during the daily interactions with troubling students, so there is a need in addressing the high levels of tension and fatigue to accommodate for the difficulties a professional may experience. Overall, any disease can limit a professional’s daily activities in the workplace, so employers should pay attention to job accommodation and provide employees with the available resources for enhancing their practice.
References
Job Accommodation Network. (2010). Job accommodations for people with motor limitations from stroke. Web.
Office of Disability Employment Policy. (2013). Accommodation and compliance series: Employees with diabetes. Web.