Michael T Hartley

Interests

Research

At the core of my research, teaching, and service is a long-term commitment to empowerment with an emphasis on translating lessons of disability toward social change, resilience, and ethics advocacy. As an early career assistant professor in the applied field of rehabilitation counseling, my work involves the acquisition and transmission of knowledge to promote healthy responses to chronic illness and disability. In line with effective rehabilitation, my research program addresses not only medical symptoms, but also helps individuals respond successfully and creatively to their disabilities. Within rehabilitation counseling, the social and medical models construct disability from divergent points of view. As in other specialized health fields, the medical model of disability traditionally has been the central epistemological knowledge base of rehabilitation counseling. In contrast to the medical model focus on pathology and cure, the social model views disability as a social, political, intellectual, and ideological issue. The growing body of literature that moves away from the traditional medical model and towards the social model has received a positive response in the disability rights community. Rather than being entrenched in the social model perspective, my research looks at the role that rehabilitation counselors can play to traverse borders between medical and social model and mediates their oppositional viewpoints. In applied fields, such as rehabilitation counseling, it is common to develop multiple approaches to research, including quantitative and qualitative methodologies as well as theoretical reviews and critical analysis of perennial issues, a trend that is reflected in my work. In addition, my research has overlapped with my teaching and service, supervising nine independent study courses with four master’s degree students, four doctoral degree students, and one bachelor degree student on a variety of my research projects. Ultimately, the direction of my research is based on a person−environment fit whereby a successful rehabilitation outcome is not the result of working with the individual alone, but rather of understanding the reciprocal interaction between the individual and his/her environment. With this in mind, my research program follows three primary, interrelated foci: (1) The impact of social attitudes toward disability on rehabilitation policies and practices;(2) The relationship between resilience and individualized responses to disability; and (3) The role of ethics advocacy on rehabilitation and healthcare.

Teaching

Teaching is an important form of scholarship, and I work hard to integrate my research program within the structure of the undergraduate and graduate courses I teach at the University of Arizona. Counseling informs my teaching, and in my mind, good teaching is a result of genuine care and respect between teachers and students. As a student-centered instructor, I use my research knowledge to motivate students to use coherent arguments when articulating their beliefs about the field of counseling and rehabilitation. In an attempt to make abstract concepts more concrete, I explicitly connect my research program to rehabilitation counseling practice, explaining that knowledge has evolved over centuries of scholarship. My goal is to motivate students to grow professionally by thinking critically about knowledge construction. Regardless of the time and effort spent, discussion is an essential component of my teaching style. While I have taught a variety of courses, the following details the four courses I typically teach at the University of Arizona.SERP 200: Mass Media and Its Construction of Disability. An undergraduate general education course that explores and recognizes how disability is constructed in mass media, the course is an important platform to share my research program on social attitudes toward disability as well as to promote critical thinking among undergraduate students. Designed to capitalize on students’ current interests and their typical means of communication (e.g., digital), I have found that the perspectives found in social media, blogs, twitter, and e-news represent important contact zones where students are exposed to divergent opinions from the perspective of individuals with disabilities themselves. The course has received national recognition for its unique focus and innovative teaching technique, including praise from disability rights advocates.SERP 565: Principles of Rehabilitation Counseling. A graduate seminar that provides basic information about rehabilitation counseling as a specialty practice of the profession of counseling, the course is an ideal influence on my research program, representing the intersection of all three of my primary interrelated foci. The curriculum begins with a critical analysis of the epistemology base of rehabilitation counseling, followed by resilience theory as a lens to understand the major rehabilitation counseling functions of counseling, case management, consultation, and advocacy. Finally, ethics serves as the conceptual frame to understand professionalism with an emphasis on the importance of context, including consultation with supervisors and colleagues as well as discussions with clients regarding ethical dilemmas. SERP 587: Psychosocial, Cultural, and Familial Aspects of Disability. A graduate course that explores the psychological, sociological, cultural, and familial aspects of disability throughout the lifespan including implications for promoting empowerment and enhancing self-esteem, the course fits with my first and second research foci. In fact, my research on social attitudes toward disability and resilience are embodied in the core values and knowledge crystalized in the course projects and assignments. Representing a perfect fit between my research and teaching, I translated innovative lecture material into a three-hour pre-conference learning institute for the 2014 American Counseling Association conference “A Closer Look at Disability: Enhancing Counselors' Effectiveness in Addressing the Needs of People with Disabilities.”SERP 594: Supervised Practice in Rehabilitation Counseling. A graduate course that provides clinical supervision to students completing field-based counseling experiences with actual clients, the course epitomes the application of my research program. Invariably students experience issues that overlap with all three of my primary, interrelated research foci. As such, teaching the practicum course is an important lens to translate my research program to the applied practice of rehabilitation counseling. When working with students, I am quick to provide potential insights from research as well as engage students in critical thinking of how to apply abstract research-based knowledge to concrete situations.

Courses

Scholarly Contributions

Books

• Tarvydas, V., & Hartley, M. T. (2018). The professional practice of rehabilitation counseling (2nd ed). New York, NY: Springer Publishing.

Chapters

• Hartley, M. T. (2018). The Disability Rights Community. In The professional practice of rehabilitation counseling (2nd ed)(pp 153-173). New York, NY: Springer Publishing Company.
• Hartley, M. T., & Johnston, S. F. (2018). Ethics and Facilitating Services for Clients. In Case Management for the Health, Human, and Vocational Rehabilitation Services.
• Tarvydas, V., Maki, D., & Hartley, M. T. (2018). Rehabilitation Counseling: A Specialty Practice of the Counseling Profession. In The professional practice of rehabilitation counseling (2nd ed)(pp 1-14). New York, NY: Springer Publishing company.
• Tarvydas, V. M., Hartley, M. T., & Gerald, M. (2015). Professional credentialing. In Professional counselors' desk reference (2nd ed). New York, NY: Springer.
• Hartley, M. T., & Vilia, T. (2013). Rehabilitation issues, social class and counseling. In Oxford handbook of social class in counseling psychology(pp 218-228). New York, NY: Oxford University Press.
• Hartley, M. T. (2012). Ethics and accountability in rehabilitation. In New directions in rehabilitation counseling(pp 70-94). Linn Creek, MO: Aspen Professional Services.
• Hartley, M. T. (2012). The Disability Rights Community. In The professional practice of rehabilitation counseling(pp 147-164). New York, NY: Spring Publishing Company.
• Hartley, M. T., & Tarvydas, V. (2009). Professional credentialing. In Professional counselors' desk reference(pp 27-38). New York, NY: Spring Publishing Company.

Journals/Publications

• Hartley, M. T., Bauman, S. A., Nixon, C., & Davis, S. (2017). Responding to Bullying Victimization: Comparative Analysis of Victimized Students in General and Special Education. Journal of Disability Policy Studies, 28(2), 77-89. doi:doi:10.1177/104420731771070
• Johnston, S., & Hartley, M. T. (2017). The use of personality tests in employee selection. Vocational Evaluation and Career Assessment Journal, 41(1), 3-14.
• Hartley, M. T. (2016). A survey of current and projected ethical dilemmas of rehabilitation counselors. Rehabilitation Research, Policy and Education, 1-15, 30. doi:http://dx.doi.org/10.1891/2168-6653.30.1.1
• Hartley, M. T., & Cartwright, B. Y. (2015). Ethics consultation in rehabilitation counseling: A content analysis of CRCC advisory opinions, 1996-2013. Rehabilitation Counseling Bulletin, 59(2), 84–93. doi:doi:10.1177/0034355214543565
• Hartley, M. T., Mapes, A. C., Taylor, A., & Bourgeois, P. (2015). Digital media technology and advocacy: The ethics of addressing attitudes toward disability on college campuses. Journal of Postsecondary Education and Disability, 29(3), 239-247.
• Hartley, M. T., Mapes, A. C., Taylor, A., & Bourgeois, P. (2016). Digital Media Education and Advocacy: Addressing Attitudes toward Disability on College Campuses. Journal of Postsecondary Education and Disability.
• Mapes, A. C., & Hartley, M. T. (2016). Re-authoring narratives: Reflective writing with veterans with spinal cord injury.. Reflections: A journal of public rhetoric, civic writing, and service learning, 16(2), 61-82.
• Hartley, M. T., & Cartwright, B. Y. (2015). Analysis of the reported ethical complaints and violations to the Commission on Rehabilitation Counselor Certification, 2006-2013. Rehabilitation Counseling Bulletin, 58(3), 154–164. doi:DOI: 10.1177/0034355214543565
• Hartley, M. T., & Mapes, A. C. (2015). Resilience and Sports: An Innovative Approach to Rehabilitation Counseling for Veterans with Spinal Cord Injury. Journal of Military and Government Counseling.
• Hartley, M. T., Bauman, S. A., Nixon, C., & Davis, S. (2014). Comparative study of bullying victimization among students in general and special education. Exceptional Children, 81, 176-193.
• Hartley, M. T., Sara, J. P., & Tarvydas, V. M. (2015). The ethics and practice of social media in rehabilitation counseling.. Journal of Rehabilitation, 81(1), 43-52.
• Susan, S., & Hartley, M. T. (2015). Family Resilience Following Disability: Enhancing Counselors' Skills. VISTAS Online- American Counseling Association.
• Susan, S., Hartley, M. T., Ruth, L., & Robert, E. (2015). Comparison of two on-line interventions to cope with spinal cord injury: A pilot study. Annals of Psychotherapy & Integrative Health..
• Hartley, M. T., Bauman, S. A., Nixon, C. C., & Davis, S. (2015). Comparative study of bullying victimization among students in general and special education.. Exceptional Children, 81(2)(DOI: 10.1177/0014402914551741), 176–193.
• Mapes, A. C., & Hartley, M. T. (2017). Re-authoring narratives: Reflective writing with veterans with spinal cord injury.. Reflections: A journal of public rhetoric, civic writing, and service learning, 16(2), 61-82.
• Stuntzner, S., & Hartley, M. T. (2014). Balancing self-compassion with self-advocacy: A new approach for persons with disabilities learning to self-advocate.. Annals of Psychotherapy & Integrative Health.
• Stuntzner, S., & Hartley, M. T. (2014). Disability and the counseling relationship: What counselors need to know.. VISTAS Online- American Counseling Association.
• Stuntzner, S., & Hartley, M. T. (2014). Resilience, coping, & Disability: The Development of a Resilience Intervention. VISTAS Online- American Counseling Association.
• Hartley, M. T. (2013). Investigating the Relationship of Resilience to Academic Persistence in College Students With Mental Health Issues. Rehabilitation Counseling Bulletin, 56(4), 240-250.
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  Abstract: In this study, the relationships between measures of inter- and intrapersonal resilience and mental health were examined with respect to academic persistence in college students with mental health issues. A sample of 121 undergraduate students with mental health issues was recruited from campus mental health offices offering college counseling, psychiatric support, and disability support at two midwestern universities. Hierarchal (or sequential) regression analysis examined whether the resilience and mental health measures contributed to explaining variance in the response variables of university cumulative grade point average and time to credits completed. The results indicated that intrapersonal resilience was more important and operated differently for students with the most psychological distress. Furthermore, there was a strong statistical correlation between the resilience factors and mental health. The results indicate that a resilience framework may assist college students with mental health issues to cope more effectively with the complexities of college learning and improve college retention. © Hammill Institute on Disabilities 2013.
• Hartley, M. T. (2012). Assessing and promoting resilience: An additional tool to address the increasing number of college students with psychological problems. Journal of College Counseling, 15(1), 37-51.
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  Abstract: This study examined the assessment of resilience in undergraduate college students. Multigroup comparisons of the Connor-Davidson Resilience Scale (CD-RISC; Connor & Davidson, 2003) were performed on general population students and students recruited from campus mental health offices offering college counseling, psychiatric-support, and disability-support services. Results found that the 10-item CD-RISC demonstrated strong fit and reliability, with significantly higher scores for general population students. Implications for college counseling include assessing and promoting resilience on campuses. © 2012 by the American Counseling Association. All rights reserved.
• Tarvydas, V. T., Hartley, M. T., Yoo Jin, J., Sara, J., Nykeisha, M., Quiteya, W., James, W., & Chris, O. (2012). Collaborating with the disability rights community: Co-writing a code of ethics as a vehicle for ethics education. Rehabilitation Education, 26, 243-256.
• Hartley, M. T. (2011). Examining the relationships between resilience, mental health, and academic persistence in undergraduate college students. Journal of American College Health, 59(7), 596-604.
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  PMID: 21823954;Abstract: Objective: In this study, the relationships between measures of interpersonal resilience, intrapersonal resilience, and mental health were examined with respect to academic and social integration, key determinants of academic persistence. Participants: A sample (n = 605) of undergraduate students was recruited from 2 midwestern universities during the 2007-2008 academic year. Methods: Hierarchal (or sequential) regression analysis examined whether the inter-and intrapersonal resilience and mental health measures contributed to explaining variance in the response variables of university cumulative grade point average (GPA) and university sense of belonging. Results: The intrapersonal resilience factors contributed to explaining variance in cumulative GPA in addition to aptitude and achievement. Furthermore, there was a strong statistical correlation between the inter-and intrapersonal resilience factors and mental health. Conclusions: The demands in college are significant and there is a need for more research on the concept of resilience as it relates to college health and academic persistence. © 2011 Taylor & Francis Group, LLC.
• Bryne, A., & Hartley, M. T. (2010). Digital technology in the 21st century: Considerations for clinical supervision in rehabilitation education.. Rehabilitation Education, 24, 57-68.
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  Bryne, A. & Hartley, M. T. (2010).
• Hartley, M. T. (2010). Increasing resilience: Strategies for reducing dropout rates for college students with psychiatric disabilities. American Journal of Psychiatric Rehabilitation, 13(4), 295-315.
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  Abstract: Individuals with psychiatric disabilities are less likely to enter college and, after enrolling in college, are more likely to drop out. In response, psychiatric rehabilitation practitioners have used a program called supported education (SEd) to improve retention rates for college students with psychiatric disabilities. As an emerging research paradigm, resilience offers a new direction for understanding and implementing SEd. Congruent with the objectives of SEd, this article presents ways that resilience research can be used to improve the retention of students with psychiatric disabilities in 2- and 4-year colleges. Copyright © Taylor & Francis Group, LLC.
• Hartley, M. T., Christine, U., & Johnson, S. (2006). The electronic portfolio: A proposed solution to the issue of integrating computer technology in rehabilitation education. Rehabilitation Education, 20, 57-66.
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  Hartley, M. T., Urish, C. K., & Johnston, S. P. (2006).
• Milsom, A., & Hartley, M. T. (2005). Assisting students with learning disabilities transitioning to college: What school counselors should know.. Professional School Counselor, 8, 436-441.
• Mundt, J. C., Bohn, M. J., King, M., & Hartley, M. T. (2002). Automating standard alcohol use assessment instruments via interactive voice response technology. Alcoholism: Clinical and Experimental Research, 26(2), 207-211.
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  PMID: 11964559;Abstract: Background: Interactive voice response (IVR) technology integrates touch-tone telephones with computer-automated data processing. IVR offers a convenient, efficient method for remote collection of self-report data. Methods: Twenty-six subjects recruited from an outpatient alcohol treatment center completed IVR and paper/pencil versions of a demographic and drinking history questionnaire, Stages of Change Readiness and Treatment Eagerness Scale, Drinker Inventory of Consequences, Obsessive-Compulsive Drinking Scale, Alcohol Dependence Scale, and two numerical rating scales of craving and desire to drink during the prior week. Administration of the instruments in both formats was repeated 1 week later. The order of administration method was counterbalanced between subjects and reversed across data collection sessions. Scale and subscale scores from both methods were correlated within sessions. Test-retest correlations were also calculated for each method. A criterion of α = 0.01 was used to control type I statistical error. Results: Intermethod correlations within each session were significant for all of the instruments administered. Test-retest correlations for both methods were also significant, except for the numerical ratings. Scores on the Alcohol Dependence Scale obtained via IVR were significantly lower than those collected by paper/pencil. Other differences between the data collection methods or across the sessions were inconsistent. The average IVR call length was 34 min and 23 sec. Paper/pencil forms required an average of 18 min and 38 sec to complete and an additional 10 min and 17 sec for data entry. Conclusions: IVR technology provides a convenient alternative to collecting self-report measures of treatment outcomes. Both paper/pencil and IVR assessments provide highly convergent data and demonstrate good test-retest reliability. Alcohol Dependence Scale score differences between methods highlight special considerations for IVR adaptation of existing paper/pencil instruments. Benefits of IVR include procedural standardization, automatic data scoring, direct electronic storage, and remote accessibility from multiple locations.
• Michael, B., James, M., David, D., & Hartley, M. T. (2001). Development and validation interactive voice response (IVR) alcohol use assessment instruments.. Alcoholism: Clinical and Experimental Research, 25(5), 48.

Presentations

• Easton, A., Hartley, M. T., Ficchi, G., & Saia, T. (2015, October). Bi-Directionality of Sexually Enhancing Devices As Assistive Technology: Ethics, Pleasure, and Sexuality. National Council on Rehabilitation Education (NCRE). Manhattan Beach, CA.
• Easton, A., Hartley, M. T., Ficchi, G., & Saia, T. (2015, October). Sexual Education and Sexual Behaviors: Where Does Disability Fit?. National Council on Rehabilitation Education (NCRE). Manhatten Beach, CA.
• Larson, A., Hartley, M. T., Easton, A., Taylor, A., Ficchi, G., & Beck, M. (2015, October). The Able Privilege Inventory and Intervention: Mapping Privilege and Changing Attitudes. The National Council on Rehabilitation Education (NCRE). Manhattan Beach, CA.
• Hartley, M. T., & Stuntzner, S. (2015, March). Family resilience and coping well following disability: Enhancing counselors’ skills in treating families.. American Counseling Association (ACA). Orlando, FL.
• Hartley, M. T., Bauman, S. A., Nixon, C. L., & Davis, S. (2015, April). Comparative study of bullying victimization among students in general and special education.. National Council on Rehabilitation Education (NCRE). Manhatten Beach, CA.
• Hartley, M. T., Bauman, S. A., Nixon, C., & Davis, S. (2015, October). Bullying amongst student in general and special education in the United States. 17th European Conference on Developmental Psychology. Braga, Portugal.
• Shaw, L. R., & Hartley, M. T. (2015, April). The CRCC Code revision taskforce: Here they go again!!!. National Council on Rehabilitation Education (NCRE). Manhattan Beach, CA.
• Shaw, L. R., Hartley, M. T., & Chapman, C. (2015, October). Ethics Update: CRCC Code of Ethics Revision Task Force “Hot Topics”. National Council on Rehabilitation Education (NCRE). Washington, DC.
• Hartley, M. T. (2014, August). Adaptive athletics as a bridge to higher education for veterans with spinal cord injuries/diseases. Paralyzed Veterans of America Summit. Las Vegas, NV.
• Hartley, M. T., & Cartwright, B. Y. (2014, November). Translating research to practice: A training initiative to avert ethical violations.. National Council on Rehabilitation Education (NCRE), Council of State Administrators of Vocational Rehabilitation (CSAVR), Rehabilitation Services Administration (RSA) Conference. Washington DC.
• Hartley, M. T., & Stuntzner, S. (2014, May). Promoting Resilience: Interventions Following a Traumatic Injury and Disability. American Psychological Association Executive Summit. Tucson, AZ.
• Hartley, M. T., & Tarvydas, V. (2014, April). Basic tips to understand licensure and credentialing. National Council on Rehabilitation Education (NCRE). Manhattan Beach, CA.
• Hartley, M. T., & Tarvydas, V. M. (2014, March). Preventing or minimizing threats to common ethical boundary problems when working in the homes and communities of clients.. American Counseling Association (ACA) Annual Conference.
• Hartley, M. T., & Taylor, A. (2014, March). Media and its construction of disability: Social media blogs as a digital contact zone. National Council on Rehabilitation Education (NCRE) Spring Conference. Manhatten Beach, CA.
• Johnston, S. P., Hartley, M. T., & Tarvydas, V. M. (2014, March). The ethics and practice of social media advocacy. National Council on Rehabilitation Education (NCRE) Spring Conference. Manhatten Beach, CA.
• Susan, S., Hartley, M. T., & Sonya, W. (2014, March). A closer look at disability: Enhancing counselors' effectiveness in addressing the needs of people with disabilities. American Counseling Association (ACA) Annual Conference.
• Hartley, M. T. (2013, April). Tips to understand licensure and credentialing.. National Council on Rehabilitation Education (NCRE). San Francisco, CA.
• Hartley, M. T., & Tarvydas, V. (2013, April). Session I: Managing ethical boundaries: A challenge to delivering rehabilitation counseling services in clients’ homes and communities. Commission on Rehabilitation Counselor Certification (CRCC) Ethics Webinar Series.. Online.
• Hartley, M. T., & Tarvydas, V. (2013, April). Session II: Managing ethical boundaries: A challenge to delivering rehabilitation counseling services in clients’ homes and communities. Commission on Rehabilitation Counselor Certification. online.
• Hartley, M. T. (2012, February). Ethics in action: An overview of basic principles and good decision making. Technical Assistance and Continuing Education (TACE) Institute. Tucson, AZ.
• Hartley, M. T. (2012, March). Resilience. Arizona State Schools for the Deaf and Blind. Tucson, AZ.
• Hartley, M. T. (2012, May). Boundary ethics and culturally-sensitive roles and relationships.. Technical Assistance and Continuing Education (TACE) Institute. Tucson, AZ.
• Hartley, M. T. (2010, April). Applying ethical decision models to address common ethical dilemmas. Licensed Counselors of North Carolina Association. (NCNRA. Greenville, NC.
• Hartley, M. T. (2010, May). Using resilience as a tool to support individuals in recovery from substance abuse. Professional Association of Rehabilitation Counselors. Greenville, NC.
• Hartley, M. T. (2009, April). Multiple relationships and boundaries: An evolving ethical issue.. Substance Abuse Career Expo Pre-conference event to the 3rd Annual Rehabilitation of Racial & Ethnic Minorities with Behavioral Addictions Conference. Greensboro, NC.
• Hartley, M. T. (2009, April). Using resilience as a tool to improve vocational rehabilitation in rehabilitation. North Carolina National Rehabilitation Association. Boone, NC.
• Spears, E., Michelle, A., & Hartley, M. T. (2006, March). Developing an ARCA student organization. American Counseling Association (ACA). Atlanta, GA.

Poster Presentations

• Beck, M. C., & Hartley, M. T. (2017, winter). Behavioral Autonomy and the Transition to Adulthood: Impact of Disability and Poverty. National Council on Rehabilitation Education (NCRE).
• Hartley, M. T., & Saia, T. (2017, winter). Ethics and Practice of Teaching Advocacy in Clinical Rehabilitation Counseling Programs. National Council on Rehabilitation Education.
• Hartley, M. T., & Taylor, A. (2015, April). Media and its construction of disability in rehabilitation: Collaborations with English, Journalism, and Disability Studies.. National Council on Rehabilitation Education (NCRE).
• Peterson, S., & Hartley, M. T. (2015, April). Current Evidence Based Practices for Transitional-Aged Female Youth with Significant Disabilities: A Research Synthesis. National Council on Rehabilitation Education (NCRE). Manhatten Beach, CA.
• Reghabi, B., & Hartley, M. T. (2014, March). Benefits of social media blogs for individuals with traumatic brain injuries.. National Council on Rehabilitation Education (NCRE) Spring Conference. Manhatten Beach, CA.
• Stuntzner, S., & Hartley, M. T. (2014, March). Resiliency, disability, & coping: The development of a resiliency intervention.. American Counseling Association (ACA) Annual Conference. Honolulu, HI.