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Rehabilitation Counseling at UMB |
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The Rehabilitation Counseling Program at the University of Massachusetts-Boston is a 60 credits program. It meets the national certification requirements of the Commission on Rehabilitation Counselor Certification and the academic requirements of the Massachusetts Board of Allied Mental Health and Human Services Professions. The Program offers a balanced curriculum of academic instruction and experiential learning opportunities to students who prepare for a professional career in rehabilitation counseling. Multicultural and technology themes are woven into the curricula of all courses. Cou 601 Research and Evaluation in Psychology -- 3
Credits Cou 606 Ethical Standards in Counseling-----------
3 Credits (Students may elect any of the following courses) Cou 607 Theories of Personality----------------------3
Credits Online Courses The following courses are offered through the UMASSONLINE. Students may take these courses either on campus or online. For more information click the hyperlink to go to the UMass Online web site: http://boston.umassonline.net. Cou 601 Research and Evaluation in Psychology----3
Credits Cou 605 Principles of Psychological Testing ------ 3 Credits Cou 606 Ethical Standards in Counseling-----------
3 Credits Cou 615 Counseling Theory and Practice II --------
3 Credits Cou 653 Cross-cultural Counseling------------------ 3 Credits Course Descriptions Courses offered in the Department of Counseling and
School Psychology are listed below. Courses required for rehabilitation
counseling students are noted with a
A variety of approaches to investigative research
is examined. Review of rationale and methodologies associated with
various research strategies is undertaken. Relevant statistical
topics are developed conceptually as related to specific applied
academic settings.
The purpose of this course is to familiarize the student
with the medical and psychosocial aspects of disabilities. This
includes the examination of the physiological and anatomical basis
of many disabilities. Students will learn about the etiology of
each disability presented, the course of the illness and methods
used to reduce the effects of the disability. Additionally, students
will learn about the psychosocial aspects of various disabilities,
both from the perspective of the person with the disability and
from significant others. The information presented will be related
to the rehabilitation process and other social services agencies.
This course seeks to provide students with basic information
about the process of rehabilitation, and its history and philosophy.
Discussions also focus on the organizational structure of the rehabilitation
system, and on legal and ethical issues in the practice of rehabilitation
counseling.
A survey of standardized tests used in assessing achievement,
aptitudes, intelligence, interests, and personality traits. The
course covers the technical and methodological principles and social,
ethical, and legal implications of testing. There is a focus on
cultural influences on testing and assessment.
The purpose of this course is to create an awareness
among counselors-in-training of their contribution in the therapeutic
process and helping relationship. Topics include foundations for
an ethical perspective, models for ethical decision-making, ethical
codes of professional organizations, client rights & counselor
responsibilities, and ethical concerns in multicultural counseling
and with special client populations. Cou 607 Theories of Personality This course is designed to lead to an understanding
of the issues underlying the development of personality theory and
personality constructs. Personality theory and current research
will be examined through central perspectives, e.g. psychoanalytic,
trait, behavioral, person centered, social learning theory, etc.
Measurement, assessment, and validation issues also will be addressed.
A comprehensive view of abnormal behavior in modern
times. The course will make use of the revised D.S.M. IV-R classification
systems of mental disorders and will examine patterns of abnormal
behavior including: Neuroses, psychosomatic conditions, psychosis
including affective disorders, schizophrenias, behavior of childhood
and adolescence, sexual dysfunctions, and drug abuse. There also
is a brief coverage of therapeutic treatments and their effectiveness.
This course acquaints students with case management
in rehabilitation counseling, and with the range of community resources
available to the counselor whose goal is the effective and comprehensive
rehabilitation of individuals with case planning, service coordination,
and client advocacy activities.
This course seeks to provide students with information
about the total vocational rehabilitation process, including follow-up
services. Topics include the referral process; eligibility criteria;
comprehensive (medical, psychological, vocational) assessment; vocational
training, and placement.
The vocational development component of the course
will concentrate on the theories of Roe, Holland, Ginzberg, Super,
and Tiedeman. The career information component, which will be a
major emphasis will direct the student to locate and use sources
of educational-vocational information. These sources will include
but not be limited to the Dictionary of Occupational Titles, Occupational
Outlook Handbook, Guide to Occupational Exploration, local labor
market information, military careers, evaluation of occupation-education
information, college and vocational school guides and catalogues.
The purpose of this course is to provide grounding
in the commonalties of counseling techniques. The course will cover
the essentials of interviewing, note taking, and report writing,
and the role of diagnosis. Tapes and role playing will be required.
This course is an extension of Counseling Theory and
Practice I. Major theoretical approaches (dynamic, humanistic, behavioral)
are considered. There also will be exploration of some non-traditional
approaches. Use of tape recordings, films, written records of interviews
and role playing.
An introduction to group dynamics which uses the group
process of the class to provide experience of group membership and
data for interpretation. Participation as a group member is required.
Readings and lectures will build a cognitive base for evaluating
the experiential learning.
This course examines theories of family dysfunction
and treatment from a systems perspective including the dynamics
of family interactions, development of tasks of the family life
cycle, communication and structural theory, systems inventories,
and family interviewing skills training. Cou 640 Program Design and Management in Supported Employment Instructor: Staff This course seeks to help students develop management
skills that will be useful in the design, operation, and evaluation
of employment programs for persons with moderate and severe disabilities,
at both the secondary school and adult service levels. Cou 641 Job Placement and Training in Supported Employment Instructor: Staff This course addresses the theory and practice of providing
employment support in integrated community settings to individuals
with severe disabilities. Attention is given to specific assessment,
instructional, and support strategies, as well as to issues in community-based
employment services. Cou 645 Transition to Adult Life for Students with Disabilities Instructor: Staff This course addresses the process of transition from
school to adult life for individuals with disabilities. Students
review current transition planning approaches in depth, and develop
a comprehensive transition plan.
This course addresses the role of culture in counseling
and psychology by looking at history and current issues. Discussions
use an interdisciplinary framework to approach the question of counseling
in multi-cultural society. The course seeks to contribute to both
the personal and the professional development of its participants. Cou 670 Substance Abuse in Modern Society This course surveys the broader problems caused by
substance abuse in modern society. Part of the course is devoted
to a study of the physiological consequences of substance abuse.
The course also considers the family of the substance abuser, various
treatment modalities, and the relationship of the criminal justice
system to substance abuse rehabilitation. Cou 671 Employee Assistance Programming Instructor: Staff This course focuses on the historical development
of, and current critical issues in, employee assistance programming.
It also considers the major elements and procedures in employee
assistance programs with special emphasis on industrial organizations Cou 672 Substance Abuse and the Family This course focuses on families with members who are
substance abusers, and the ways in which these families function.
The course explores the methods and resources available for helping
such families. Cou 674 Psychopharmacology This course considers the nature of alcohol and narcotics,
and the ways they affect addicts in mind and body before, during,
and after treatment.
The purpose of the practicum is to expose the student
to the field of rehabilitation counseling. Students will have an
opportunity to observe and participate in several rehabilitation
programs, one in an adaptive computing lab and another in a community
agency providing rehabilitation services. Students will have opportunities
to learn about the importance of consumer rights in the rehabilitation
process. Additionally, students will be exposed to current issues
in the field of rehabilitation.
Students are placed as interns in rehabilitation facilities
under the direct supervision of professionals. Students learn the
role and responsibilities of rehabilitation counselors by taking
on counseling cases. Students meet weekly on campus for a seminar
to discuss issues surrounding the work experience. Practicum Students must complete a 100 hours of practicum experience. The 100 hours will be completed in assigned placements sites such as Massachusetts Rehabilitation Commission, the Center House, Morgan Memorial Goodwill Industries, Semper Ross Center for Students with Disabilities and Institute for Community Inclusion. Additionally, as part of the practicum experience students will attend a seminar class where practicum experiences and current issues in rehabilitation counseling will be discussed. Practicum hours must be documented on the appropriate form and signed by site supervisors. Internship The rehabilitation internship is required of all students in the rehabilitation counseling program. It consists of supervised field experience in approved rehabilitation settings including public, nonprofit and private facilities. It is required that students complete 600 clock hours, 300 clock hours a semester, in the internship. Internship students must have successfully completed a minimum of 18 semester credits, including Counseling Theory and Practice I and II, Foundations of Rehabilitation, and Psychological Testing. Additionally, the student intern must obtain proper insurance.
2. Develop counseling techniques that must be acquired in actual counseling relationships. 3. Learn to integrate counseling theories acquired through coursework to actual issues confronting persons with disabilities. 4. Have the student engage and participate in the roles, duties, and responsibilities of a professional rehabilitation counselor. 5. Provide the student with experiences on which they
may receive feedback from a professional rehabilitation counselor
and a rehabilitation counselor educator. 6. Develop the skills of a professional rehabilitation
counselor so that the student will begin to feel confident in his/her
ability to function as a professional in the field of rehabilitation. 7. Have the student to begin to develop and use community
resources which are relevant to the practice of rehabilitation counseling. 8. Learn to work and function as a team member with
other professionals in the rehabilitation process. 9. Have the student understand the relationship and
functioning of systems, e.g. the relationship between the rehabilitation
counseling staff and the administration of the rehabilitation agency/facility.
1. The organization or agency provides rehabilitation
counseling services to persons with disabilities. 2. The organization or agency allows interns to participate
actively in the provision of rehabilitation counseling services. 3. The organization or agency has a supervisor that
is qualified, e.g. holds a masters degree in rehabilitation counseling
and has certification as a rehabilitation counselor (CRC) or has
a masters degree in some other human services related field. 4. The site supervisor will commit to regular weekly
supervision with the student intern. 5. The organization or agency will allow for the taping
of counseling sessions (audio or video) for the purpose of feedback
to the student intern at the weekly university seminar.
The internship site supervisor must be a master's trained person, preferably in rehabilitation counseling and have certification as a rehabilitation counselor (CRC). At minimum they must hold a masters degree in a human service field such as social work or counselor. The agency supervisor will be responsible for the student intern's orientation to the agency and daily assignment of work activities at the internship site. The supervisor must be committed to the training of the student and be responsible for making the internship a good learning experience and introduction to the field of rehabilitation. The student intern should have a reasonable number of clients and have sufficient opportunities to perform counseling. No specific limit is set for the number of actual counseling or contact hours because each agency is different. It is expected that the students will have opportunities to videotape or audiotape counseling sessions that will be used to provide valuable feedback to internship students in the University internship class. Additionally, the supervisor must provide regular supervision for the intern on a once a week basis and meet with the designated University faculty member at appropriate times. Finally, the supervisor will complete a student/intern evaluation for at the end of each term and share the evaluation with the student intern. The supervisor should present the feedback constructively to the student intern.
The student intern will be responsible for completing 600 clock hours during the academic year, over two semesters. The number of hours per week and the start and stop dates should be negotiated with the site internship supervisor and approved by the Internship Seminar Instructor. The intern is responsible for regular attendance and provision of high quality services to those receiving services. It is expected that the student intern function as closely as possible to regular employees of the agency. Additionally, students are responsible for recording clock hours at the internship site and recording supervision received from a CRC. The University does not provide professional liability to student interns. Therefore, student interns should consider obtaining professional liability through one of the professional organizations such as the American Counseling Association or the American Psychological Association. See your advisor for information on these professional organizations. The student will be responsible for completing an agency/supervisor evaluation at the end of the placement. This information will be used in recommending placements to future student interns. Students must complete a capstone experience before they graduate from the program. They may choose one of two options: (a) A Research Project or (b) A Rehabilitation Case Analysis. The Research Project or the Rehabilitation Case Analysis must be completed during the internship. The purpose of completing a Research Project is to prepare students to be practitioner-scientists. Students will develop and conduct a small research study during their internship. They must complete a literature review, a methods section, and the results of the study. Students are encouraged to share the results with the agency staff where they completed the internship and collected the information for the study. Students are expected to demonstrate skills of systematic interpretation of research information presented in journals and other scientific sources along with clinical experience in the practice of rehabilitation counseling. Students completing the Research Project are expected to systematically identify a problem or issue confronting them as practitioners during their field experience, the internship (the early part of their internship). Through consultation with peers and faculty (both group and individual consultations) students will develop methods of addressing the problem identified. Students may choose to address a policy issue or conduct a small scale research study. Key in the choice of the activity will be how the issue relates to practice as a rehabilitation counselor. Students may choose to address the identified issue through policy or research activities with focus on: interventions; adaptive technologies, systems functioning; or urban and diversity issues confronting those with disabilities. The purpose of completing the Rehabilitation Case Analysis is to engage students in an experience which, in its comprehensiveness, brings together their entire learning experience throughout their enrollment in the Rehabilitation Counseling Track, and reinforces their own self-efficacy and feelings of competence as a rehabilitation counselor.
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an asterisk (*).