Rehabilitation Counseling Student Handbook

University of Massachusetts Boston

Academic Year 2004-2005

Introduction

The Rehabilitation Counselor Education (RCE) Program at the University of Massachusetts at Boston is committed to the preparation of highly qualified professionals for the field of rehabilitation counseling. Our commitment is reflected in the admission policies as well as hiring practices, to attract highly qualified students and exemplary faculty members who represent multicultural perspectives and individual diversity. The RCE Program, within a public urban university, is dedicated to the training of professionals who most likely will work in, and provide counseling and related rehabilitation activities to individuals representing an urban and diverse population.

The RCE Program curriculum is organized to identify the potential and to facilitate the development of its students and the individuals with disabilities with whom they work. The Program intends to emphasize empathy and respect for the social foundations and cultural diversity of all persons by fostering each individual's self awareness, respect, and esteem, and through its hiring policies of faculty and recognition of multicultural students. To achieve its intended goals, the Program will offer opportunities for its students to recognize, develop and promote their own resources as a means of adapting effectively to their own environment and life conditions, which, in turn, as tools they may share with the individuals with disabilities with whom they work.

The curriculum of the RCE Program attaches particular importance to the role of adaptation in a person's life. Essential to the implementation of the Program curriculum will be the integration of theory presented in classrooms and its application in practica and internship experiences. To emphasize the integration of curriculum content and other training experiences the Program will provide information about the social environment, personality organization and development, professional orientation and ethics, methods of inquiry and the process of change. In addition, the Program will provide opportunities for its students to develop professional skills and competencies, and to practice them in professional settings. The Program intends to prepare its students to make significant practitioner-oriented contributions to rehabilitation counseling and prepare them for further study at the doctoral level if they so desire.

Objectives of the Rehabilitation Counselor Education Program

The primary goal of the RCE Program is the preparation of professional rehabilitation counselors in generic skills for employment in state/federal, private non-profit agencies, hospitals, private companies, etc. Instruction in generic skills and knowledge in rehabilitation counseling have the following objectives:

1. Students will acquire skills in applying theories and techniques of individual, group and family counseling.
2. Students will acquire knowledge in understanding of
the theoretical basis of behavior, including human growth
and development
3. Students will acquire knowledge of environmental and
attitudinal barriers that persons with disabilities face,
and the influence of multicultural differences and gender
on persons with disabilities.
4. Students will acquire knowledge and skills of case
management including how to identify and use
community resources.
5. Students will acquire knowledge of independent living
services.
6. Students will acquire knowledge of the history and philosophy
of rehabilitation and acquire an understanding of the
legislation affecting persons with disabilities including
the American with Disabilities Act
7. Students will acquire an understanding of the organizational
structure of vocational rehabilitation.
8. Students will develop an understanding of the legal and ethical
standards for the practice of rehabilitation counseling
9. Students will acquire an understanding of how current and past societal events can impact on the rehabilitation process and persons with disabilities.
10. Students will acquire knowledge of career development
theories as it applies to persons with disabilities.
11. Students will develop an understanding of labor market
trends and occupational information.
12. Students will acquire knowledge of the medical aspects of
various disabilities including functional assessments and
appropriateness of various interventions.
13. Students will acquire knowledge of the psychosocial aspects of
disabilities including the effects on the person with the
disability, their family and social network.
14. Students will develop skills in evaluation approaches including
techniques and interpretation of results. Additionally,
students will acquire skills in vocational evaluation.
15. Students will acquire knowledge of job analysis, job
modification and job restructuring.
16. Students will acquire skills of job development, job placement
and follow-up or follow-along services.
17. Students will acquire knowledge of supported employment practices.
18. Students will acquire knowledge of rehabilitation research
literature and methods of analyzing research quality in
professional journals.
19. Students will acquire knowledge of statistical methods and
types of research analyses.
20. Students will acquire knowledge of research designs,
including survey methods and needs assessment approaches.
21. Students will acquire knowledge of issues and practices of
transitions from school to work.
22. Students will acquire knowledge of state and federal entitlements
for persons with disabilities.

Rehabilitation Counselor Education Faculty

The Rehabilitation Counseling program is part of the Counseling and School Psychology Department in the Graduate College of Education. Listed below are faculty members from the Department that contribute to the functioning of the Rehabilitation Counselor Education program. We all want to welcome you to the program and we hope to make your educational experience a rewarding one.

Counselor Education Faculty

The School Guidance Counseling Program is part of the Counseling and School Psychology Department in the Graduate College of Education. Listed below are faculty members from the Counseling and School Psychology Department that contribute to the functioning of the School Guidance Counselor program. We want to welcome you to the program and we hope to make your educational experience a rewarding one.

Rick Houser, Ph.D., University of Pittsburgh,
Office: Wheatley 2-174 Phone: 287-7668
Research and Evaluation, Counseling I and Ethical Standards
Coordinator-Rehabilitation Counseling

Nan Zhang Hampton, Ph.D., University of Kentucky,
Office: Wheatley 2-173 Phone: 617 287-7651
Foundations of Rehabilitation, Vocational, Educational and
Psychological Assessment, Vocational Development and
Career Information

Gonzalo Bacigalupe, Ed.D., University of Massachusetts Amherst
Office: Wheatley 2-170 Phone: 617 287-7631
Marriage and Family

Lisa Cosgrove, Ph.D., Duquesne University,
Office: Wheatley 2-177 Phone:617 287-7602
Psychopathology, Group Counseling and Dynamics, Counseling Theory and Practice 1

MaryAnna Ham, Ed.D. University of Rochester
Office Wheatley 2-174 Phone: 617 287-7617
Structure and Process, Ethical Standards and Professional
Practices

Virginia Harvey, Ph.D. Indiana University
Office: Wheatley 2-160 Phone: 617 287-7628
Clinical Application of Human Development
Chair Department of Counseling & School Psychology

Varda Konstam, Ph.D., Fordham University,
Office: Wheatley 2-99-3 Phone: 287-7619
Counseling Theory and Practice 1, Techniques of the
Diagnostic Interview
Graduate Program Director-School Psychology

Maxine Weinreb, Ed.D., Boston University
Office: Wheatley 2-177 Phone: 617 287-7602
Counseling Theory and Practice II, Child Abuse and Neglect,
And Child and Adolescent Counseling

Cathy Wong, M.Ed., Boston University (Doctoral Candidate-
University of Massachusetts Boston)
Office: Wheatley 2-162 Phone: 617 287-7617
Cross Cultural Counseling, Group Counseling

Rehabilitation Counselor Education Curriculum

General Counselor Education Core Courses

Cou 601 Research and Evaluation in Psychology
Cou 605 Vocational, Ed. & Psych. Assessment
Cou 606 Ethical Standards and Professional Issues
Cou 608 Abnormal Psychology
Cou 614 Counseling Theory and Practice I
Cou 615 Counseling Theory and Practice II
Cou 616 Group Counseling and Group Dynamics
Cou 620 Clinical Application of Human Development
Cou 622 Structure and Process of Family Systems
Cou 653 Perspectives in Cross Cultural Counseling

30 credits

Rehabilitation Counselor Education Core Courses

Cou 602 Medical and Psychosocial Aspects of Disabilities
Cou 603 Foundations of Rehabilitation
Cou 610 Case Management & Use of Community Resources
Cou 612 Vocational Rehabilitation and Placement
Cou 613 Vocational Development and Career Information
Cou 695 Practicum in Rehabilitation Counseling
Cou 698 Internship in Rehabilitation Counseling

30 credits Total credits required 60

Typical Plan of Study (Full Time)

First Year

Fall Term Credits

Cou 601 Research and Evaluation in Psychology 3
Cou 603 Foundations of Rehabilitation 3
Cou 610 Case Management & Use of Community Resources 3
Cou 614 Counseling Theory and Practice I 3

Spring Term Credits

Cou 612 Vocational Rehabilitation & Placement 3
Cou 613 Vocational Development and Career Information 3
Cou 615 Counseling Theory and Practice II 3
Cou 622 Structure and Process Family Systems 3
Summer (first year)

Cou 606 Ethical Standards & Professional Practices 3
Cou 695 Practicum in Rehabilitation Counseling 3

Second Year

Fall Term Credits

Cou 608 Abnormal Psychology 3
Cou 698 Internship in Rehabilitation Counseling 6
Cou 620 Clinical Application of Human Dev. 3

Spring Term Credits

Cou 602 Medical and Psychosocial Aspects of Disabilities 3
Cou 698 Internship in Rehabilitation Counseling 6
Cou 653 Perspectives in Cross Cultural Counseling 3

Summer (second year)

Cou 605 Principles of Voc., Educational & Psych. Assess. 3
Cou 616 Group Counseling & Group Dynamics 3

Total Credits 60

Typical Plan of Study (Part-time)
First Year Credits

Fall Term

Cou 603 Foundations of Rehabilitation 3
Cou 610 Case Management & Use of Community Resources 3

Spring Term

Cou 614 Counseling Theory and Practice I 3
Cou 620 Human Development 3

Summer Term

Cou 615 Counseling Theory and Practice II 3

Second Year Credits

Fall Term

Cou 601 Research and Evaluation in Psychology 3
Cou 612 Vocational Rehabilitation & Placement 3

Spring Term

Cou 602 Medical and Psychosocial Aspects of Disabilities 3

Summer Term

Cou 616 Group Counseling & Group Dynamics 3

Third Year Credits

Fall Term

Cou 622 Structure and Process of Family Systems 3
Cou 653 Perspectives in Cross Cultural Counseling 3

Spring Term

Cou 608 Abnormal Psychology 3
Cou 606 Ethical Standards & Professional Practices 3

Summer Term

Cou 695 Practicum in Rehabilitation Counseling 3

Fourth Year
Fall Term

Cou 698 Internship in Rehabilitation Counseling 6
Cou 605 Vocational, Ed., & Psych. Assessment 3

Spring Term

Cou 613 Vocational Development and Career Information 3
Cou 698 Internship in Rehabilitation Counseling 6

Total Credits 60

It is recommended that students meet with their advisor early in the program to discuss and complete a tentative plan of studies. A Tentative Plan of Studies Form is provided in Appendix A.

Rehabilitation Counseling Practicum and Internship

Students must complete a 100 hours of practicum experience. The 100 hours will be completed in approved placements sites 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 should be documented on the appropriate form and signed by site supervisors.

The rehabilitation internship is required of all rehabilitation counseling students. It consists of supervised field experience in rehabilitation facilities 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 completed a minimum of 18 semester credits, including Counseling Theory and Practice I and II, Theories of Personality, Foundations of Rehabilitation and Psychological Testing. Please examine the attached contract that will exist between you and the internship site that reviews ethics, responsibilities and requirements, professional conduct and acknowledgment. Additionally, the student intern must obtain proper insurance

The objectives of the internship are to:

1. To acquaint the student with the roles, duties and responsibilities
of a professional rehabilitation counselor.
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. To have the student engage and participate in the roles, duties,
and responsibilities of a professional rehabilitation counselor.
5. To provide the student with experiences on which they may receive feedback from a professional rehabilitation counselor and
a rehabilitation counselor educator.
6. To 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. To 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. To have the student understand the relationship and functioning of
systems, e.g. the relationship between the rehabilitation counseling staff and the administration of the agency.

Selection of Internship Site

The selection of an internship site is an important part of your education in the profession of rehabilitation counseling. Therefore, careful selection of a site is important. The following criteria have been identified which are helpful in deciding upon an internship site:

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 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 selection of your placement site should take into account your desired learning experiences, e.g. what are the skills you wish to acquire and what are the types of disabilities you wish to have experience working with during the placement. At the time of your decision for internship site placement, you will complete an Introductory Data Form which will provide relevant information prior to your interview with a prospective agency and supervisor. This form should facilitate your acquisition of a placement site and it includes space for identifying relevant vocational goals you have, and counseling skills you would like to acquire. It is important that you work with your academic advisor in the selection of a placement. Therefore, it is recommended that you see your academic advisor during early spring if you plan on an internship for the following fall. You will want to discuss a strategy for selecting your internship along with the appropriate steps in the process.

Internship Supervisor

The internship supervisor must be a masters 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 generous 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.

Student Intern Responsibilities

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 internship supervisor. 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.

Capstone

Students must complete a capstone which for rehabilitation counseling students is a research project or a clinical case analysis. Students may choose one of two options: a case analysis or a research project. 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 intent of the Clinical Case Analysis is to engage students in an experience which, in its comprehensiveness, brings together their entire learning experience throughout their enrollment in the Track, and reinforces their own self-efficacy and feelings of competence as a rehabilitation counselor.

Professional Organizations

We encourage students to belong to professional rehabilitation counseling organizations. There are two professional rehabilitation counseling organizations that students may join. These rehabilitation counseling organizations are divisions in larger professional organizations. Listed below are names and addresses of the organizations.

American Counseling Association
Division-American Rehabilitation Counseling Association
5999 Stevenson Ave
Alexandria, VA 22304-3303
Phone: (703) 823-9800

American Rehabilitation Counseling Association
5999 Stevenson Avenue
Alexandria, VA 22304-3300
Office: 1- 800- 545- 2223

National Rehabilitation Association
1910 Association Drive, Suite 205
Reston, VA 22091-1502
Phone: (703) 715-9090
TDD (703) 715-9209

Course Descriptions

Courses offered in the Department of Counseling and School Psychology are listed below. Courses required for rehabilitation counseling students are noted with an asterisk (*).

*Cou 601 Research and Evaluation in Psychology
Instructors: Dr. Houser

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.
3 credits

*Cou 602 Medical and Psychosocial Aspects of Disabilities
Instructors: Dr. Hampton

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.
3 credits

*Cou 603 Foundations of Rehabilitation
Instructor: Dr. Hampton

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.
3 credits

*Cou 605 Principles of Vocational, Educational, and Psychological Assessment
Instructor: Dr. Hampton

A survey of standardized tests used in assessing aptitudes, interests, and personality traits. The course covers the technical and methodological principles and social, ethical, and legal implications of testing.
3 credits

*Cou 606 Ethical Standards & Professional Practices
Instructor: Drs. Ham & Houser

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 of ethical decision-making; ethical codes of conduct; client rights and counselor responsibilities; and ethical concerns of multicultural clients.
3 credits

Cou 607 Theories of Personality
Instructors: Dr. Houser, Dr. O'Brien

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.
3 credits

*Cou 608 Abnormal Psychology
Instructor: Dr. Cosgrove

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.
3 credits

*Cou 610 Case Management and the Use of Community Resources
Instructors: Staff

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.
3 credits

*Cou 612 Vocational Rehabilitation and Placement
Instructors: Staff

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.
3 credits

*Cou 613 Vocational Development and Career Information
Instructor: Dr. Hershensen

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.
3 credits

*Cou 614 Counseling Theory and Practice I
Instructors: Dr. Konstam and Dr. O'Brien

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.
3 credits

*Cou 615 Counseling Theory and Practice II
Instructor: Dr. Weinreb

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.
3 credits

*Cou 616 Group Counseling and Group Dynamics
Instructors: Dr. Houser

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.
3 credits

*Cou 620 Clinical Application of Human Development
Instructor: Dr. Harvey

This course provides students with a comprehensive view of the life span development from childhood through adulthood. Several perspectives are presented: 1) the interaction of age with such factors as gender, cultural background, disabilities, and other significant issues; 2) how individuals at specific stages of cognitive development process information; and 3) a structural approach to ego development
3 credits

*Cou 622 Structure and Process of Family Systems
Instructors: Dr. Ham and Dr. Bacigalupe

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.
3 credits

Cou 625 Advanced Family Counseling
Instructors: Dr. Ham and Dr. Bacigalupe

This course focuses on the use of family therapy concepts from a systems perspective. Three basic family system models are reviewed and used as the basis for implementing family therapy techniques. Classes include lectures, videotapes, and role play.
3 credits

Cou 628 Issues in Family Counseling
Instructors: Dr. Ham and Dr. Bacigalupe

This course focuses on both clinical and theoretical aspects of family therapy. Issues for discussion include the value and ethical belief systems of both family and counselor; family membership; various models in the field and their correctness of fit; and strategies for treatment of symptom-focused families. This is a discussion course rather than a clinical one.
3 credits

*Cou 653 Perspectives in Cross-Cultural Counseling
Instructors: Ms. Cathy Wong

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.
3 credits

Cou 670 Substance Abuse in Modern Society
Instructor: Dr. Mahdavi

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.
3 credits

Cou 672 Substance Abuse and the Family
Instructors: Dr. Bacigalupe

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.
3 credits

Cou 674 Psychopharmacology
Instructor: Dr. Cosgrove
This course considers the nature of alcohol and narcotics, and the ways they affect addicts in mind and body before, during, and after treatment.
3 credits

*Cou 689 Practicum in Rehabilitation Counseling
Instructor: Dr. Houser

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 recent trends in consumer rights in the rehabilitation process. Additionally, students will be exposed to current issues in the field of rehabilitation.
3 credits

*Cou 698 Internship
Instructor: Drs. Hampton and Houser

Students are placed as apprentice counselors 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.
6 credits