PurposeThis article compares disability-related social justice, inclusion, and psychiatric rehabilitation recovery model principles with the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) counseling curriculum standards in order to clearly articulate areas in the current standards that need revisions.MethodWe conducted a structured analysis of the CACREP curriculum standards in light of the Psychiatric Rehabilitation Association's 12 principles and values.ResultsSections of the CACREP curriculum standards are very beneficial for RC education, such as the additional emphasis on Diagnostic and Statistical Manual 5 (DSM-5) diagnoses, human development theories, crisis intervention, trauma-informed strategies, and the use of evidence-based counseling practices. Standards emphasizing the importance of client autonomy and respect, quality of life, community inclusion, advocacy, access, and evidence-based recovery model approaches need to be strengthened. The term “disability” does not currently appear in the eight core curriculum standards.ConclusionsThe authors offer specific course materials and activities that rehabilitation counselor (RC) educators can begin to incorporate into the design of their curriculum in order to better infuse ethical, social justice, disability inclusion, and recovery model principles into required coursework. Recommendations for changes to the CACREP curriculum standards are discussed.
Inequity and the disproportionate impact of COVID-19 on communities of color in the United States: The need for a trauma-informed social justice response.