Rehabilitation Counselor Education Programs' Response to Cultural Pluralism

1991 ◽  
Vol 22 (1) ◽  
pp. 46-48 ◽  
Author(s):  
John M. Dodd ◽  
J. Ron Nelson ◽  
Steven W. Ostwald ◽  
Jerome Fischer
Keyword(s):  
United States ◽  
Counselor Education ◽  
Culturally Relevant ◽  
Rehabilitation Counseling ◽  
The United States ◽  
Cultural Pluralism ◽  
Education Programs ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
Need For Rehabilitation

The United States is becoming increasingly pluralistic, which necessitates concern about provision of culturally relevant rehabilitation counseling. A survey was conducted to determine whether and how cultural pluralism is addressed In rehabilitation counselor education programs. Most programs address cultural pluralism, although a variety of different courses and course infusion are employed. The need for rehabilitation counselor education programs to address cultural pluralism is discussed.

Serving the Descendants of Aztlán: A Rehabilitation Counselor Education Challenge

1988 ◽  
Vol 19 (4) ◽  
pp. 40-44 ◽  
Author(s):  
Samuel Medina ◽  
Catherine Marshall ◽  
Juliet Fried
Keyword(s):  
Counselor Education ◽  
Cultural Differences ◽  
Rehabilitation Counseling ◽  
Cultural Pluralism ◽  
Rehabilitation Counselors ◽  
Education Programs ◽  
Specific Knowledge ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
Values And Beliefs

Rehabilitation counselor education programs are currently being challenged to include a focus on cultural differences in their curriculums. The purpose of this article is to recommend that the training of rehabilitation counselors indeed include a focus on cultural pluralism. The authors have presented a brief overview of the history, values, and beliefs of Chicanos in order to demonstrate the need for pluralism within rehabilitation counseling. Recommendations for incorporating culture specific knowledge within rehabilitation counselor graduate curriculums are presented.

Multicultural Education and Training in Rehabilitation Counseling Education Programs

2009 ◽  
Vol 23 (3) ◽  
pp. 193-202
Author(s):  
Chandra M. Donnell ◽  
Stacia L. Robertson ◽  
Cozetta D. Shannon
Keyword(s):  
Multicultural Education ◽  
Counselor Education ◽  
Rehabilitation Counseling ◽  
Rehabilitation Counselors ◽  
Education Programs ◽  
Rehabilitation Counselor ◽  
Counseling Education ◽  
Counseling Training ◽  
Rehabilitation Counselor Education ◽  
Multicultural Practices

Racial-ethnic backgrounds of rehabilitation counseling clientele have become increasingly diverse. Additionally, the current emphasis on globalization and international rehabilitation in diverse communities requires educators to examine teaching methods and strategies to best train rehabilitation counselors working within these complex diverse populations. Rehabilitation counseling training programs have begun to embrace multicultural practices as they are implemented in accreditation standards; however, implementation of multicultural practices in educational programs is still unclear. The purpose of this article is to define multicultural education and its role in rehabilitation counselor education. A multifaceted approach to multicultural education in rehabilitation counseling education is presented. Implications for rehabilitation counselor education programs is discussed.

Rehabilitation Counselor Education

1984 ◽  
Vol 15 (3) ◽  
pp. 34-38 ◽  
Author(s):  
Vincent A. Scalia ◽  
Richard R. Wolfe
Keyword(s):  
Counselor Education ◽  
Continuing Education ◽  
Core Curriculum ◽  
Rehabilitation Counseling ◽  
Skills Training ◽  
Education Programs ◽  
Rehabilitation Counselor ◽  
The Core ◽  
Rehabilitation Counselor Education ◽  
Service Training

A chronology of Rehabilitation Counselor Education, including the evolution of the basic core curriculum is provided. The authors focus upon the core curriculum and its relationship to the recognition of rehabilitation counseling as a profession. Rehabilitation Counselor Education, treated as pre-service training, is viewed as preparing the student for a profession, whereas the Continuing Education programs provide skills training for a specific job. These two kinds of programs are considered complementary, not competitive.

Marketing Rehabilitation Counselor Education Programs

1986 ◽  
Vol 17 (4) ◽  
pp. 42-47 ◽  
Author(s):  
Lloyd R. Goodwin
Keyword(s):  
Counselor Education ◽  
Rehabilitation Counseling ◽  
Counselor Educators ◽  
Rehabilitation Counselors ◽  
Education Programs ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
Counseling Faculty ◽  
Career Options

This article offers a practical guide for rehabilitation counselor educators for marketing rehabilitation counselor education programs in order to attract the highest caliber students possible and to further promote the profession of rehabilitation counseling. Six marketing goals for rehabilitation counselor educators are described: (a) student recruitment, (b) quality education, (c) internships in diverse settings, (d) expand career options for rehabilitation counselors, (e) follow-up with graduates, and (f) program visibility. Numerous marketing strategies are described to achieve these six goals. Also, this article is helpful as an orientation (survival) manual for beginning rehabilitation counseling faculty so they better understand some of the typical expectations of their jobs.

The Status of Technology-Enhanced Education and Service Delivery in Rehabilitation Counselor Education

2015 ◽  
Vol 29 (3) ◽  
pp. 194-207 ◽  
Author(s):  
Gina R. Oswald ◽  
Mary J. Huber ◽  
Josephine F. Wilson ◽  
Jared Embree
Keyword(s):  
Service Delivery ◽  
Counselor Education ◽  
Online Service ◽  
Education Programs ◽  
Rehabilitation Counselor ◽  
Transferable Skills ◽  
Online Coursework ◽  
Rehabilitation Counselor Education ◽  
The Status ◽  
Technological Skills

Purpose:The purpose of this article is to discuss the upsurge of technology-enhanced rehabilitation education programs and telerehabilitation services, to provide examples of these advancements, and to discuss the implications of this technology for education and the field including the unique advantage to developing technological skills through participation in effective online coursework allowing rehabilitation graduates the requisite transferable skills for competent online service delivery.Method:The authors completed a thorough review of the available literature on online technology-enhanced education programs and online telerehabilitation services.Results:Rehabilitation counselor education and the delivery of rehabilitation services have capitalized on recent technological advancements and provide opportunities to reach students and consumers via the Internet.Conclusion:It is clear that technology-enhanced education and clinical services will have an expanding role in the future of rehabilitation counselor education and practice. There is a unique advantage for students to develop technological skills through participation in effective online coursework. The skills learned from completing online courses are transferable skills for competent online service delivery.

Finding A Job in Human Services: The Value of Rehabilitation Counselor Competencies

1981 ◽  
Vol 12 (3) ◽  
pp. 146-150
Author(s):  
Michael E. Scofield ◽  
Jane A. Andrews
Keyword(s):  
Counselor Education ◽  
Rehabilitation Counseling ◽  
Intervention Programs ◽  
Rehabilitation Counselor ◽  
Human Service Agencies ◽  
Rehabilitation Counselor Education ◽  
Counselor Education Program ◽  
Manpower Needs ◽  
Service Agencies

A graduate follow-up and manpower needs assessment were conducted for one rehabilitation counselor education program. Results indicated that employment opportunities exist in a variety of human service agencies for people with training in rehabilitation counseling. Practical suggestions are offered to rehabilitation counselor education graduates for applying their competencies to work with many client groups and intervention programs when seeking a job. The reasons for this broad job market and implications for the rehabilitation profession are also discussed.

Recruitment, Retention, and Mentoring for Diversity Among Rehabilitation Counselor Educators

2017 ◽  
Vol 31 (2) ◽  
pp. 105-120 ◽  
Author(s):  
Tameika D. Minor ◽  
Dalia Chowdhury ◽  
Carl R. Flowers
Keyword(s):  
Counselor Education ◽  
Faculty Of Color ◽  
Future Research ◽  
Education Faculty ◽  
Education Programs ◽  
Retention Strategies ◽  
International Faculty ◽  
Rehabilitation Counselor ◽  
Recruitment And Retention ◽  
Rehabilitation Counselor Education

Purpose:In this article, the authors discuss best strategies for recruitment and retention among faculty of color, international faculty, and women to diversify rehabilitation counselor education faculty.Method:Based on a comprehensive literature review, we have provided the reader with a brief review of the status of faculty of color, international faculty, and women in academia, issues in recruitment and retention, and strategies that may be beneficial in diversifying rehabilitation counselor education faculty.Results:Researchers in higher education have shown that a diverse faculty is not only beneficial to academia, but to communities as well. The authors have provided recruitment and retention strategies that have been used in other disciplines. Coupled with a sincere commitment by university administrators, faculty, students, and communities, these strategies may be beneficial in increasing diversity among the faculty ranks in rehabilitation counselor education programs.Conclusion:In order to increase diversity in our training and education programs, it is imperative that recruitment and retention plans are created and implemented. Various recruitment and retention strategies were discussed in this article that have been shown to be effective in other disciplines. Future research should explore the presence and use of recruitment and retention plans in rehabilitation counselor education programs. In addition, qualitative research is warranted to explore the experiences of faculty of color, international faculty, and women.

Rehabilitation Counseling and the Law: Critical Considerations of Confidentiality and Privilege, Malpractice, and Forensics

1991 ◽  
Vol 22 (2) ◽  
pp. 7-14 ◽  
Author(s):  
Joseph P. Vallario ◽  
William G. Emener
Keyword(s):  
Counselor Education ◽  
Rehabilitation Counseling ◽  
Research Literature ◽  
Rehabilitation Counselors ◽  
Counseling Services ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
The Law

In the process of providing to their clients the highest quality of rehabilitation counseling services available within their profession, rehabilitation counselors are ethically obligated to remain cognizant of, and within, the law. Utilizing references from theoretical and research literature as well as examples from judicial caselaw, three areas of law critically applicable to the practice of rehabilitation counseling are presented and discussed: (a) confidentiality and privilege; (b) malpractice; and (c) forensics. Conclusions and relevant recommendations are offered to practicing rehabilitation counselors, professional rehabilitation counseling associations and rehabilitation counselor education.

Multicultural Counseling Ethics and Assessment Competencies: Directions for Counselor Education Programs

2003 ◽  
Vol 34 (2) ◽  
pp. 17-21 ◽  
Author(s):  
Jerome M. Fischer ◽  
Ellen Chambers
Keyword(s):  
Counselor Education ◽  
Multicultural Counseling ◽  
Ethical Dilemmas ◽  
Professional Counselors ◽  
Education Programs ◽  
Rehabilitation Counselor ◽  
Shared History ◽  
Licensed Professional Counselors ◽  
Rehabilitation Counselor Education ◽  
Assessment Training

Results of this study identified specific areas of multicultural ethics and assessment training for counselors. Licensed Professional Counselors (N = 207) were surveyed using the Multicultural Counseling Ethics and Assessment Competency Scale (MCEACS). A majority of survey respondents reported insufficient competencies in determining client acculturation, culture of the client in assessment interpretation, and resolving multicultural ethical dilemmas. Implications are given for counselor education programs and, subsequently, rehabilitation counselor education programs because of their shared history.

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