Ethical Practice and Rehabilitation Counselor Education

2001 ◽  
Vol 32 (4) ◽  
pp. 10-19 ◽  
Author(s):  
Linda R. Shaw ◽  
Vilia M. Tarvydas
Keyword(s):  
Counselor Education ◽  
Ethical Behavior ◽  
Professional Ethics ◽  
Counselor Educators ◽  
Rehabilitation Counselors ◽  
Ethical Practice ◽  
Rehabilitation Counselor ◽  
Direct Relevance ◽  
Client Relationship ◽  
High Standards

Rehabilitation counselor educators are obligated to act in accordance with the Code of Professional Ethics for Rehabilitation Counselors. This obligation is particularly strong for rehabilitation counselor educators, not only because of the importance of protecting the rights of students and the clients those students may serve, but also because of the importance of modeling high standards of ethical behavior. Because the Code historically has been focused on the counselor-client relationship, educators may have viewed it as having only limited relevance in their own work. The 2002 . revised Code includes several clarifications and provides specific guidance to rehabilitation counselor educators that should assist them in their efforts to practice ethically. This article discusses the challenges that rehabilitation counselor educators routinely confront and highlights several of the changes to the Code of Professional Ethics that have direct relevance to rehabilitation education. Implications for implementation of the code within academia are included.

Rehabilitation Counselor Education and the New Code of Ethics

2010 ◽  
Vol 41 (2) ◽  
pp. 48-53
Author(s):  
Harriet L. Glosoff ◽  
R. Rocco Cottone
Keyword(s):  
Counselor Education ◽  
Professional Ethics ◽  
Code Of Ethics ◽  
Counselor Educators ◽  
Rehabilitation Counselors ◽  
Ethical Practice ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
Counselor Certification

The purpose of this article is to discuss recent changes in the Commission on Rehabilitation Counselor Certification Code of Professional Ethics for Rehabilitation Counselors, effective January 1, 2010, that are most relevant to rehabilitation counselor educators. The authors provide a brief overview of these key changes along with implications for ethical practice in rehabilitation counselor education.

Forensic Ethics and Indirect Practice for the Rehabilitation Counselor

2010 ◽  
Vol 41 (2) ◽  
pp. 42-47
Author(s):  
Mary Barros-Bailey ◽  
Jeffrey Carlisle ◽  
Terry L. Blackwell
Keyword(s):  
Professional Ethics ◽  
Rehabilitation Counseling ◽  
Rehabilitation Counselors ◽  
Business Practices ◽  
Ethical Practice ◽  
Specialty Area ◽  
Rehabilitation Counselor ◽  
Definition Of ◽  
Relationship Of ◽  
Unique Relationship

For nearly 50 years, the specialty area of forensics has emerged as an established practice setting in rehabilitation counseling, and it is predicted to be the fastest-growing area of practice in the profession. Reflecting the increased number of practitioners in the specialty, the revised Code for Professional Ethics of Rehabilitation Counselors names Section F (Forensics and Indirect Services) as a guide to the ethical practice for rehabilitation counselors in this specialty. The section includes 17 standards specific to clients' and evaluees' rights, rehabilitation counselors' forensic competency and conduct, forensic practices, and forensic business practices. Furthermore, the unique relationship of the forensic rehabilitation counselor with the person receiving services is clarified through the introduction of the definition of evaluee, a term that has gained unilateral agreement throughout the field of forensic rehabilitation.

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.

Incorporating Feminism Into Rehabilitation Counselor Education

2015 ◽  
Vol 29 (1) ◽  
pp. 47-58 ◽  
Author(s):  
Mookyong Jeon
Keyword(s):  
Rehabilitation Counseling ◽  
Core Values ◽  
Counselor Educators ◽  
Rehabilitation Counselors ◽  
Training Methods ◽  
Counselors In Training ◽  
Rehabilitation Counselor ◽  
Diversity Issues ◽  
Gender Power ◽  
And Training

Purpose:The author describes how rehabilitation counselor educators can incorporate the feminist perspective in teaching rehabilitation counselors-in-training by exploring history, core values, and training methods of feminism.Method:Based on a literature review, the author compares philosophy and concepts of rehabilitation counseling and feminism, reviews the models of feminist supervision, and explores its applicability to rehabilitation counseling.Results:Feminism coincides with the philosophy of rehabilitation counseling in that both share similar perspectives that emphasize equity and justice. When incorporating feminism, the philosophical and conceptual tenets of rehabilitation counseling can be effectively trained through the practices of the rehabilitation counselor such as empowerment and advocacy for clients. Specifically, as a method to disseminate the core values of rehabilitation counseling, feminist supervision provides a structured model to train rehabilitation counselors-in-training.Conclusions:The feminist approach can be incorporated as a viable training method for rehabilitation counselor educators in that feminism provides a useful framework in which not only to view gender, power, and diversity issues but also to train philosophy and core values of rehabilitation counseling.

The Code of Professional Ethics for Rehabilitation Counselors: The Administrator and Supervisor Perspective

2001 ◽  
Vol 32 (4) ◽  
pp. 20-26
Author(s):  
Jodi L. Saunders ◽  
Sandra L. Peck
Keyword(s):  
Professional Ethics ◽  
Ethical Issues ◽  
Rehabilitation Counseling ◽  
Rehabilitation Counselors ◽  
Counseling Supervision ◽  
Ethical Practice ◽  
Ethical Guidance ◽  
Counseling Supervisors

This article discusses the ethical issues facing rehabilitation counseling supervisors and administrators (RCS/As). A brief overview of supervision in rehabilitation counseling is provided in addition to: a) an examination of common ethical issues in rehabilitation counseling supervision, b) the availability of ethical guidance, and c) uses and limitations of the recently revised Code of Professional Ethics for Rehabilitation Counselors. Recommendations for facilitating and supporting ethical practice are also presented.

Private Counseling: A Primer

1989 ◽  
Vol 20 (1) ◽  
pp. 41-46
Author(s):  
Lloyd R. Goodwin
Keyword(s):  
Counselor Education ◽  
Rehabilitation Counselors ◽  
Education Students ◽  
Rehabilitation Counselor ◽  
Counseling Practice ◽  
Career Option ◽  
Counselor Education Students ◽  
Rehabilitation Counselor Education ◽  
Part Time

This article provides some practical suggestions for rehabilitation counselor education students and novice rehabilitation counselors contemplating the career option of full or part-time private counseling practice.

Specializations in Rehabilitation Counseling: One Program's Vision

2008 ◽  
Vol 22 (3) ◽  
pp. 185-192
Author(s):  
Charles Bernacchio ◽  
Eileen J. Burker ◽  
Donna Falvo ◽  
Patricia Porter ◽  
Stacia Carone
Keyword(s):  
Developmental Disabilities ◽  
Counselor Education ◽  
Capacity Building ◽  
Rehabilitation Counseling ◽  
Degree Program ◽  
Rehabilitation Counselors ◽  
Persons With Disabilities ◽  
Rehabilitation Counselor ◽  
Collaborative Capacity ◽  
Building Process

The option for specialization is explored to address expanding roles for rehabilitation counselors. Several important considerations are identified for Rehabilitation Counselor Education (RCE) program faculty opting for a specialization. Development of specialty tracks in psychiatric and developmental disabilities are offered as viable options for a master's degree program in rehabilitation counseling. Authors discuss a model using a collaborative capacity-building process in response to national and state needs of persons with disabilities relative to rehabilitation counseling specialization.

Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum

2015 ◽  
Vol 29 (4) ◽  
pp. 406-420 ◽  
Author(s):  
Shengli Dong ◽  
Glacia Ethridge ◽  
Roe Rodgers-Bonaccorsy ◽  
Spalatin N. Oire
Keyword(s):  
Social Justice ◽  
Rehabilitation Counseling ◽  
Counselor Educators ◽  
Rehabilitation Counselors ◽  
Academic Rank ◽  
National Council ◽  
Education Curriculum ◽  
Rehabilitation Counselor ◽  
Descriptive Research ◽  
Quantitative Descriptive

Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula.Method:The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education.Results:The study found that most participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching.Conclusion:To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains.

Clinical and Applied Experience in Rehabilitation Counselor Education

2008 ◽  
Vol 22 (4) ◽  
pp. 295-306
Author(s):  
Molly K. Tschopp ◽  
Julie A. Chronister
Keyword(s):  
Counselor Education ◽  
Ethical Issues ◽  
Legal Issues ◽  
Rehabilitation Counselors ◽  
Clinical Experiences ◽  
Counselors In Training ◽  
Rehabilitation Counselor ◽  
The Core ◽  
Preparation Phase ◽  
Ethical And Legal Issues

Applied training of pre-practicum, practicum, and internship are important gateway experiences for rehabilitation counselors-in-training. Counselor educators and supervisors must be aware of requirements and expectations of counselor-in-training supervision and common ethical issues specific to these clinical experiences of rehabilitation counselors-in-training and their supervisors/faculty. The authors identify and discuss the CORE standards for practicum and internship in the preparation of rehabilitation counselors. Information is presented on the preparation phase, mandatory aspects of fieldwork and implications for curriculum standards, as well as supervision, and ethical and legal issues.

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.

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