Psychiatric Rehabilitation Course Content in Rehabilitation Counseling Programs

2005 ◽  
Vol 36 (4) ◽  
pp. 22-27
Author(s):  
Michael P. Accordino ◽  
Connie J. McReynolds ◽  
Chad R. Sedam
Keyword(s):  
Training Programs ◽  
Rehabilitation Counseling ◽  
Psychiatric Rehabilitation ◽  
Counseling Programs ◽  
Rehabilitation Process ◽  
Course Content ◽  
Counseling Training ◽  
Introductory Course

The number and level of psychiatric counseling training programs in 47 CORE-accredited programs across the country was examined in this study. Approximately 85% of the programs surveyed thought that graduates should provide information to consumers about the psychiatric rehabilitation process. With respect to an introductory course in psychiatric rehabilitation, sample results indicated that 40% programs offered a course, 36% offered related partial course content, and 19% offered no course or content at all. Results of studies indicate a need for more psychiatric counseling content. Suggestions are given to enable the inclusion of psychiatric rehabilitation content into existing rehabilitation counseling programs.

Collaboration in Developing a Specialty in Psychiatric Rehabilitation

2000 ◽  
Vol 31 (4) ◽  
pp. 18-21
Author(s):  
Manuela K. Kress-Shull
Keyword(s):  
Mental Health ◽  
Training Program ◽  
Joint Venture ◽  
Rehabilitation Counseling ◽  
Psychiatric Rehabilitation ◽  
Counseling Program ◽  
New Faculty ◽  
Faculty Position ◽  
Counseling Training ◽  
Course Work

Collaboration between a rehabilitation counseling training program and state departments of mental health and vocational rehabilitation which resulted in the development of a rehabilitation counseling program with a specialization in psychiatric rehabilitation is presented. Steps taken to develop a new faculty position, obtain grant funding, and add appropriate course work, are outlined. Continued challenges and benefits of this joint venture are described.

A Follow-up Study of Rehabilitation Counseling Graduates

1982 ◽  
Vol 13 (1) ◽  
pp. 6-10 ◽  
Author(s):  
Michael Sullivan
Keyword(s):  
Employment Status ◽  
Training Programs ◽  
Rehabilitation Counseling ◽  
Occupational Position ◽  
Non Profit ◽  
Counseling Training ◽  
Graduate Employability ◽  
Rehabilitation Facilities ◽  
Program Graduate

This study focused on graduates from graduate level rehabilitation counseling training programs located in Region IX (Arizona, California, Hawaii, & Nevada). The study invoived administering a manpower questionnaire to a 61% random sample of graduates from 1977 through 1980 from 10 Rehabilitation Counseling training programs. Questionnaire items addressed graduates' satisfaction concerning their training program, graduate employability, present employment status, and satisfaction level with their present rehabilitation occupational position. Results indicated that the masters degree in rehabilitation counseling is formidable with 92% of the graduates employed and 82% of the graduates presently employed in the field of rehabilitation. The major employers of graduates were private rehabilitation agencies and non-profit rehabilitation facilities. Graduates were employed at an average of 1.3 months after graduation, and were either immediately employed as supervisors/administraton, or moved into these job categories very soon after employment. The importance of implementing and conducting cyclic rehabilitation manpower studies is discussed in terms of providing effective manpower information for planning and accountability.

Social Justice, Disability, and Rehabilitation Education

2012 ◽  
Vol 26 (3) ◽  
pp. 229-240
Author(s):  
Daniel Kelsey ◽  
Julie F. Smart
Keyword(s):  
Social Justice ◽  
Professional Practice ◽  
Training Programs ◽  
Rehabilitation Counseling ◽  
Social Injustice ◽  
Community Inclusion ◽  
Academic Field ◽  
Counseling Training ◽  
Marginalized Groups ◽  
The Social

The academic field and the professional practice of rehabilitation counseling focuses on one aspect of social justice, assisting individuals with disabilities to attain full community inclusion. Nonetheless, social justice focuses on many marginalized groups and in the related fields of counseling and psychology, those with disabilities are rarely considered to be a group experiencing social injustice. Therefore, rehabilitation counseling focuses on a single marginalized status, disability, while counseling and psychology tend to ignore disability. The goal of this article is to argue for more comprehensive training in graduate rehabilitation counseling training programs. To this end, four topics are presented: (1) a review of the social justice literature; (2) possible explanations for the findings of this review; (3) obstacles to the inclusion of social justice in the rehabilitation curriculum; and (4) recommendations for incorporating social justice into the graduate rehabilitation curriculum.

Careers in Employee Assistance Programs

1985 ◽  
Vol 16 (2) ◽  
pp. 26-30 ◽  
Author(s):  
Richard E. Desmond
Keyword(s):  
Training Programs ◽  
Rehabilitation Counseling ◽  
Rehabilitation Counselors ◽  
Employee Assistance Programs ◽  
Employee Assistance ◽  
Rehabilitation Counselor ◽  
Agent Model ◽  
Assistance Programs ◽  
Counseling Training ◽  
Organizational Demands

Employee Assistance Programs (EAPs) are being developed in all types of organizations. This development is seen as a valuable opportunity for employment of rehabilitation counselors. A rationale which suggests that rehabilitation counseling training is appropriate for EAP work is presented. Employee assistance programs are described as following three models: (a) the In-house model, (b) the Consortium model, and (c) the Trained agent model. The functioning of a rehabilitation counselor under each is described. Organizational demands on a counselor working in an EAP in a profitoriented organization also are discussed. A brief discussion which explains how rehabilitation counseling training programs can be modified to develop a specialty in EAP work is presented. Considerations which potential EAP counselors should weigh before planning to enter EAP work are discussed. Finally, resources for learning more about EAPs are identified.

Can Psychiatric Rehabilitation Be Core to CORE?

2016 ◽  
Vol 30 (3) ◽  
pp. 204-214
Author(s):  
Marjorie F. Olney ◽  
Kenneth J. Gill
Keyword(s):  
Rehabilitation Counseling ◽  
Graduate Programs ◽  
Psychiatric Rehabilitation ◽  
Psychiatric Disabilities ◽  
Review Of Literature ◽  
Counseling Programs ◽  
Detailed Review ◽  
The Core

Purpose: In this article, we seek to determine whether psychiatric rehabilitation principles and practices have been more fully incorporated into the Council on Rehabilitation Education (CORE) standards, the extent to which they are covered in four rehabilitation counseling “foundations” textbooks, and how they are reflected in the contents of three key journals in rehabilitation counseling.Methods: We conducted a detailed review of literature that has surveyed coordinators of graduate programs accredited by the CORE as well as research that investigates the preparedness of graduates of CORE-accredited rehabilitation counseling programs to deliver services to people with psychiatric disabilities.Results: This review found that psychiatric rehabilitation is only touched upon in the CORE standards, is modestly alluded to in the most commonly used foundational textbooks, and has very few articles about it published annually in rehabilitation journals.Conclusion: Recommendations on methods for increasing psychiatric rehabilitation content in CORE-accredited programs are provided. Specific suggestions are made for resources and activities that can be added to rehabilitation counseling curricula to include psychiatric rehabilitation.

70. Supporting IMG integration into residency trainings

2007 ◽  
Vol 30 (4) ◽  
pp. 67
Author(s):  
S. Glover Takahashi ◽  
M. Alameddine ◽  
D. Martin ◽  
S. Verma ◽  
S. Edwards
Keyword(s):  
Training Program ◽  
Residency Training ◽  
Training Programs ◽  
Comprehensive Evaluation ◽  
International Medical ◽  
Full Time ◽  
Design Development ◽  
Course Content ◽  
Medical Trainees ◽  
Personal Wellness

This paper is describes the design, development, implementation and evaluation of a preparatory training program for international medical trainees. The program was offered for one week full time shortly before they begin their residency training programs. First the paper reports on the survey and focus groups that guided the learning objectives and the course content. Next the paper describes the curriculum development phase and reports on the topical themes, session goals and objectives and learning materials. Three main themes emerged when developing the program: understanding the educational, health and practice systems in Canada; development of communication skills; and supporting personal success in residency training including self assessment, reflection and personal wellness. Sample lesson plans and handouts from each of the theme areas are illustrated. The comprehensive evaluation of the sessions and the overall program is then also described. The paper then summarizes the identified key issues and challenges in the design and implementation of a preparatory training program for international medical trainees before they begin their residency training programs. Allan GM, Manca D, Szafran O, Korownyk C. Workforce issues in general surgery. Am Surg. 2007 Feb; 73(2):100-8. Dauphinee, WD. The circle game: understanding physician migration patterns within Canada. Acad Med. 2006 (Dec); 81(12 Suppl):S49-54. Spike NA. International medical graduates: the Australian perspective. Academic Medicine. 2006 (Sept); 81(9):842-6.

scholarly journals Balancing European SME Managers’ Training Contents: Perceived Importance & Training Needs

2014 ◽  
Vol 5 (2) ◽  
pp. 4-22
Author(s):  
Leonel Morgado ◽  
João Varajão ◽  
Caroline Dominguez ◽  
Irene Oliveira ◽  
Fernanda Sousa
Keyword(s):  
Training Programs ◽  
Training Needs ◽  
Multivariate Techniques ◽  
Business Training ◽  
Homogeneous Groups ◽  
Course Content ◽  
Perceived Importance ◽  
Training Courses ◽  
Training Institutions ◽  
And Training

AbstractBackground: Given the limited available time of in-service professionals, the balance between the perceived importance of the course content and training needs is essential for the acceptance and attractiveness of training courses aimed at them. Objectives: The goal of the paper is to contribute to the development of entrepreneurship and business training programs for European SME managers. Methods/Approach: In six European countries a survey focusing on SME managers’ views on the importance of individual items from a list of potential course content items, and their training needs was carried out, and followed by an analysis using exploratory and multivariate techniques. It was aimed at identifying homogeneous groups of managers with common training needs and perceptions of content importance. Results: Homogeneous groups of managers who assign the same importance to certain competences and who have common training needs are identified. Conclusions: Results of our research could help training institutions to develop courses aimed at SME managers. The balancing approach proved to be an interesting method of combining conflicting requirements for the training course curriculum development.

scholarly journals Understanding Differences between CORE and CACREP Counselors-in-Training Perceptions of Self-Efficacy

2018 ◽  
Vol 7 (1) ◽  
pp. 40
Author(s):  
Sabrina Harris ◽  
Michael Brooks ◽  
Robin Liles ◽  
Glacia Ethridge ◽  
Quinton Boston ◽  
...  
Keyword(s):  
Work Experience ◽  
Self Efficacy ◽  
Rehabilitation Counseling ◽  
Counselors In Training ◽  
Counseling Programs ◽  
Health Counseling ◽  
Treatment Groups ◽  
Helping Skills ◽  
Session Management ◽  
Significant Difference

An examination of differences in perceptions of self-efficacy between students in CORE-accredited rehabilitation counseling programs and students in CACREP -accredited clinical mental health counseling programs enrolled in practicum/internship classes is absent in the literature. Results indicated there was not a significant difference (p = .05) between the total self-efficacy scores between both treatment groups (CORE and CACREP). Further, there was not a significant difference between helping skills, session management, and counseling challenging situations scores for both treatment groups (CORE and CACREP). Predictors of self-efficacy for CACREP participants consisted of prior work experience in a field other than helping. Predictors of self-efficacy for CORE participants were gender.

Early Detection of Final Performance in an Introductory Course in General Psychology

1974 ◽  
Vol 35 (1) ◽  
pp. 620-622 ◽  
Author(s):  
Robert R. Zimmermann ◽  
Larry Wise ◽  
Olin W. Smith
Keyword(s):  
College Courses ◽  
Act Scores ◽  
Specific Test ◽  
Specific Content ◽  
Course Content ◽  
General Ability ◽  
Introductory Course ◽  
Ability Tests ◽  
Final Grades ◽  
Psychology Course

Final grades in an introductory psychology course were found to correlate significantly with a test representative of course content and ACT scores. Contrary to traditional predictions, the content specific test was not superior to the general abilities test in the prediction of final grades. Course content tests taken during the first three weeks of the academic quarter correlated .85 with course content tests taken during the last 3 wk. of the academic quarter. Both general ability tests and specific content tests given early in the academic year could be used to assign students to course programs that might provide the special assistance some students require to cope with traditional large lecture college courses.

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