CORE Knowledge Domain C.4 Employment and Career Development: Application for Rehabilitation Counselor Educators

2008 ◽  
Vol 22 (4) ◽  
pp. 307-314
Author(s):  
Maureen McGuire-Kuletz ◽  
Kenneth C. Hergenrather
Keyword(s):  
Career Development ◽  
Rehabilitation Counseling ◽  
Counselor Educators ◽  
Core Knowledge ◽  
Knowledge Domain ◽  
Public Programs ◽  
Persons With Disabilities ◽  
Rehabilitation Counselor ◽  
Private And Public ◽  
Major Factors

The Council on Rehabilitation Education (CORE) CORE revised the standards for rehabilitation counseling master's degree program accreditation in 2004. These standards seek to promote effective rehabilitation services to persons with disabilities in both private and public programs (CORE, 2008). This article focuses on the new CORE standard knowledge domain C: Employment and Career Development and its application for rehabilitation counselor educators. The issues of employment and career development have been major factors in the professional practice of rehabilitation counseling from its inception. As a key knowledge domain in the new CORE standards, competence in this domain is integral to preparation for the CRC exam and essential to incorporate in existing rehabilitation counseling graduate programs.

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.

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.

Perceptions of State Vocational Rehabilitation Counselors, Supervisors, and Administrators of Core Competencies for Professional Vocational Rehabilitation Counseling

1976 ◽  
Vol 7 (2) ◽  
pp. 102-113
Author(s):  
James E. Tripp
Keyword(s):  
Vocational Rehabilitation ◽  
Continuum Model ◽  
Rehabilitation Counseling ◽  
Core Competencies ◽  
Rehabilitation Counselors ◽  
Core Knowledge ◽  
Rehabilitation Counselor ◽  
The Core ◽  
Vocational Rehabilitation Counselors ◽  
Service Training

The purpose of the study was to identify the core knowledge and skill based competencies which State Vocational Rehabilitation counselors, supervisors, and administrators thought would best prepare professional VR counselors for practice in State Divisions of Vocational Rehabilitation Agencies in HEW Region VIII. A non-random sample of 243 VR counselors, 44 VR supervisors, and 68 administrators responded to a forced choice survey of questionnaire which contained 11 major competency categories and 128 subject items. The respondents generally agreed that all of the major competency categories were important. Also, the results of the study indicated that Vocational Rehabilitation counseling is based upon an interdisciplinary core of knowledge and skill based competencies. A continuum model of education including undergraduate, graduate, and in-service training is required to be competent at the professional level. Furthermore, the findings indicated that government rehabilitation agencies and vocational rehabilitation counselor education programs can best prepare manpower through joint training efforts.

The Pedagogy of Rehabilitation Counseling: Perceptions of Rehabilitation Educators

2021 ◽  
pp. JARC-D-20-00003
Author(s):  
Matthew E. Sprong ◽  
Emily A. Brinck ◽  
Kanako Iwanaga ◽  
Jewel L. Jones ◽  
Jared C. Schultz
Keyword(s):  
Counselor Training ◽  
Online Survey ◽  
Rehabilitation Counseling ◽  
Bloom's Taxonomy ◽  
Counselor Educators ◽  
Future Directions ◽  
Rehabilitation Counselor ◽  
Bloom’S Taxonomy ◽  
Cognitive Levels ◽  
Learning Domains

The purpose of this study was to incorporate Bloom’s cognitive levels (Remembering/ Knowledge, Understanding/Comprehension, Applying/Application, Evaluating, and Creating/Synthesis) of understanding for rehabilitation counselor training programs. Forty rehabilitation counselor educators completed an online survey rating how important, how confident, and how frequently each participant incorporated the six learning domains of Bloom’s taxonomy within the classroom. The results indicate that rehabilitation counseling educators stated that they felt confident and that it is important to implement all the learning domains of Bloom’s taxonomy. Rehabilitation counseling educators indicated that application learning domain has the most impact on student learning. This study also provides implications and future directions to help discussion among rehabilitation counselor educators.

Impacts of Experiencing Social Injustice on Infusing of Social Justice in Rehabilitation Counselor Education Curriculum

2018 ◽  
Vol 32 (2) ◽  
pp. 89-100 ◽  
Author(s):  
ShengLi Dong ◽  
Glacia Ethridge ◽  
Roe Rodgers-Bonaccorsy
Keyword(s):  
Social Justice ◽  
Multiple Regression ◽  
Online Survey ◽  
Rehabilitation Counseling ◽  
Counselor Educators ◽  
Social Injustice ◽  
Education Curriculum ◽  
Rehabilitation Counselor ◽  
Personal Experiences ◽  
Quantitative Descriptive

Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in their curricula, and impacts of personal and social injustice experience along with demographic factors on their infusion of social justice into the rehabilitation curricula.Methods:A quantitative descriptive design using multiple regression was applied. The participants included 101 rehabilitation counselor educators who completed an online survey: Social Justice and Rehabilitation Counseling Questionnaire.Results:The study revealed that the majority of participants deemed integrating of social justice as important and used various infusion strategies. In addition, the study found the impacts of social injustice experiences, along with age, significant in predicting the perception of infusing social justice into rehabilitation curricula.Conclusions:Personal experiences of social injustice of rehabilitation counselor educators along with age influenced the level of perception of importance of infusing social justice into the rehabilitation curricula. The field should focus on training on the awareness and impact of social justice for faculty to ensure students receive the education needed to effectively counsel the rehabilitation consumers.

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.

Human Growth and Development: Educational and Professional Challenges and Opportunities

2008 ◽  
Vol 22 (4) ◽  
pp. 267-276
Author(s):  
Malachy Bishop ◽  
Elizabeth A. Boland ◽  
Kathy Sheppard-Jones
Keyword(s):  
Growth And Development ◽  
Core Curriculum ◽  
Rehabilitation Counseling ◽  
Human Growth ◽  
Knowledge Domain ◽  
Rehabilitation Counselor ◽  
Professional Challenges ◽  
Educational Challenge ◽  
Challenges And Opportunities ◽  
Human Growth And Development

The 2004 Council on Rehabilitation Education (CORE) standards were revised to include Human Growth and Development (HGD) as a knowledge domain. The HGD domain introduces a significant amount of new content to the curriculum, including several topics that have not traditionally appeared in the rehabilitation counselor educational curriculum. Thus, this domain presents both an educational challenge and an educational and professional opportunity. Our purposes in this article are to review the place of HGD in the CORE curriculum and in rehabilitation counseling practice; to describe the HGD knowledge domain and its educational outcomes; and to discuss educational perspectives on this knowledge domain in the preservice curriculum. We propose that the inclusion of the HGD domain provides an opportunity for improving professional practice and for exploring our current and future professional roles.

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