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.

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.

Secondary Transition Personnel Preparation in Rehabilitation Counselor Education Programs

2014 ◽  
Vol 28 (1) ◽  
pp. 33-44 ◽  
Author(s):  
Anthony J. Plotner ◽  
Allison R. Fleming
Keyword(s):  
Rehabilitation Counseling ◽  
Rehabilitation Counselors ◽  
Instructional Time ◽  
Secondary Transition ◽  
Personnel Preparation ◽  
Counselor Preparation ◽  
Rehabilitation Counselor ◽  
Transition Issues ◽  
And Training ◽  
Do So

Rehabilitation counselors are increasingly called on to provide services to transition-aged youth. However, preparation and training efforts are not sufficient to ensure that counselors have the required knowledge and skills to adequately serve these students and young adults. The purpose of this study was to investigate how secondary transition-content is infused in rehabilitation counseling programs. Specifically, (a) which transition-related competencies are considered to be most important; (b) how much instructional time is devoted to transition content; and (c) to what extent faculty believe that graduates of their program are prepared to serve transition-aged youth. Results indicated that transition issues are touched on in rehabilitation counselor preparation, but the extent to which this content is infused varies. Students are pursuing fieldwork and employment experiences serving transition youth, but educators reported varied perceptions on how prepared they are to do so. Finally, there were significant differences between the perception of importance and preparation of students regarding domains of knowledge in transition. Implications for counselor preparation and additional areas of research are presented.

Rehabilitation Counselor and Supervisor Perceptions of Counselor Training Needs and Continuing Education

1979 ◽  
Vol 10 (3) ◽  
pp. 154-157
Author(s):  
Jeanne Boland Freeman
Keyword(s):  
Continuing Education ◽  
Counselor Training ◽  
Training Needs ◽  
Inservice Training ◽  
Rehabilitation Counselors ◽  
Training Methods ◽  
Federal Regulations ◽  
Rehabilitation Counselor ◽  
Education Needs ◽  
And Training

The purpose of this study was to determine whether rehabilitation counselors and supervisors had different perceptions of (a) knowledge areas important for rehabilitation counselors, (b) the continuing education needs of rehabilitation counselors, and (c) the preferred methods of providing continuing education for rehabilitation counselors. This study also measured the differential effects of education, sex, and age on the selected knowledge areas, defined needs, and preferred training methods. A Training Needs Survey was administered to all of the counselors and supervisors in three western states. The main finding was that more differences were obtained when counselors were compared by state, than by education, age, or sex. More similarities were found between counselors and supervisors than differences on the important knowledge areas and training needs, however supervisors felt case recording, knowledge of state/federal regulations and case management were more important training needs than did the counselors. Overall, the workshop/seminar was the preferred method of inservice training.

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.

Employee Assistance Programs: An Emerging Vista for Rehabilitation Counseling

1982 ◽  
Vol 13 (3) ◽  
pp. 18-20 ◽  
Author(s):  
Fred Dickman ◽  
William G. Emener
Keyword(s):  
Rehabilitation Counseling ◽  
Education And Training ◽  
Rehabilitation Counselors ◽  
Employee Assistance Programs ◽  
Employee Assistance ◽  
American Industry ◽  
Continuous Growth ◽  
Rehabilitation Process ◽  
Assistance Programs ◽  
And Training

The continuous growth and developemnt of Employee Assistance Programs (EAP) in American industry, the basic elements of EAP's, and the effectiveness of EAP's, are presented. Following a discussion of the rehabilitation process, and the knowledges, skills, expertise, and roles and functions of rehabilitation counselors, implications and recommendations offered within the proposition that professionally trained rehabilitation counselors are optimally prepared to provide and coordinate EAP services. Implications for education and training, structural considerations, and professionalism are also included.

Factors Contributing to Rehabilitation Counselor Success in the Private Sector in Michigan

1999 ◽  
Vol 30 (3) ◽  
pp. 19-28
Author(s):  
Martha H. Chapin ◽  
Michael J. Leahy
Keyword(s):  
Best Practices ◽  
Private Sector ◽  
Rehabilitation Counseling ◽  
Rehabilitation Counselors ◽  
Major Theme ◽  
Rehabilitation Counselor ◽  
Roles And Responsibilities ◽  
Fair And Equitable Treatment ◽  
Equitable Treatment ◽  
Insight Into

This study sought to gain insight into the behaviors and perspectives of exemplary rehabilitation counselors and how they interpret best practices in the private sector. Twenty rehabilitation counselors nominated as exemplary were interviewed using a semi-structured, conversational approach. A qualitative approach for identifying thematic lines was used to analyze the data. Results and findings from this qualitative design are discussed and implications identified for the major theme of professional maturity. Two sub-themes were additionally identified (1) a belief in fair and equitable treatment of clients and (2) understanding the limitations of the roles and responsibilities of a private rehabilitation counselor. The client-counselor relationship was also emphasized as important to rehabilitation counseling practice in the private sector.

Africentricity and the Black Disability Experience: A Theoretical Orientation for Rehabilitation Counselors

1988 ◽  
Vol 19 (4) ◽  
pp. 50-54 ◽  
Author(s):  
James T. Herbert ◽  
Harold E. Cheatham
Keyword(s):  
Service Delivery ◽  
Theoretical Basis ◽  
Theoretical Orientation ◽  
Rehabilitation Counselors ◽  
Client Characteristics ◽  
Rehabilitation Counselor ◽  
Client Responses ◽  
And Training

Due to theoretical orientation and training received, the rehabilitation counselor working with the Black disabled client may encounter a set of atypical client responses and requirements. This paper reviews some of the literature addressing counselor and client characteristics and prospective factors for failure in counseling Black disabled clients. The Eurocentric theoretical basis of training and practice is discussed, followed by an overview of the Africentric approach which potentially provides for rehabilitation counselors' improved service delivery to the Black disabled client.

Emerging Roles of the Vocational Rehabilitation Counselor with Regard to the ADA

1995 ◽  
Vol 26 (3) ◽  
pp. 6-12
Author(s):  
Rosalie S. Boone ◽  
Pamela S. Wolfe
Keyword(s):  
Vocational Rehabilitation ◽  
Information Dissemination ◽  
Business Community ◽  
Rehabilitation Counselors ◽  
Rehabilitation Counselor ◽  
Vocational Rehabilitation Counselors ◽  
Level Of Knowledge ◽  
Training Activities ◽  
Research Questions ◽  
And Training

Vocational rehabilitation counselors (VRCs), by virtue of their professional responsibilities to facilitate the employment of individuals with disabilities, represent a logical resource for promoting knowledge of and compliance with the ADA in the employment arena. The purpose of the current study was to collect information that would be useful to VRCs in developing and implementing ADA advocacy, information dissemination, and training activities in the employment community. Seventy employers and employees from businesses representing major areas covered by the ADA were interviewed. The following research questions were explored: 1. What is the current level of knowledge about the ADA within the business community? 2. What preferences do business personnel have for learning more about the ADA and its implementation? Results indicated that nearly half of the respondents had not heard about the ADA and that business personnel had a variety of preferences regarding the provision of ADA information. The findings are discussed with regard to their implications for vocational rehabilitation counselors.

Certified Rehabilitation Counselors: A New Era

1977 ◽  
Vol 8 (4) ◽  
pp. 228-232
Author(s):  
Roger H. Livingston ◽  
James R. Engelkes
Keyword(s):  
Rehabilitation Counseling ◽  
The United States ◽  
Rehabilitation Counselors ◽  
Professional Status ◽  
Demographic Information ◽  
Rehabilitation Counselor ◽  
New Era ◽  
Foreign Countries ◽  
Counselor Certification ◽  
Certified Rehabilitation Counselors

The professional status and future of rehabilitation counseling, as a profession, has been enhanced through the certification of rehabilitation counselors. Since July, 1974, the Commission on Rehabilitation Counselor Certification has certified more than 8,000 individuals in the profession. These professionals are located throughout the United States, its territories, and three foreign countries. Beginning in July, 1975, extensive demographic information was collected on each applicant resulting in a composite profile on slightly over 50% of the Certified Rehabilitation Counselors (CRC's) certified during the “grandpersoning” period.

Ethics and the Use of Technology in Rehabilitation Counseling

2010 ◽  
Vol 41 (2) ◽  
pp. 60-64 ◽  
Author(s):  
Mary Barros-Bailey. ◽  
Jodi L. Saunders
Keyword(s):  
Group Counseling ◽  
Rehabilitation Counseling ◽  
Rehabilitation Counselors ◽  
Security Assessment ◽  
Helping Professions ◽  
Technology Ethics ◽  
Distance Counseling ◽  
Use Of Technology ◽  
Supervision And Training ◽  
And Training

Standards for technology ethics were first introduced into the Code of Professional Ethics for Rehabilitation Counselors in 2002. Since that time, the proliferation of technology has enhanced practice, changed the American vernacular, and become infused in the delivery of services to and teaching of individuals, families, and groups. The 2010 revision to the Code updates and reinforces standards involving behavior, accessibility, confidentiality, informed consent, security, assessment, records, legal issues, advertising, research and publication, counseling unavailability, disclosure, and distance counseling. However, it introduces new standards that are absent from the literature in the counseling and helping professions specific to technology ethics involving consultative and distance group counseling as well as in teaching, supervision, and training.

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