The Conceptualization and Assessment of Professional Dispositions in Rehabilitation Counselor Education

2019 ◽  
Vol 33 (3) ◽  
pp. 198-211 ◽  
Author(s):  
Scott A. Sabella ◽  
Charles P. Bernacchio ◽  
Elizabeth A. Boland ◽  
Jared C. Schultz
Keyword(s):  
Program Evaluation ◽  
Counselor Education ◽  
Students With Disabilities ◽  
Student Assessment ◽  
Evaluation Process ◽  
Individual Characteristics ◽  
Rehabilitation Counselor ◽  
Accreditation Standards ◽  
Professional Dispositions ◽  
Rehabilitation Counselor Education

Newly adopted accreditation standards within rehabilitation counselor education require the assessment of knowledge, skills, and a set of characteristics known as professional dispositions (PDs). PDs may be regarded as individual characteristics like values, beliefs, attitudes, or interpersonal ways of being that influence professional behavior. Yet, this remains an abstract construct that eludes simple definition and measurement. The purpose of this article is to review existing literature related to PDs in order to assist rehabilitation counselor educators in understanding (a) the conceptualization and identification of PDs, (b) the assessment of PDs within a program evaluation process, and (c) contextual dynamics that may influence the assessment of PDs. To this end, the article explores existing PD definitions; common factors related to counseling outcomes; and the guiding philosophies, codes, and values for the field of rehabilitation counseling. Additionally, the role of PDs are discussed in relation to accreditation standards, the development of standardized instruments, student assessment, and program evaluation. Finally, the assessment of PDs are considered in relation to multicultural dynamics, students with disabilities, and distance education.

Preliminary Establishment of the Dispositional Development Scale: Incorporating the Working Alliance in Professional Disposition Assessment

2020 ◽  
Vol 34 (2) ◽  
pp. 114-126
Author(s):  
Allison Levine
Keyword(s):  
Counselor Education ◽  
Working Alliance ◽  
Rehabilitation Counselors ◽  
Two Phase ◽  
Initial Development ◽  
Rehabilitation Counselor ◽  
Professional Dispositions ◽  
Counselor Education Students ◽  
Rehabilitation Counselor Education ◽  
Certified Rehabilitation Counselors

This article discusses the initial development of an instrument which was designed to aid educators in assessing professional dispositions in rehabilitation counselor education students, in accordance with the 2016 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards. Furthermore, the development of the instrument was embedded with the concept of the working alliance (Bordin, 1979). The current study leads to the introduction of the Dispositional Development Scale (DDS), which was created using a two-phase approach, including content validation by Certified Rehabilitation Counselors (n = 148). The implications for using DDS in rehabilitation counselor education are significant and include a systematic, more transparent method of evaluating students' nonacademic competencies.

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.

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.

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.

Examining Racial Microaggressions in Rehabilitation Counselor Education

2009 ◽  
Vol 23 (3) ◽  
pp. 171-181 ◽  
Author(s):  
Brenda Y. Cartwright ◽  
Robin D. Washington ◽  
L. Robert McConnell
Keyword(s):  
Counselor Education ◽  
Racial Microaggressions ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education

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.

Examining Racial Microaggressions in Rehabilitation Counselor Education

2009 ◽  
Vol 23 (3) ◽  
pp. 171-182
Author(s):  
Brenda Y. Cartwright ◽  
Robin D. Washington ◽  
L. Robert McConnell
Keyword(s):  
Counselor Education ◽  
Racial Microaggressions ◽  
Faculty Of Color ◽  
Faculty Members ◽  
Structured Interviews ◽  
Psychology Programs ◽  
Rehabilitation Counselor ◽  
African American Faculty ◽  
Rehabilitation Counselor Education ◽  
Qualitative Analyses

This research extends the Constantine et al. (2008) study which identified racial microaggressions against Black faculty working in counseling and counseling psychology programs. Semi-structured interviews and qualitative analyses were used to: (1) ascertain the existence of racial microaggressions among African American faculty employed in CORE-accredited rehabilitation counselor education programs; (2) examine the effect of racial microaggressions on the experiences of these faculty members, and (3) discuss strategies that may be used to challenge racial microaggressions. Seven themes were identified. Recommendations are offered to improve the work environment in support of retaining Faculty of Color.

Sign in / Sign up

Export Citation Format

Share Document