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.

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.

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.

Rehabilitation Counseling and the Law: Critical Considerations of Confidentiality and Privilege, Malpractice, and Forensics

1991 ◽  
Vol 22 (2) ◽  
pp. 7-14 ◽  
Author(s):  
Joseph P. Vallario ◽  
William G. Emener
Keyword(s):  
Counselor Education ◽  
Rehabilitation Counseling ◽  
Research Literature ◽  
Rehabilitation Counselors ◽  
Counseling Services ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
The Law

In the process of providing to their clients the highest quality of rehabilitation counseling services available within their profession, rehabilitation counselors are ethically obligated to remain cognizant of, and within, the law. Utilizing references from theoretical and research literature as well as examples from judicial caselaw, three areas of law critically applicable to the practice of rehabilitation counseling are presented and discussed: (a) confidentiality and privilege; (b) malpractice; and (c) forensics. Conclusions and relevant recommendations are offered to practicing rehabilitation counselors, professional rehabilitation counseling associations and rehabilitation counselor education.

Measuring the Effectiveness and Variations of Rehabilitation Counselor Education Programs

1973 ◽  
Vol 4 (2) ◽  
pp. 76-87 ◽  
Author(s):  
George N. Wright ◽  
Kenneth W. Reagles ◽  
James F. Scorzelli
Keyword(s):  
Counselor Education ◽  
Counselor Training ◽  
Demographic Data ◽  
Rehabilitation Counselors ◽  
Master's Level ◽  
Full Time ◽  
Educational Mission ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
Goals And Objectives

The purpose of this study was to report initial findings from a subsample of a survey designed to assess Rehabilitation Counselor Education (RCE) programs through the perceptions of graduates. This research is one component of an effort by the Council On Rehabilitation Education to establish an accreditation procedure for master's level RCE programs. The researchers used a 107-item questionnaire to elicit responses in four areas: graduate demographic data, RCE program goals and objectives, components of graduates' involvement as students in the program, and functions of rehabilitation counselors. The analyses were based upon a randomly selected sub-sample of 534 out of 905 total graduate respondents. The preliminary findings indicated that the graduates, as a whole, had certain characteristics in common. Of those graduates surveyed, 830/0 were employed full-time, and of these, 87.60/0 were holding jobs in rehabilitationrelated work. In addition, while there tended to be general agreement on the important ingredients of rehabilitation counselor training, there was considerable variation as to the programs' patterns and degrees of educational effectiveness. Furthermore, the graduates' responses suggested practical differences among RCE programs in how well students were prepared to perform selected functions. Nevertheless, the preliminary findings imply that while master's level RCE programs do vary in educational mission and effectiveness, the programs generally prepared their students adequately for positions as rehabilitation counselors.

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.

Preparing Rehabilitation Counselors

1982 ◽  
Vol 13 (3) ◽  
pp. 21-24
Author(s):  
Ralph E. Matkin
Keyword(s):  
Counselor Education ◽  
Professional Training ◽  
Rehabilitation Counselors ◽  
Professional Burnout ◽  
Master's Degrees ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
Administration And Supervision ◽  
Counselor Education Program ◽  
Administrative Responsibilities

Rehabilitation counselor education programs have been charged with the responsibility of providing curricula that are adequate to professional training needs of rehabilitation counselors. The present curriculum areas advocated by the Council of Rehabilitation Education provide sufficient knowledge and skills for those counselors offering direct human service care. Yet, as rehabilitation counselors, especially those with master's degrees, advance up the career ladder, they encounter management responsibilities that their training did not prepare them to perform. As a result, rehabilitation counselors are often confronted with administrative responsibilities beyond their level of expertise which may cause high anxiety and stress and be a contributing factor to professional burnout. A modification of rehabilitation. counselor education program curricula is recommended which incorporates coursework in Principles and Practices of Rehabilitation Administration and Supervision.

Serving the Descendants of Aztlán: A Rehabilitation Counselor Education Challenge

1988 ◽  
Vol 19 (4) ◽  
pp. 40-44 ◽  
Author(s):  
Samuel Medina ◽  
Catherine Marshall ◽  
Juliet Fried
Keyword(s):  
Counselor Education ◽  
Cultural Differences ◽  
Rehabilitation Counseling ◽  
Cultural Pluralism ◽  
Rehabilitation Counselors ◽  
Education Programs ◽  
Specific Knowledge ◽  
Rehabilitation Counselor ◽  
Rehabilitation Counselor Education ◽  
Values And Beliefs

Rehabilitation counselor education programs are currently being challenged to include a focus on cultural differences in their curriculums. The purpose of this article is to recommend that the training of rehabilitation counselors indeed include a focus on cultural pluralism. The authors have presented a brief overview of the history, values, and beliefs of Chicanos in order to demonstrate the need for pluralism within rehabilitation counseling. Recommendations for incorporating culture specific knowledge within rehabilitation counselor graduate curriculums are presented.

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.

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