DEPARTMENT OF REHABILITATION COUNSELING GRADUATE STUDENT HANDBOOK

Transcription

1 DEPARTMENT OF REHABILITATION COUNSELING GRADUATE STUDENT HANDBOOK Virginia Commonwealth University School of Allied Health Professions Medical College of Virginia Campus Theater Row 3 rd Floor 730 E. Broad Street PO Box Richmond, Virginia Phone or TTY: (804) Fax: (804) rehabcnsling@vcu.edu Web Site: Amy J. Armstrong, Associate Professor & Chair

2 CONTENTS Mission of the Department of Rehabilitation Counseling...3 Chairman's Welcome...4 The Growing Profession of Rehabilitation Counseling...5 Rehabilitation Counseling Philosophy...9 Rehabilitation Counseling Code of Ethics...11 General Preparation of the Rehabilitation Counselor...12 Certification and Licensure...13 The VCU Department of Rehabilitation Counseling...16 Professional and student organizations...19 Time Limit for Completion of Degree...20 Advanced Certificate Program...20 Alumni Activities...20 Student Profile Data and Enrollment...21 Admission Deadlines and Requirements...21 Transfer Credit...21 Biographical Sketches of Department Faculty...22 Department of Rehabilitation Counseling Coursework...27 Additional Resources...33 Recommended Web Sites...34 Graduate Student Handbook August 8, 2001(Rev) 2

3 Welcome to the VCU Department of Rehabilitation Counseling One of the first rehabilitation counseling programs in the U.S. when established in 1955, VCU now ranks among the top 20 rehabilitation counseling training programs in the nation, according to U.S. News & World Report. As one of the largest rehabilitation counseling graduate programs in the country, we currently serve around 100 on-campus students and a growing number of distance-learning students, with faculty based in our own department. Over 3,000 alumni of the program currently practice in nearly every state in the country, as well as internationally. Our Master of Science in Rehabilitation Counseling program is fully accredited by the Council on Rehabilitation Education and those graduates are immediately eligible for certification as Certified Rehabilitation Counselors. The Advanced Certificate in Professional Counseling program is designed to meet the needs of counseling professionals who wish to become licensed professional counselors or those who seek certification in a variety of specialty areas, such as vocational evaluation, life-care planning, and mental health or substance-abuse counseling, among others. Our distance-learning Ph.D. in Health Related Sciences, with an emphasis in rehabilitation leadership, is designed to train and mentor future rehabilitation researchers, educators or high-level administrators. We take pride in offering excellent training programs that are flexible enough to meet the needs of a diverse student body. Both full-time and part-time study options are available to students enrolled in our programs; students who are accepted into the Master's or Certificate programs may take online or on-campus courses, or they may combine the two options. Note, however, that the distance-learning program does require students to attend two courses on campus, in order to receive in-person instruction and feedback to develop effective counseling skills. Those two courses, RHAB 612 Group Counseling Theories and Techniques in Rehabilitation and RHAB 691 Counseling Techniques in Rehabilitation, are each offered in a one-week intensive boot camp format, as well as in the traditional weekly meeting format. We invite you to look through our Web site and let us know what questions you may have; we also welcome your feedback. Please us at rehabcnsling@vcu.edu. Looking forward to hearing from you. Sincerely, Amy J. Armstrong, Ph.D., Department Chair Graduate Student Handbook August 8, 2001(Rev) 3

4 Mission of the Department of Rehabilitation Counseling "The VCU Department of Rehabilitation Counseling serves as a national leader in the professional preparation of Certified Rehabilitation Counselors who will exercise skill and competence on a high ethical level and with personal integrity. The Department seeks to perpetuate active programs of research and service, and maintain high levels of teaching competence. In partnership with students, community agencies, and consumer and professional organizations, the Department of Rehabilitation Counseling endeavors to enhance the personal, social, and economic independence of individuals with disabilities." Graduate Student Handbook August 8, 2001(Rev) 4

5 The Growing Profession of Rehabilitation Counseling Roles and Responsibilities of Rehabilitation Counselors Rehabilitation Counselors assist adolescents and adults with physical, emotional, mental, cognitive, or sensory disabilities to become or remain self-sufficient, productive citizens. Rehabilitation Counselors help individuals with disabilities to cope with societal and personal problems, plan careers, and find and keep satisfying jobs. Rehabilitation Counselors also may work with individuals, professional organizations, and advocacy groups to address the environmental and social barriers that create obstacles for persons with disabilities. Rehabilitation Counselors build bridges between the often-isolated world of people with disabilities and their families, communities, and work environment. An individual s potential for independent living and employment can be evaluated by the Rehabilitation Counselor and arrangements made for medical and psychological care, vocational assessment, training, and job placement. Rehabilitation Counselors interview and advise individuals, utilize assessment procedures, evaluate medical and psychological reports, and consult with family members. They also confer with physicians, psychologists and other professionals about the types of work individuals can perform. Rehabilitation Counselors may recommend appropriate rehabilitation services including specialized training to help the individual with a disability become more independent and more employable. Recognizing employment as an important rehabilitation goal, Rehabilitation Counselors work closely with employers to identify and/or modify feasible job opportunities and training options. Scope of Rehabilitation Services To help a person with a disability, the Rehabilitation Counselor draws on knowledge from several fields--psychology, medicine, psychiatry, sociology, social work, education, law, and the world of work. The Rehabilitation Counselor works with professionals from all these areas, identifying and coordinating the internal and external resources required for a successful rehabilitation plan. Although other human services and health care providers may serve people with disabilities, Rehabilitation Counselors are uniquely qualified to provide vocational guidance and psychological counseling to persons with disabilities and their families. Rehabilitation Services may be non-profit, public, for-profit, or private. The Rehabilitation Counselor often serves as an active member of physical medicine or mental health teams, as well as a vocational consultant to insurance companies, educational programs, and other professionals who provide rehabilitation related services. Rehabilitation Counselors often work closely with other rehabilitation-related professionals. Individuals with disabilities also may need the services of vocational, technical, and college level educators to gain or regain vocational skills, knowledge, and competencies. Support from and cooperative relationships with employers also are important in the rehabilitation process as the disabled strive to become competitively employed and more self-sufficient members of society. Rehabilitation Counselors have begun to determine, coordinate, and arrange for rehabilitation and transition services for children within school systems. In addition, geriatric rehabilitation services are now being provided to older persons who are experiencing changing Graduate Student Handbook August 8, 2001(Rev) 5

6 lifestyles and health problems. Increasingly, industrially injured workers are receiving Rehabilitation Counseling services through private rehabilitation companies and employer based disability management and employee assistance programs. Persons who have severe disabilities that may limit opportunities for full-time, competitive work also may be assisted through independent living services, supported employment, and related services coordinated by Rehabilitation Counselors. The Rehabilitation Counselor, working with a disabled individual, determines and coordinates services during the entire rehabilitation process. A major goal for the Rehabilitation Counselor is to assist the disabled person to move from a position of psychological and economic dependence to one of independence. The concept that it s ability, not disability, that counts is fully supported by the Rehabilitation Counseling profession. The Rehabilitation Counselor is the primary professional who manages components important in the rehabilitation process and helps prevent fragmentation and gaps in services. This management function, known as Case Management, is an important part of the Rehabilitation Counselor s professional responsibilities. Historical Perspective Initially, rehabilitation professionals were recruited from a wide variety of human service disciplines including public health nursing, social work, and school counseling. Academic programs to educate Rehabilitation Counselors began in the 1940 s. However, it wasn t until federal funding for Rehabilitation Counselor Education programs became available in 1954 that the profession of Rehabilitation Counseling grew substantially and began to establish its own unique professional identity. Full participation in American society for people with disabilities has been a goal shared by Congress. Since 1918, Congress has passed many laws and appropriated substantial funds to support rehabilitation programs. In 1990, the Americans with Disabilities Act became law; with the passage of that Act, the largest civil rights movement since the 1960s was launched and today is well underway. The Rehabilitation Counseling profession has been influenced primarily by the fields of rehabilitation and counseling and, to a lesser degree, by selected psychology and allied health professions. There are two major national organizations representing Rehabilitation Counselors: the National Rehabilitation Counseling Association (a professional division of the National Rehabilitation Association), and the American Rehabilitation Counseling Association (a division within the American Counseling Association). Historically, Rehabilitation Counselors primarily served working aged adults. While this still is the primary emphasis, the need for Rehabilitation Counseling services extends to children and the elderly. Rehabilitation Counselors also provide general and specialized counseling to the general population in public human service programs and in private practice settings. Currently in the United States there are approximately 90 Masters degree Rehabilitation Counselor Education programs and 30 doctoral programs with an emphasis in Rehabilitation Counseling. There also are 55 undergraduate Rehabilitation Service Education programs. Graduate Student Handbook August 8, 2001(Rev) 6

7 Demand for Rehabilitation Counseling Services The profession of Rehabilitation Counseling offers a variety of exciting career options both in the United States and around the world. Graduates of Rehabilitation Counseling Education programs are obtaining excellent jobs in a diversity of human service settings. Qualified Rehabilitation Counselors are needed now and for the foreseeable future. It is estimated that 49 million Americans have physical, mental, or psychological disabilities that restrict some of their life s activities. Unemployment rates for persons with disabilities in America exceeds 65 percent, and underemployment is rampant. Every year, nearly one million persons with disabilities are assisted through public independent living and vocational rehabilitation programs to become working, productive, and independent members of society. In addition, many people with disabilities are helped by private rehabilitation programs and Rehabilitation Counselors working in secondary schools and colleges. Many more qualified Rehabilitation Counselors are needed because of this huge demand for rehabilitation services throughout the country, a demand that has been enhanced by the American with Disabilities Act. The consumer demand for rehabilitation is enormous and continues to grow at a rapid rate. The field of Rehabilitation Counseling is more diverse and complex than ever before. Rehabilitation services are provided to the older person, the child with a learning disability, the factory worker with a cocaine addiction, the inmate in prison, the person with a psychiatric problem, the executive who abuses alcohol, the nurse with back pain, the individual with an amputation, and the person with a head injury (examples only). The objectives of rehabilitation services may involve employment, school-to-work transition service, disability management, employee assistance, personal adjustment counseling, environmental modification through technology, and independent living. Career Opportunities Career opportunities in Rehabilitation Counseling are excellent. Based on national, regional, and state surveys of staffing needs, thousands of Rehabilitation Counselor positions are expected to be available throughout the 1990s for qualified masters level professionals. Recent studies indicate that Rehabilitation Counselor Education programs are not graduating sufficient numbers of qualified students to fill the current or anticipated Rehabilitation Counseling vacancies in the mainstream of the profession. In many human service settings, Rehabilitation Counselors may work in positions with other job titles, including the following: counselor, job placement specialist, alcohol and drug abuse counselor, treatment team leader, therapist, independent living specialist, case manager, vocational educator, trainer, educator, coordinator of services for students with disabilities, and administrator. Many adult students with rich and varied life experiences begin a second career in Rehabilitation Counseling. They are former teachers, attorneys, nurses, occupational therapists, clergy, and business persons who have found exciting new career challenges in Rehabilitation Counseling. Historically, the state-federal vocational rehabilitation agency (known in Virginia as the Department of Rehabilitation Services) has been a work setting selected by many Rehabilitation Counseling graduates. Because all state rehabilitation agencies follow the same general Graduate Student Handbook August 8, 2001(Rev) 7

8 procedures for providing services, a Rehabilitation Counselor has greater geographical mobility and is able to move throughout the United States and its territories with less difficulty finding employment. Job opportunities also exist for qualified Rehabilitation Counselors in a variety of other rehabilitation settings including: Comprehensive Rehabilitation Centers Universities and Other School Settings Insurance Companies Private-for-profit Companies Alcohol and Other Drug Rehabilitation Programs Correctional Centers Facilities for Persons with Mental Retardation Developmental Disability Agencies Mental Health Clinics Rehabilitation Units in Hospitals Veterans Administration Centers Special Education/transition Programs Vocational Schools Programs for the Elderly Independent Living Centers Employee Assistance Programs Halfway Houses and Group Homes Client Assistance and Advocacy Programs Counseling Centers Head Injury Rehabilitation Programs Disability Management Companies Protection and Advocacy Programs Other Human Service Programs Serving People with Mentally, Physically, Emotionally, and Socially Handicapping Conditions. The following Table developed by the Occupational Outlook Handbook provides basic information on the profession. Salary.com lists the median salary of a Vocational Rehabilitation Counselor as $59,999. Quick Facts: Rehabilitation Counselors 2010 Median Pay $32,350 per year $15.55 per hour Entry-Level Education Master s degree Work Experience in a Related Occupation None On-the-job Training None Number of Jobs, ,800 Job Outlook, % (Faster than average) Employment Change, ,600 Employment opportunities continue to be strong. Graduates may be found in every conceivable health care, educational, human service, and even corporate environment. Entry level salaries do start out lower, but with three to five years of experience many alumni are found in supervisory or management positions. Department faculty members recently published an article entitled Rehabilitation Counseling and Education: Career Counseling Suggestions for the Future. To review or download a copy of this, see the Department Homepage as listed on the cover. Graduate Student Handbook August 8, 2001(Rev) 8

9 Rehabilitation Counseling Philosophy The rehabilitation Counselor must have knowledge of the rehabilitation process and a comprehensive set of rehabilitation skills and techniques. The philosophy of rehabilitation is interdisciplinary, inclusive, and transcends the idea of any individual, group, or program. Rehabilitation focuses on the disabled persons' development of self-awareness and selfempowerment to facilitate their exercising control over their lives. The professional foundations of Rehabilitation Counseling are firmly grounded in specific values and beliefs. Basic philosophical underpinnings of the Rehabilitation Counseling profession include the concept of the holistic nature of people, rehabilitation goals, wellness, self-responsibility, uniqueness, and equality of opportunity. Holistic Nature of People. The focus of rehabilitation efforts is on the whole person, within an ecological context, instead of solely on the functional limitations of disability. A holistic and ecological perspective includes the physical, mental and spiritual aspects of the person as well as the relationship to family, school work, and the total environment. People are seen as more than individual components, that is, they are not divided into convenient parts such as the physical, mental, psychological, cultural, and economic for the sake of evaluation. Rehabilitation Goals. An important objective of rehabilitation is to help people with disabilities achieve the fullest physical, mental, social, vocational, and economic independence of which they are capable. This means helping individuals reach the highest possible capacity for satisfaction in life while recognizing the practical constraints of technology and financial resources. Wellness. High level wellness is a state of complete physical, metal, and spiritual well-being. People experiencing optimum health are free from stress and tend to be calm, creative, vigorous, joyful, and have a zest for living. Even though an individual may experience severe illness and/or disability, the characteristics of optimum health and wellness are promoted. Self-Responsibility. A basic principle underlying Rehabilitation Counseling is maximizing persons' responsibility for their own healing, rehabilitation, and their general health maintenance and promotion. A primary underlying goal of Rehabilitation Counseling is to help persons develop and learn to use their own resources to cope with their total life situation. Uniqueness. Rehabilitation Counseling emphasizes each person s genetic, biological, and psychosocial uniqueness as well as the importance of tailoring counseling and rehabilitation services to meet individual needs. The personal and family reactions to disability vary from individual to individual. Each person has unique assets, ways of coping, and goals. These individual characteristics require counseling approaches and rehabilitation plans based on each person s needs. Equality of Opportunity. Graduate Student Handbook August 8, 2001(Rev) 9

10 The belief that all individuals have the right of access to all of society s opportunities and benefits is firmly grounded in the Rehabilitation Counseling profession. The assumption that all citizens have equal opportunity for health care and social and economic involvement is a basic premise for Rehabilitation Counselors. Rehabilitation Counselors focus primarily on the development of opportunities for individuals to obtain meaningful employment in settings which afford integration and inclusion. The belief that the vast majority of people with disabilities have the desire to regain or develop abilities and contribute to their families and society is another fundamental premise of the rehabilitation Counseling profession. Rehabilitation Counseling Code of Ethics All Certified Rehabilitation Counselors (CRCs) subscribe to a Code of Ethics which directs the practice of Rehabilitation Counseling. The Canons of the Code state that Rehabilitation Counselors shall: 1. Behave in a legal, ethical, and moral manner in the conduct of their profession, maintaining the integrity of the Code and avoiding any behavior, which could cause harm to others. 2. Respect the integrity of and protect the welfare of people. And groups with whom they work. The primary obligation of Rehabilitation Counselors is to their clients, defined as persons with disabilities who are receiving services from Rehabilitation Counselors. Rehabilitation Counselors shall endeavor at all times to place their client s interests above their own. 3. Serve as advocates for persons with disabilities. 4. Act with integrity in their relationships with colleagues, other organizations, agencies, institutions, referral sources, and other professionals so as to facilitate the contribution of all specialists toward achieving optimum benefits for clients. 5. Adhere to professional standards in establishing fees and promoting their services. 6. Respect the confidentiality of information obtained from clients in the course of their work. 7. Promote the welfare of clients in the selection, utilization, and interpretation of assessment measures. 8. Assist in the efforts to expand the knowledge needed to more effectively serve people with disabilities. 9. Establish and maintain their professional competencies at such a level that their clients receive the benefit of the highest quality of services the profession is capable of offering. Graduate Student Handbook August 8, 2001(Rev) 10

11 10. Honor the integrity and respect the limitations placed upon the use of the designation CRC. Certified or not, students and faculty of the Department strive to conform to these guidelines for professional behavior. General Preparation of the Rehabilitation Counselor Generally, Rehabilitation Counseling graduate students have undergraduate degrees in rehabilitation services, psychology, sociology, or some other human services related field. However, people with other undergraduate majors are accepted into Rehabilitation Counselor education programs and are encouraged to apply to VCU. The academic background and related work experience of each student is taken into account in planning a program of study. A fulltime Rehabilitation Counseling program of study typically will provide two years of academic and field-based clinical training. Some students work full or part-time and attend school parttime over a three- to five-year period. Late afternoon, and evening are offered to accommodate VCU Rehabilitation Counseling students. Graduates from accredited Rehabilitation Counseling programs typically are trained in counseling theory; counseling skills and techniques; individual, group, and environmental assessment; psychosocial and medical aspects of disability; human development; cultural diversity; principles of psychiatric rehabilitation; case management and rehabilitation planning; issues and ethics in rehabilitation services delivery; technological adaptation; vocational assessment and work adjustment; career counseling; implementation of the Americans with Disabilities Act; job development; and placement. Certification and Licensure The trend toward certification and licensure of Rehabilitation Counselors began in order to protect the public at large and to provide a means of identifying those individuals who possess the minimum training and meet supervised work experience standards established by professional groups and governmental agencies to perform certain services. Certified Rehabilitation Counselor At the national level, professional Rehabilitation Counseling groups established the standards for individuals to qualify for certification as Rehabilitation Counselors. The Commission on Rehabilitation Counselor Certification (CRCC) is a non-profit, independent credentialing body incorporated in The purpose of CRCC is to provide assurance that professionals engaged in the practice of Rehabilitation Counseling have met established standards at the time of entry into the profession and have maintained these standards throughout their careers. CRCC is a Category A member of the National Commission for Health Certifying Agencies, an independent regulatory body which oversees the certification processes of its member organizations. It certifies Rehabilitation Counselors throughout the United States and several foreign countries. The standards for certification as a Certified Rehabilitation Counselor (CRC) are established by CRCC which is composed of a Public Member, representing consumers; a Member at Large; and, individuals from the following organizations: Graduate Student Handbook August 8, 2001(Rev) 11

12 American Deafness and Rehabilitation Association American Rehabilitation Counseling Association Council of State Administrators of Vocational Rehabilitation National Association of Rehabilitation Facilities National Association of Non-White Rehabilitation Workers National Association of Rehabilitation Professionals in the Private Sector National Council of Rehabilitation Education National Rehabilitation Counseling Association Each applicant for certification must meet educational and work experience requirements, demonstrate knowledge of the field by passing a national examination, and maintain certification by completing 100 hours of acceptable continuing education credit every five years. Approximately 20,000 of the estimated 35,000 Rehabilitation Counselors in the United States are Certified Rehabilitation Counselors. Those who have become certified demonstrate a special commitment to their profession and to quality services to persons with disabilities. All Certified Rehabilitation Counselors (CRCs) subscribe to a Code Of Ethics which guides the practice of Rehabilitation Counseling. The CRC credential often is required by employers, especially private rehabilitation companies. Certified Rehabilitation Counselor (CRC) Examination One of the requirements to be met in order to graduate with a masters degree is completing a comprehensive examination. This requirement is relatively universal across the country; however, a uniqueness in the Department of Rehabilitation Counseling at VCU is the nature of the examination. The Department allows the CRC examination to substitute for the masters comprehensive examination. To qualify for CRC certification, Rehabilitation Counselors must demonstrate knowledge of the following content areas by achieving a passing score on the examination: Foundations of Rehabilitation Basic rehabilitation principles, Rehabilitation Counseling ethics, the history, philosophy, and legislation of rehabilitation, and disabling conditions. Client Assessment Includes all major areas of client information.- principles, types, and techniques of assessments; the interpretation of assessment results; and resources for assessment. Planning and Service Delivery Covers the synthesis of client information, rehabilitation plan development, service delivery systems and community resources, and case management. Counseling and Interviewing Theories and techniques in vocational counseling, foundations of interviewing, principles of human behavior, and behavior change modalities. Graduate Student Handbook August 8, 2001(Rev) 12

13 Job Development and Placement Occupational and labor market information, job development, job seeking skills training, placement and follow-up. Licensed Professional Counselor A counseling license is a credential, authorized by a state legislature that regulates either the title, practice, or both, of professional counselors. In 1976, Virginia was the first state to license professional counselors. Today, almost 45 states have counselor licensure laws. Professional counselors with masters or doctoral degrees in Rehabilitation Counseling are prepared to provide assessment, clinical counseling, and other rehabilitation services to persons with disabilities. Rehabilitation Counselor education programs provide course work and skill training in general counseling as well as specialized training in working with people with disabilities. Because of their generic counselor education and specialized Rehabilitation Counselor training, Rehabilitation Counselors are eligible for licensure, registration, or certification as professional counselors in many states that regulate counselors, including Virginia. The VCU M.S. degree in Rehabilitation Counseling is intended to prepare the student to meet all educational requirements (in terms of content areas) for the Licensed Professional Counselor credential in Virginia. In Virginia, however, following graduation, candidates for LPC must pass a national examination, acquire the necessary supervised post-masters counseling experience (currently 4,000 postgraduate hours in Virginia), and complete additional coursework to a total level of 60 graduate semester hour credits. Other Certifications Although requirements differ for related certifications, the VCU M.S. degree in Rehabilitation Counseling will prepare students to meet most or all of the educational requirements for the following certifications: National Certified Counselor National Certified Mental Health Counselor National Certified Career Counselor National Certified Gerontology Counselor Certified Case Manager Certified Vocational Evaluator Certified Rehabilitation Provider (VA) Master Addictions Counselor Accreditation and Uniqueness The VCU Department of Rehabilitation Counseling Today there are almost 90 university and college based masters level Rehabilitation Counselor education programs in the United States. Most are accredited by the Council on Rehabilitation Education (CORE). The basic purpose of accreditation is to promote the effective delivery of rehabilitation services to people with disabilities by stimulating and fostering Graduate Student Handbook August 8, 2001(Rev) 13

14 continual review and improvements of masters degree Rehabilitation Counselor Education programs. CORE's field-based research accreditation process has gained widespread acceptance in the professional accreditation movement. The VCU Department of Rehabilitation Counseling was among the first to be fully accredited, and is the only accredited program in the Commonwealth of Virginia. It is one of the few Rehabilitation Counseling programs nationally that enjoys status as an independent Department. Foundations of Clinical Training According to CORE Standards and the requirements of the Department, students must have supervised Rehabilitation Counseling fieldwork and internship experiences that include: 1. a minimum of 100 clock hours of fieldwork experience (as part of RHAB 691); 2. a minimum of 600 clock hours of internship-experience in rehabilitation settings (as part of RHAB ); 3. written expectations and procedures for these experiences which are distributed to students and agency supervisors; 4. the following activities: orientation to program components, policies and procedures; introduction to staff and their role and function; identification of the expectations for students; observation of all aspects of the delivery of Rehabilitation Counseling services; work assignments, performing the tasks required of an employed Rehabilitation Counselor in a rehabilitation setting from intake to discharge and/ or placement; reporting, including, all required academic reports as well as logs, weekly progress reviews, and summaries of activities. 5. evaluation of student performance, including self-evaluation by the student, the agency supervisor, and the Faculty supervisor. Internship experiences shall be carried out under the regularly scheduled supervision of a Certified Rehabilitation Counselor (CRC). The expectations of the Faculty supervision as well as the academic preparation of Fieldwork and Internship students shall be communicated to the agency supervisor by means of this Handbook. In those cases where a CRC is not available in the internship setting, a VCU Faculty member (who is a CRC) will provide the CRCC mandated portion of the supervision. Graduate Student Handbook August 8, 2001(Rev) 14

15 The Department selects internship sites that provide Rehabilitation Counseling services to individuals with disabilities in a manner consistent with the mission of the program. Where applicable, there shall be documented evidence that the sites are accredited or seeking accreditation by recognized national accrediting bodies (e.g. the Commission on Accreditation of Rehabilitation Facilities). For both fieldwork and internship experiences, there is a minimum of one (1) hour per week of supervision by a Department Faculty member or a qualified individual working under the supervision of a Faculty member. While all of the different parts of the program are equally important, the full time internship in a rehabilitation setting is viewed as being particularly important. This is the stage at which the student integrates and synthesizes all he has learned up to this point in his program. The internship provides the student an opportunity to try all the techniques and approaches to which he has been exposed during the previous courses. It is due to this culminating nature of the internship experience which causes the Department to place such emphasis on this activity. The full time internship experience provides sufficient time to enable the student to grow both personally and professionally. The value of the internship in addition to the fieldwork experience has been well documented in counselor education literature. Agency Supervisors During this stage of the graduate program the agency supervisor plays a most vital role. Agency supervision should be performed by a professional person in the agency who has an interest in supervision, has appropriate time available, and has sufficient preparation to assure that his/her and the student s professional development will be advanced. The student s experience in the agency should include those related tasks judged to be a part of the counselor s professional functions in that agency. The agency supervisor should be aware that the graduate student is an intern and is not equipped at this stage to operate as an independent professional practitioner and requires time to develop capabilities and strengths. In working with the intern, the agency supervisor should set aside a specific time each week to discuss with the intern progress in all aspects of his/her performance in the agency setting. When the intern has completed a comprehensive orientation to the agency, he/she can begin contact with clients. At this point, the supervisor can acquaint the intern with the procedures which are necessary in order to operate effectively within the agency setting. Faculty Supervision of Clinical Placements During both fieldwork and internship, a VCU rehabilitation professor meets with the students in a formal seminar directed toward realistically fusing the student s formal class work and practical experience. In addition, individual supervisory meetings with the University professor or designee will be provided. These sessions provide the student with the opportunity to listen to tapes of counseling sessions and chart the student s growth in counseling skills. Similarly, a VCU professor will visit the agency on a periodic basis to observe the intern in action in the rehabilitation setting. Some students will intern in rehabilitation agencies geographically removed from the campus. In such instances, arrangements will be made for periodic visitations to the agency by Graduate Student Handbook August 8, 2001(Rev) 15

16 an appropriate professional. The agency s responsibility for the student s development of a professional identity is obviously greater in this situation. Faculty Adviser Every graduate student must have a Faculty Adviser from the major Department. When the student is accepted into the Department, a Faculty member is appointed to serve as an Adviser to the student on course selection and scheduling, to supervise his/her research, and to act as a channel of communication with the Department, to other Departments, and to the School of Graduate Studies. When the student receives notification of admission to the Department, it is his/her responsibility to contact the Faculty Adviser to arrange for an individual program planning meeting. This is usually done as part of the Orientation program when a student first begins in the program. Students should also consult with Faculty Advisers on a regular basis to ensure orderly progress through the entire program of study, select clinical placement sites, select electives, and plan their careers. Students will find their Faculty Advisers to be sources of fruitful guidance, advice, support, and information throughout their graduate programs. It is not unusual for a mentor-type relationship to continue with the Faculty Adviser throughout the professional career of the student. Professional and Student Organizations Students are encouraged to participate in various University and professional organizations. Examples of appropriate professional organizations include but are not limited to: American Congress of Rehabilitation Medicine, National Rehabilitation Association, American Psychological Association, American Counseling Association, Individual Case Management Association, International Association of Rehabilitation Professionals, Case Management Society of America. Membership in a professional association gives students a chance to become acquainted with the literature in their chosen profession, to come into personal contact with practicing counselors and other rehabilitation workers, and to learn about potential career opportunities. Department Faculty will be happy to assist the students in making application for membership. Chi Sigma Iota (ΧΣI) is a rapidly growing international counseling academic and professional Honor Society that has invited over 14,000 individuals and 150 chapters to membership since its formation in January, ΧΣI was established in order to create a link between students, educators, practitioners, and supervisors in various counseling settings. The and excellence in counseling, and to recognize high attainment in the pursuit of academic and Graduate Student Handbook August 8, 2001(Rev) 16

17 clinical excellence in the field of counseling. The Alpha Psy Omega (ΑΨΩ) Chapter was established in Student Listserve The Department periodically sends department s containing timely information regarding courses, faculty, student updates, job and volunteer opportunities, community resources for individuals with disabilities, and workshops and symposia of interest to the rehabilitation professional. Finally, students should make an request to Ms. Mary Tucker at asking that their name be added to Listservs including all rehabilitation students and faculty. This is another way to keep abreast of timely announcements. Colloquia and Grand Rounds Periodically, special colloquia, grand rounds, interdisciplinary seminars, workshops, and institutes are offered for Department students and agency personnel. Students will receive reasonable notice of these events, and some may be required for specific classes. Students should make every effort to attend as these experiences significantly enrich the curriculum. Time Limit for Completion of Degree All degree requirements must be met within seven (7) years from the date of initial enrollment. Advanced Certificate Program Post-masters preparation is available through the Advanced Certificate in Professional Counseling. This is designed for persons with masters degrees from VCU or other institutions who are seeking the Licensed Professional Counselor credential in Virginia or other states Alumni Activities With over 2200 alumni, the Department enjoys the involvement and support of an active alumni association that has regularly scheduled meetings. Social and other alumni activities are organized through the Department, School of Allied Health Professions, and University on an ongoing basis. Student Profile Data and Enrollment Maximum enrollment is set at approximately 120 students. The student body is 75 percent female, 65 percent full time, and culturally diverse. Approximately 20 percent of students have identified themselves as individuals with a disabilities. Admission Deadlines and Requirements Both full and part-time students are valued and are welcome to apply. Applications are reviewed on an ongoing basis. To be considered, all pertinent materials must be received in the Graduate Admissions Office by April 1 st (for Fall), and October 1 st (for Spring). See the Graduate Student Handbook August 8, 2001(Rev) 17

18 Deparment s website for links to admission s procedures. A complete set of application materials is also available online under the Graduate School. Transfer Credit If a student matriculated in another graduate degree program at VCU or another university, a maximum of 12 semester hours of graduate credit may be transferred if that credit has not been applied previously to another degree. Transfer credits must carry a grade of B or higher from an accredited institution. Acceptance of transfer credit is made at the level of the Department Chair and Dean of the School of Allied Health Professions. Transfer credits earned as a non-degree seeking graduate student are limited to six semester hours of credit. Credits earned as deficiency hours or to demonstrate the ability to compete at the graduate level, though transferable, may not be applied to the 48 semester hour program of study. Departmental Faculty Amy J. Armstrong is an Associate Professor and Chair in the department. She completed her Ph.D. at VCU in the School of Education-Urban Services Leadership, and received a M.A. in Rehabilitation Counseling from Michigan State University. Ms. Armstrong has been involved in advocacy and employment issues related to individuals with disabilities and their families for over 27 years. Her prior experiences include: Project Director of a national Projects with Industry grant housed with the National Office of UCP; a Faculty position coordinating national education and rehabilitation personnel training grants at Virginia Commonwealth University- RRTC on Supported Employment; Employment Specialist; Supervisor of a Developmental Day Program; and Skills Instructor at a Center for Independent Living. She has extensive experience producing distance education via a variety of methods including live satellite teleconferences and on-line educational opportunities. She has provided consultation nationally on disability-related issues, employment, leadership and wellbeing. Her interests include the employment of marginalized populations, community re-integration of veterans, positive psychology and wellbeing, personal and professional transformation and leadership. Ms. Armstrong can be reached at ajarmstr@.vcu.edu or (807) Paige Berry, M.S. received her masters degree in Rehabilitation Counseling from VCU. She has taught sign language in the Rehabilitation Counseling Department since She is a member of the American Sign Language Teachers Association, National Association of the Deaf, Virginia Registry of Interpreters for the Deaf; and is employed full time by the Helen Keller National Center in New York as their National Program Coordinator for Older Adult Services. Ms. Berry may be contacted at paige.berry@hknc.org or at Carolyn E. Hawley, Ph. D., CRC is an Assistant Professor in the Department of Rehabilitation Counseling at Virginia Commonwealth University. She has over a decade of experience related to counseling, training, research and education in employment and community service needs of people with disabilities. She completed a fellowship at McGill University s International Centre on Youth Gambling Problems and High-Risk Behaviors and has worked in programs Graduate Student Handbook August 8, 2001(Rev) 18

19 specializing in traumatic brain injury rehabilitation. Dr. Hawley has served on state and national boards. She has experience managing grants through the National Science Foundation and the National Institute on Disability and Rehabilitation Research. Her research interests include problem gambling, disability management in the workplace, and the community re-integration needs of veterans. She obtained her M.S. in Rehabilitation Counseling at the University of Wisconsin Milwaukee; and her Ph.D., at Virginia Commonwealth University. Dr. Hawley can be reached by at Brian T. McMahon, Ph.D., CRC Dr. Brian T. McMahon is a Professor and Chair of the Department. His Ph.D. is in Rehabilitation Psychology from the University of Wisconsin-- Madison. As a health care manager in the 1980s, he developed brain injury rehabilitation programs at various levels of care in several states. A rehabilitation educator for 15 years, Dr. McMahon has authored many publications and books on matters of employment and disability. His primary research interest is in disability policy and implementation of the Americans with Disabilities Act. Dr. McMahon is a licensed clinical psychologist (Illinois), Certified Rehabilitation Counselor, and Certified Case Manager. He is a Fellow in the American Psychological Association, and a former board member of its Division of Rehabilitation Psychology and the National Council on Rehabilitation Education. He now serves on the Governing Council of the American Counseling Association. Dr. McMahon is also past- President of the American Rehabilitation Counseling Association, and a recipient of its Career Research Award. In 1995, he was recognized by the National Association of Rehabilitation Professionals in the Private Sector as the Outstanding Rehabilitation Educator of the Year. In 1996, he was selected by the University of Wisconsin--Milwaukee Alumni Association to receive its Award for Teaching Excellence. To contact Dr. Brian T. McMahon, Bmcbull@vcu.edu. Chris Reid, Ph.D. is an Assistant Professor who joined VCU in Her Ph.D. is in Rehabilitation Psychology from Illinois Institute of Technology. She has over 10 years of experience as a Rehabilitation Counseling educator, researcher, and service provider. She has developed and coordinated service systems such as a university-based counseling center and an office of disability resources. Dr. Reid s primary research is in the area of psychometric methodology, focused on the development and validation of assessment instruments related to rehabilitation. Additional research interests have included deafness, case management, and life care planning. Dr. Reid has more than 25 publications and 50 professional presentations to her credit, including some in journals or conferences targeted to international audiences. A Certified Rehabilitation Counselor, National Certified Counselor, Certified Life Care Planner, and Certified Vocational Specialist, Dr. Reid has earned Diplomate status from both the American Board of Psychological Specialties and the American Board of Forensic Examiners. In 1997, she was awarded Life Fellow status in the latter group. Dr. Reid has served in leadership roles for the Louisiana Vocational Evaluation and Work Adjustment Association, the Illinois Deafness and Rehabilitation Association, and chapters of honor societies including Phi Kappa Phi (interdisciplinary), Rho Chi Sigma (rehabilitation Counseling and services), and Chi Sigma Iota (counseling). To contact Dr. Reid, creid@vcu.edu or call Graduate Student Handbook August 8, 2001(Rev) 19

20 Christopher C. Wagner, Ph.D. is an Assistant Professor who received his Ph.D. in clinical psychology in 1995 from VCU. Prior to joining the Rehabilitation Counseling Department he was on the faculty of VCU's Department of Psychiatry, where he was the Clinical Director for an HIV mental health/substance abuse clinic, a trainer and consultant for the Virginia Addiction Technology Transfer Center (VATTC), a member of MCV Hospital's kidney transplant team and on the staff of the MCV Chronic Pain Center. Dr. Wagner has experience with several community agencies, including the Richmond Behavioral Health Authority, Central State Hospital, and the Center for Perinatal Addiction. His research interests include mental health/substance abuse treatment outcome evaluation, motivational interviewing, and the clientcounselor relationship. Dr. Wagner is a Licensed Clinical Psychologist. You can contact Dr. Wagner at chriscwagner@gmail.com. Jeong Han Kim, Ph.D., CRC is currently an assistant professor at the Department of Rehabilitation Counseling. He received his B.A. in psychology, and his M.S and Ph.D. in Rehabilitation Psychology at the University of Wisconsin-Madison. Dr. Kim has experience with several rehabilitation agencies, including state/federal VR, long-term health care, veterans hospital (compensated work therapy, mental health unit, AODA counseling unit), and independent living centers. His research and other scholarly activity includes publications through national and international journals, presentations, grantsmanship and editorial activities. His primary research interests focuses on virtues and character traits in the context of resilience, posttraumatic growth, well-being and vocational success. Dr. Kim can be reached by at jhkim3@vcu.edu. Robin Metcalf, MED, MS, CRC, NCC, CCM, CRP, LPC, Clinical Coordinator. Robin started The Choice Group in 1998 and has been the vision and guiding energy behind its accomplishments ever since. She has vast experience in the fields of education and counseling, with a special interest in Acquired Brain Injury, children, women s issues, and people with disabilities. She has been the President of the Virginia Rehabilitation Counseling Association, the Virginia Rehabilitation Association, and the Virginia Association for Persons in Supported Employment. She has served on the boards for the Case Management Society of America and the National Association of Rehabilitation Providers Private Sector. Robin has served on the Employment Service Organizations Advisory Committee (ESOAC) and the Long Term Employment Support Services (LTESS) Advisory Committee to the Commissioner of the Department of Rehabilitative Services. She is currently a board member of the Association for Persons in Supported Employment and VaACCSES. She is currently a CARF surveyor, collecting and teaching best practices in rehabilitation throughout the United States. She has spoken extensively on Brain Injuries at numerous conferences, and is a committed and passionate advocate for people with disabilities. Professors Emeriti Gerald L. Gandy, Ph.D., Richard E. Hardy, Ed.D., George R. Jarrell, Ph.D., Marcia L. Lawton, Ph.D., Robert A. Lassiter, Ph.D., University of South Carolina University of Maryland University of South Carolina Northwestern University University of North Carolina Graduate Student Handbook August 8, 2001(Rev) 20