PRACTICUM & INTERNSHIP MANUAL FOR REHABILITATION COUNSELING

PRACTICUM & INTERNSHIP MANUAL FOR REHABILITATION COUNSELING College of Education and Health Professions Department of Rehabilitation, Human Resources & Communication Disorders Rehabilitation Education Program January, 2004 6/85, 6/90, 10/93, 8/97, 8/99, 11/99, 8/00, 8/02, 8/ Vocational Rehabilitation Track Deafness Rehabilitation Track Grad Ed Bldg 100 University of Arkansas 4601 West Markham Street Fayetteville, AR 72701 Little Rock, AR 72205 (479) 575-4758 (501) 686-9691 RTC for Persons who are Deaf or Hard of Hearing

Program Mission and Objectives Mission The primary mission of the Rehabilitation Education Program is to increase and enhance employment opportunities for individuals with disabilities. This mission is accomplished by both improving the quality and increasing the number of professional rehabilitation counselors available for employment in public and private agencies as well as institutions involved in the vocational and independent living rehabilitation of individuals with physical and intellectual, developmental, and emotional disabilities. A major emphasis is on individuals who are severely disabled. The program seeks to meet its mission by providing graduate academic education designed to upgrade the competence of rehabilitation counselors who provide vocational, social, and psychological services to, as well as advocacy for, individuals with disabilities. Program Objectives 1. To recruit trainees who are dedicated to preparing themselves to serve individuals with disabilities. Individuals with disabilities and/or minority status are encouraged to apply. 2. To provide academic and experiential training in accordance with standards developed by the university, college, and appropriate accrediting, certifying, and licensing agencies. 3. To improve the quality of rehabilitation counseling by teaching students the philosophy, theory, and skills necessary to enhance the lives of individuals with disabilities. Need and Rationale The rationale of the Rehabilitation Education Program is to provide master s graduates with the knowledge, skills, and attitudes required to function effectively as professional rehabilitation counselors. Individuals trained in this program will be qualified to seek employment in the following settings: public and private rehabilitation agencies, independent living service centers, the Veterans Administration, the Employment Securities Department, sheltered workshops, labor unions, hospitals, correctional institutions, school settings, nursing homes, insurance companies, and the Social Security Administration. The need for the program was developed and is modified through interaction with the program s multiple constituencies including students, faculty, the university and college, advisory committees, consumers, practicing professionals, professional organizations, and accrediting and certifying bodies. Generally, the overall need for the program (e.g., the three emphasis areas) is established by national (RSA) and local (Arkansas Rehabilitation Services) priorities. Changes within the program tend to result from input from any of the constituencies. The Rehabilitation program has a graduate program coordinator who has responsibility for all of the graduate level Rehabilitation programs offered within the Rehabilitation, Human

Resources and Communication Disorders Department. The department head reports in turn to the dean of the College of Education and Health Professions. The duties of the Rehabilitation graduate program coordinator include: Teaching rehabilitation education courses Coordinating and scheduling other faculty teaching in the program Operating the program within university guidelines and regulations Developing methods to recruit and select students into the program Coordinating, monitoring, and advising individual student s academic programs Advising students, as needed, to enhance their success in the program Serving on appropriate departmental, college, and professional committees Monitoring program and student records Identifying funding sources, initiating and writing grants to increase program funding Developing and maintaining good working relationships with advisory committees, state, regional, and national personnel involved in promoting rehabilitation counselor education Supervising personnel and monitoring program budgets Preparing and submitting reports as requested by funding and accreditation agencies Contributing to the field of rehabilitation counseling through scholarship and professional activities

TABLE OF CONTENTS Page A. Introduction... 1 B. Philosophy and Objectives... 1 C. Prerequisites for the Clinical Internship... 3 D. Internship Curriculum...5 E. Participant Roles... 8 F. Evaluation Procedures and Reports... 10 APPENDICES 1. Internship Contract... 12 2. Internship Performance Report Form...15 3. Field Experience Log... 19 4. Internship Hours Verification Log... 21 5. Internship Self-Evaluation Form... 21 6. Glossary of Terms... 21

CLINICAL INTERNSHIP MANUAL FOR REHABILITATION COUNSELING 1 A. INTRODUCTION The mission of the Rehabilitation Counselor Education program at the University of Arkansas is to prepare rehabilitation counselors for professional practice in public and private rehabilitation settings. Rehabilitation counseling represents the major professional specialty in counseling services for persons with disabilities. The program at Arkansas is one of over 80 graduate programs at leading universities and colleges throughout the United States. Through the curriculum, supervised practice and clinical internships, students are prepared to practice counseling with people with disabilities. This manual was designed to provide students, agency internship supervisors, and faculty with a workable guide to the internship experience. Although the practice of rehabilitation counseling has traditionally emphasized the vocational aspects of rehabilitation, the program at the University of Arkansas provides students with training appropriate to vocational, personal/social adjustment and/or independent living rehabilitation settings Founded in 1976, the Rehabilitation Education Program is accredited by the Council on Rehabilitation Education (CORE). Rehabilitation counseling as a professional endeavor has grown in stature to a level of professional maturity reflected by such indices as a national certification program through the Council on Rehabilitation Certification (CRCC), accreditation of rehabilitation counselor education programs through the Council on Rehabilitation Education, licensure in several states including Arkansas, and professional organizations such as the National Rehabilitation Counseling Association. The master s degree in rehabilitation counseling is the standard of the profession and rehabilitation counselors are practicing in a variety of settings, including state vocational rehabilitation agencies, rehabilitation facilities, rehabilitation workshops, independent living programs, mental health centers, the Veterans Administration, private insurance carriers, and private practice. This manual provides essential information to all participants in the internship process. A glossary of terms is provided in the Appendix to familiarize the reader with some of the language used in the field. B. PHILOSOPHY AND OBJECTIVES The following desired characteristics of a graduate of the rehabilitation program reflect the underlying philosophy of the faculty and the University. 1. Belief in the dignity of each individual and commitment to individual human values. 2. Excellence in interpersonal communication and counseling skills involving the use of

2 personal and environmental resources to encourage the full development of people with disabilities through the facilitation of the processes of self-understanding, decisionmaking, and program development to meet vocational, educational, personal/social, and independent living needs. 3. High ethical and professional standards allowing the graduate to be respected by consumers they serve, as well as, professional colleagues and the community at large. 4. A self-learner in seeking continued knowledge and professional competence. 5. Knowledge of the vocational, personal/social and independent living rehabilitation process as applied to persons with disabilities. 6. Knowledge of the disciplines and related professions involved in rehabilitation to facilitate team-work relationships. 7. Understanding of the respective roles of private, state and federal agencies and the role each plays in the rehabilitation process. Rehabilitation counselors ally with the counseling profession and the variety of disciplines making up the rehabilitation community, and abide by the ethical and professional standards of the Commission on Rehabilitation Counselor Certification. The general objectives of the rehabilitation counseling program are to provide students with the knowledge and skills in the following, as they relate to the needs of and services to people with disabilities. 1. Medical, educational, social, and vocational evaluations 2. Rehabilitation planning and case management 3. Career and vocational counseling 4. Personal and social counseling 5. Independent living 6. Job development and placement 7. Community resource utilization 8. Program evaluation, research utilization and Professional Reports. 9. Professional advocacy 10. Professional development/ethics 11. Working with culturally diverse populations (disability, ethnicity, culture and gender) 12. Transition services The specific objectives for the clinical internship are as follow. 1. To provide for the practical application of knowledge and skills. The internship brings together, in a realistic setting, people with the diverse disabilities with which a rehabilitation counselor is concerned, thus allowing the student to acquire proficiency and confidence in applying theoretical knowledge and skills under the supervision of an

experienced, qualified rehabilitation supervisor. 3 2. To provide experience, additional knowledge, and skills in client self-exploration, understanding, decision-making, planning and rehabilitation programming. The internship provides a first-hand experience with the counseling process involving the major life function of people with disabilities. 3. To provide the student with knowledge of agency organizational structure, protocols, working relationships, other disciplines, teamwork and general working conditions. 4. To provide the student with experience, knowledge, and skills in the preparation of counseling records and reports. 5. To stimulate the formulation of a professional identity. 6. To provide a valuable service to the agency. 7. To provide the capstone educational experience to the students. The internship represents the student s final educational experience. In many ways it is the most valuable educational service because of the actual exposure to rehabilitation counseling practice. This experience is only possible through the cooperation of the agency supervisor who acts as an adjunct faculty member. Also, the internship is a required program component for students who desire continued professional recognition through certification and licensure. C. PREREQUISITES FOR THE CLINICAL INTERNSHIP Students must have successfully completed the 100 hour practicum as a prerequisite to the supervised rehabilitation counseling internship. Rehabilitation counseling students complete a four semester program of studies, including the 600 clock hour internship. This usually involves course work in rehabilitation counseling, counseling theory and techniques, assessment and appraisal, and electives in either vocational or independent living counseling. At least 240 hours of the internship program should include direct services to persons with disabilities. The Vocational Rehabilitation, Independent Living and Deafness Rehabilitation tracks) call for 48 semester hours, including 3 hours of supervised practicum and 9 hours of internship. The following courses are usually completed prior to beginning the internship. Rehabilitation Education (27 hours) 1. Vocational Rehabilitation - Survey of the philosophy of rehabilitation, including history and legislation. 2. Medical Aspects of Disability - Orientation to medical and medically-related aspects of

various disabling conditions with emphasis on persons with severe disabilities. 4 3. Psychological Aspects of Disability - Intensive study of the psychological aspects of adjustment to atypical physique and prolonged handicapping conditions. 4. Vocational Evaluation, Adjustment and Placement - An in-depth examination of theories and techniques related to evaluation of vocational potential, work adjustment training and job placement of people with disabilities. 5. Independent Living and Community Adjustment - Study of the problems and practices involved in developing and maintaining independent living rehabilitation programs for people with severe physical, developmental and mental disabilities. 6. Supervised Rehabilitation Counseling and Case Management - Practice In counseling under supervision with rehabilitation clients in selected settings and agencies. 7. Rehabilitation Counseling Research - Study of the research methods used in rehabilitation counseling and related research. Counselor Education (9 hours) 1. Methods of Individual Analysis - An evaluation of test and non-test data as they may be used in individual appraisal. 2. Methods and Techniques of Counseling - Study of theory and practice of counseling from various theoretical points of view. 3. Group Processes and Goals - A critical study of motivation and values as related to personality development, with attention to such aspects of group dynamics as cohesiveness, group pressures and standards, structural properties of groups, and the relation of leadership to group performance. Other Courses (9 hours) 1. Independent Living Specialty Track Group Homes for the Handicapped (required) - A study of group homes for handicapped persons with an emphasis on administration. Involves organization of group homes, legislation and litigation, management, funding, and instructional programs. Emphasis on training group home supervisory personnel. Recommended courses in sociology (community organizations and structures) recreation for persons with disabilities, adapted physical education, psychology and independent study. 2. Vocational Rehabilitation Specialty Track

5 Selection of a variety of courses in mental health, mental retardation, physical disabilities, administration and supervision, placement and/or assessment. Students entering the internship normally have completed all of their coursework, including supervised practica under faculty. The supervised practicum provides the student with limited exposure to a rehabilitation agency. However, the internship may be accompanied by a limited independent study course. 3. Deafness Rehabilitation Track Course work in Hearing Impairment and Human Behavior (required). Course provides a critical review of selected topics in history, culture, education, employment, technology, and social change and their impact on the lives of persons who are deaf of hard of hearing. Course work in Counseling Persons who are Deaf or Hard of Hearing (required). Course focuses on the application of basic principles underlying various theoretical approaches and professional counseling practices with persons who are deaf or hard of hearing. Seminar: Special Topics in Deafness Rehabilitation (elective). Course focuses on current issues and topics to contribute to professional development of students interested in careers working with persons who are deaf or hard of hearing. Internship and Supervised Rehabilitation Counseling Practicum (required). Students in the Deafness Rehabilitation Track work with faculty supervisors to obtain practicum and internship experiences within agencies that offer programs and services for consumers who are deaf of hard or hearing. American Sign Language Courses (elective). Students who need to acquire proficiency in American Sign Language to work with consumers dependent on sign language communication can elect to take ASL courses through concurrent registration in the University of Arkansas at Little Rock. D. INTERNSHIP CURRICULUM The internship is usually divided into three phases: orientation, observation and participation. These usually overlap, to some extent. It is highly desirable that the time devoted to participation be considerably longer than that devoted to orientation and observation. Past, experience has shown that approximately two to three weeks devoted to orientation and observation, with the remaining time devoted to participation is a reasonable schedule. Specifically, the activities involved in each of these three phases are as follows: 1. Orientation

a. Physical Facilities 6 Tour of facilities Files: charts, case files, record storage, etc. Supplies and resources Reference materials: library, manuals, testing materials, counseling aids, etc. b. Agency Functions and Services Historical overview Support/income structure Overview of rehabilitation and related services Organizational chart and program structure Referral, admissions and retention policies Client population characteristics Reporting and statistical procedures o Ethical and confidentiality policies c. Routine and Office Regulations Services Work hours, holidays, etc. Telephone usage Supervision and use of clerical personnel Travel arrangements and expenses Accounting for absences, sign-in procedures, etc. Relationship to supervisory personnel and accountability Use of agency equipment Use of agency equipment Extra-work requirements Dress, uniforms, etc. d. Staff Orientation usage o Managerial and administrative o Professional counseling services o Clerical staff o Other agency professionals o Personal interviews with administrator and department heads if possible, e.g., social service, occupational therapy, physical therapy, nursing, vocational evaluation, work adjustment, medicine, psychology, speech, sheltered workshop, dormitory supervision, recreation, etc. e. Clients o Study and analysis of typical current and/or closed cases which illustrate

2. Observation a. Interviewing 7 agency function, clients served, and the rehabilitation counselor s role o Participation in staff meetings and other sessions to become familiar with entire spectrum of services and the role of the rehabilitation counselor o Intake or screening interviews o Counseling interviews o Social work or psychologist interviews o Interviews with clients with differing characteristics, e.g., disability type, socioeconomic background, etc. b. Procedures Involved in Evaluation Service o Medical o Psychological o Social o Vocational/Educational o Economic/Financial c. Case or Team Conferences o Inter-agency or intra-agency conferences d. Staff Meetings o Administrative/Supervisory meetings o Team meetings o Continuing education/in-service training o Consultation o Medical o Psychiatric and/or psychological o Other f. Case Recording o Individual client records o Case reports and monitoring systems o Caseload management and time management systems g. Counselor Field Rounds o Home visits o Employer job development, placement services o Community resources (employment service, schools, hospitals, etc.) o Inter-agency rounds in rehabilitation facility, workshop, etc.

8 h. Treatment and Programming Services o Vocational evaluation o Therapies (occupational, physical, speech) o Group Counseling o Physical medicine services o Recreation o Other 3. Participation Students should be permitted to engage in as many activities with clients and the agency services as individual readiness and time permit. The student is expected to show improvement during the clinical practice and should be ready for entry-level rehabilitation counselor position. If possible, the student is able to gain more, and the agency receives more assistance, if clients can be assigned to the student under the general supervision of the agency supervisor. a. Participation with Clients o Screening interviews o Intake interviews o Counseling interviews focusing on vocational goals, rehabilitation planning and decision-making, vocational preparation, job placement and work adjustment o Counseling interviews focusing on personal/social adjustment and/or independent living o Follow-up and/or problem-solving counseling sessions and interviews o Guidelines for case selection: Typical or representative of cases served by agency Reasonably clear responsibility for the intern Limited number of difficult cases Balance of new and old cases Reasonably verbal clients A reasonable expectation that the student will be able to see the client several times during the internship Signed agreement to participation by the client Cases which are useful as instructional examples of more common problems Cases which are professionally challenging to the student E. PARTICIPANT ROLES The provision of an effective internship requires clear understanding among the participants, the student, faculty and on-site supervisor. The following responsibilities are involved for each of the three participants.

9 Students. The student is a worker-in-training during the internship. During the experience the student is expected to assume the role of a staff member much the same way in which a new employee is expected to assume the role. As the student proceeds through the internship, it is expected that more responsibilities will be assigned. The internship normally proceeds through orientation, observation, and participation stages with most time devoted to participation activities. The student is expected to: 1. adhere to the arranged work hours and rules governing professional staff behavior; 2. adhere to agency/program policies governing the strict observance of confidentiality; 3. assume responsibility for personal actions and activities; 4. maintain professional with all clients served by the agency program; 5. relate and use knowledge acquired in the classroom to practice in the agency/program; 6. assume a positive attitude, and an eagerness to help disabled persons; 7. develop self-awareness in regard to attitudes, values, and behavior patterns that influence personal practices; 8. prepare for and utilize conferences with the agency supervisor; and 9. submit internship logs, reports and other required assignments to the faculty supervisor and agency supervisor. Agency Supervisor. It is the direct responsibility of the agency supervisor to provide direct, onthe-job supervision to the student. A minimum of one hour per week of individual supervision is required with a qualified staff member at the internship site or a faculty member. The overall agency administrator is responsible for the selection of a qualified staff member to provide consistent and close supervision to the student during the internship. The agency supervisor is expected to: 1. introduce and orient the student to the program in terms of working hours, standards of conduct, staff meetings and conferences, travel requirements, etc. 2. introduce the intern to program policies governing confidentiality and other important considerations for program operations; 3. orient the intern to policies and procedures regarding case management, records, intake, eligibility, and case termination activities; 4. orient the intern to clients and client-related tasks as the intern is ready to assume more responsibility;

5. assign the intern to clients and client-related tasks as the intern is ready to assume more responsibility; 6. inform the Faculty Supervisor of any problems or difficulties encountered during the internship; 7. report formally, at least twice during the semester, the progress of the intern, using the Intern-report; and 8. direct the day-to-day activities of the intern as required during the internship. Faculty Supervisor. The Faculty Supervisor will serve as the representative of the University and also provide supervision during the internship when arranged locally. The Faculty Supervisor is expected to: 1. arrange with cooperating agencies for internship assignments; 2. provide the agency with information on the intern; 3. visit the internship agency for conferences with the intern and agency supervisor at intervals, at least twice during the internship, if travel permits; 4. provide direct supervision the intern when arranged locally; and 5. evaluate the internship experience and provide an assessment to interns and agency supervisors. 10

F. EVALUATION PROCEDURES AND REPORTS 11 The evaluation of the internship experience and the intern is a joint activity of the agency and faculty supervisors. Intern evaluations are also solicited to determine the effectiveness from the intern s perspective. The process for evaluation involves on-going informal interaction among all participants. Also, a formal internship report is required at mid-semester and at the conclusion of the internship. See Appendix 2 for the Internship Report Form. The agency supervisor, faculty supervisor and intern enter into an agreement which specifies the total arrangement for the internship as well as the evaluation procedures (See Appendix 1 for a sample copy). Additionally, the student maintains a log of internship activities daily according to the format specified in Appendix 3. This log is submitted to the faculty supervisor every two weeks for review and evaluation.

12 APPENDIX 1 INTERNSHIP CONTRACT

13 INTERNSHIP CONTRACT REHABILITATION EDUCATION UNIVERSITY OF ARKANSAS, FAYETTEVILLE Vocational Rehabilitation Track Student: Placement: Site Supervisor: The nature of an internship and the activities and expectations for supervisors and students will vary from one site to another. However, some activities and expectations are common to all internship sites. These are listed below. In addition, space is provided to list particular activities that may be unique to a given setting. I. GENERAL EXPECTATIONS A. Students are expected to spend 600 hours per semester at their internship site. B. Students are expected to spend at least 240 hours providing direct services to consumers with disabilities. C. A supervision ratio of 20:1 client hours to supervision hours shall be operative. That is, for every 20 hours of client contact the intern will spend one hour with his/her supervisor (2-3 hours of supervision per week). D. Students should demonstrate minimally acceptable skill competencies and conduct themselves professionally and ethically at all times. E. Should any party to this agreement (i.e., on-site supervisor(s), faculty supervisor(s), student) have concerns over the behavior of another party to this agreement, the first party shall approach the second, informing him/her of the concern and make an attempt to resolve the matter. Should the matter not be resolved then the concern will be raised at a joint meeting of all the parties. F. There will be one mid-semester and one end of semester evaluation conducted between the on-site supervisor and the student and between the faculty supervisor and the student.

II. SPECIFIC EXPECTATIONS 14 A. While at the internship site, the student will engage in the following activities: o Orientation to the rehabilitation program o Observation of the full range of services provided by the program o Practice and participation in rehabilitation counseling activities o Reporting every two weeks a log of activities B. The following activities will be used in the evaluation of the student s internship performance. o Completion of all internship requirements including the full 600 hours of time at the program o Completion of the narrative log every two weeks o Written feedback from the supervising staff twice during the semester using the Internship Report form o Student s ability to successfully demonstrate the applicable skills included under the Performance Factors listed on the Internship Report We have read this contract and agree to the items contained therein. Faculty Supervisor Date On-site Supervisor(s) Date Student Date

15 INTERNSHIP CONTRACT REHABILITATION EDUCATION UNIVERSITY OF ARKANSAS, FAYETTEVILLE Deafness Rehabilitation Track Student: Placement: Site Supervisor: The nature of an internship and the activities and expectations for supervisors and students will vary from one site to another. However, some activities and expectations are common to all internship sites. These are listed below. In addition, space is provided to list particular activities that may be unique to a given setting. I. GENERAL EXPECTATIONS A. Students are expected to spend 600 hours per semester at their internship site. B. Students are expected to spend at least 240 hours providing direct services to consumers with disabilities. C. A supervision ratio of 20:1 client hours to supervision hours shall be operative. That is, for every 20 hours of client contact the intern will spend one hour with his/her supervisor (2-3 hours of supervision per week). D. Students should demonstrate minimally acceptable skill competencies and conduct themselves professionally and ethically at all times. E. Should any party to this agreement (i.e., on-site supervisor(s), faculty supervisor(s), student) have concerns over the behavior of another party to this agreement, the first party shall approach the second, informing him/her of the concern and make an attempt to resolve the matter. Should the matter not be resolved then the concern will be raised at a joint meeting of all the parties. F. There will be one mid-semester and one end of semester evaluation conducted between the on-site supervisor and the student and between the faculty supervisor and the student.

II. SPECIFIC EXPECTATIONS 16 A. While at the internship site, the student will engage in the following activities: o Orientation to the rehabilitation program o Observation of the full range of services provided by the program o Practice and participation in rehabilitation counseling activities o Reporting every two weeks a log of activities B. The following activities will be used in the evaluation of the student s internship performance. o Completion of all internship requirements including the full 600 hours of time at the program o Completion of the narrative log every two weeks o Written feedback from the supervising staff twice during the semester using the Internship Report form o Student s ability to successfully demonstrate the applicable skills included under the Performance Factors listed on the Internship Report We have read this contract and agree to the items contained therein. Faculty Supervisor Date On-site Supervisor(s) Date Student Date

17 APPENDIX 2 INTERNSHIP PERFORMANCE REPORT (To be completed by the on-site supervisor)

18 INTERNSHIP PERFORMANCE REPORT REHABILITATION EDUCATION UNIVERSITY OF ARKANSAS, FAYETTEVILLE Student s Name Date Agency/Program Name The following should be rated in terms of the demonstrated performance of the task. Ratings are based on the following scale: 5= Exceptional performance 4 = Above average performance 3 = Average, acceptable level of performance 2 = Below average performance, some aspects acceptable, others not acceptable 1 = Unacceptable performance NA= Not applicable or no opportunity to perform A. Efficiency of work habits PERFORMANCE FACTORS 1. Completion of work assignments 2. Organization of work 3. Utilization of time B. Interpretations of medical, educational, social and vocational evaluations 1. Determining client s readiness for counseling 2. Determining counseling approach suitable to client s needs 3. Assessing a client s past adjustment to work 4. Interpreting medical information 5. Interpreting psychological information 6. Interpreting educational information C. Rehabilitation planning and case management with clients 1. Processing diagnostic information essential to plan development 2. Working with consultants as appropriate to prepare for plan development 3. Jointly developing a mutually acceptable rehabilitation plan with a client 4. Determining eligibility for agency services 5. Interpreting program or agency rules and regulations to the client

6. Preparing a written, rehabilitation plan with appropriate goal and objectives 19 D. Career and vocational, counseling with clients 1. Selecting appropriate evaluation procedures for the client 2. Developing a client s understanding of his/her vocational strengths and weaknesses 3. Generating, with the client, vocational hypotheses based on available educational, occupational, social, psychological and financial information 4. Assisting a client to identify appropriate job modification procedures or assistive devices related to potential occupations 5. Providing appropriate placement counseling E. Personal and social counseling with clients 1. Leading a counseling group focused on adjustment and/or vocational problems 2. Providing adjustment counseling and facilitating the life changes required by disability 3. Establishing and maintaining rapport 4. Formulating an integrated diagnosis of personal and/or social problems presented by the client 5. Executing a consistent counseling approach to resolve personal and/or social problems F. Job development and placement for clients 1. Collecting and analyzing occupational information in a community 2. Evaluating specific jobs in relation to the placement of persons with disabilities 3. Providing technical assistance and information to employers about modifications necessary for employment of persons with disabilities 4. Intervening directly with employers on behalf of individual clients G. Community resource utilization Determining and utilizing appropriate resources for: 1. income maintenance 2. housing, including barrier free design assistance 3. transportation 4. education 5. recreation 6. cultural enrichment 7. health care 8. legal assistance 9. other

20 H. Recording and reporting for clients 1. Preparing written summaries and reports on vocational evaluations 2. Preparing rehabilitation plans 3. Preparing written justifications for eligibility decisions 4. Preparing written case records documenting the progress of counseling services 5. Preparing correspondence I. Professional participation and development 1. Participating in appropriate professional development activities 2. Maintaining the ethical standards of the profession J. Teamwork relationships 1. Communicating with other members of the rehabilitation team 2. Communicating with and relating to supervisor 3. Contributing effectively to staffings in area of expertise K. Comments: (Personal maturity, adjustment and commitment to the profession, ability to tolerate stress, openness to change, flexibility, conscientiousness, resourcefulness, enthusiasm, etc.) Supervisor s Signature Date

INTERNSHIP PERFORMANCE REPORT REHABILITATION EDUCATION UNIVERSITY OF ARKANSAS, FAYETTEVILLE DEAFNESS TRACK, LITTLE ROCK 21 Student s Name Date Agency/Program Name The following should be rated in terms of the demonstrated performance of the task. Ratings are based on the following scale: 5= Exceptional performance 4 = Above average performance 3 = Average, acceptable level of performance 2 = Below average performance, some aspects acceptable, others not acceptable 1 = Unacceptable performance NA= Not applicable or no opportunity to perform A. Efficiency of work habits PERFORMANCE FACTORS 1. Completion of work assignments 2. Organization of work 3. Utilization of time B. Interpretations of medical, educational, social and vocational evaluations 1. Determining client s readiness for counseling 2. Determining counseling approach suitable to client s needs 3. Assessing a client s past adjustment to work 4. Interpreting medical information 5. Interpreting psychological information 6. Interpreting educational information C. Rehabilitation planning and case management with clients 1. Processing diagnostic information essential to plan development 2. Working with consultants as appropriate to prepare for plan development 3. Jointly developing a mutually acceptable rehabilitation plan with a client 4. Determining eligibility for agency services 5. Interpreting program or agency rules and regulations to the client 6. Preparing a written, rehabilitation plan with appropriate goal and objectives

D. Career and vocational, counseling with clients 22 1. Selecting appropriate evaluation procedures for the client 2. Developing a client s understanding of his/her vocational strengths and weaknesses 3. Generating, with the client, vocational hypotheses based on available educational, occupational, social, psychological and financial information 4. Assisting a client to identify appropriate job modification procedures or assistive devices related to potential occupations 5. Providing appropriate placement counseling E. Personal and social counseling with clients 1. Leading a counseling group focused on adjustment and/or vocational problems 2. Providing adjustment counseling and facilitating the life changes required by disability 3. Establishing and maintaining rapport 4. Formulating an integrated diagnosis of personal and/or social problems presented by the client 5. Executing a consistent counseling approach to resolve personal and/or social problems F. Job development and placement for clients 1. Collecting and analyzing occupational information in a community 2. Evaluating specific jobs in relation to the placement of persons with disabilities 3. Providing technical assistance and information to employers about modifications necessary for employment of persons with disabilities 4. Intervening directly with employers on behalf of individual clients G. Community resource utilization Determining and utilizing appropriate resources for: 1. income maintenance 2. housing, including barrier free design assistance 3. transportation 4. education 5. recreation 6. cultural enrichment 7. health care 8. legal assistance 9. other H. Recording and reporting for clients

1. Preparing written summaries and reports on vocational evaluations 2. Preparing rehabilitation plans 3. Preparing written justifications for eligibility decisions 4. Preparing written case records documenting the progress of counseling services 5. Preparing correspondence 23 I. Professional participation and development 1. Participating in appropriate professional development activities 2. Maintaining the ethical standards of the profession J. Teamwork relationships 1. Communicating with other members of the rehabilitation team 2. Communicating with and relating to supervisor 3. Contributing effectively to staffings in area of expertise K. Comments: (Personal maturity, adjustment and commitment to the profession, ability to tolerate stress, openness to change, flexibility, conscientiousness, resourcefulness, enthusiasm, etc.) Supervisor s Signature Date

APPENDIX 3 24 FIELD EXPERIENCE LOG

25 SAMPLE FIELD EXPERIENCE LOG REHABILITATION EDUCATION UNIVERSITY OF ARKANSAS, FAYETTEVILLE Student Name Agency MAJOR ACTIVITIES:* * Identify by estimated hours and activities, e.g., counseling directly with clients - 2 hours.

Appendix 4 26 Internship Hours Log

Month Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Internship Hours Log 27 Total Internship hours are to equal an minimum of 600 Clock hours Internship Supervisor Date Student Date

Appendix 5 28 Counselor-in-Training Self-Evaluation

Internship Counselor-in-Training Self-Evaluation 29 Name: Date: Use this form to rate yourself and evaluate the experiences that you have obtained during your internship. Check the column which best describes you level of performance. Mark N/A in those areas that you did not participate or observe during your internship assignment. Factors Above Average Below Not Average Average Applicable 1. Organization and planning of work 2. General industry and attention to work assignments 3. Cooperative relationship with staff 4. Motivation and follow through for work assigned 5. Knowledge of principles of human behavior 6. Knowledge of agency goals 7. Skills in interviewing, counseling, problem solving 8. Use and interpretation of psychological data 9. Attitude toward agency supervisor 10. Attitude toward clients serviced by the agency 11. Evidence of professional/ethical standards of conduct

Above Average Below Average Average Not Applicable 30 12. Self-recognition of strengths and weaknesses in a helping role 13. Ability to accurately record client/counselor relationship 14. Ability to write/speak concisely 15. Ability to establish and maintain a satisfactory counseling relationship 16. Ability to use imagination and initiate new ideas 17. Ability to formulate a rehabilitation plan 18. Ability to be objective without emotional involvement 19. Ability to accept increasing responsibility 20. Personal appearance / dress 21. Case Management Skills 22. Ability to advocate effectively for the client 23. Knowledge and application of the Rehabilitation Counseling Code of Ethics

For the following please give your impressions and experiences of your internship: 31 1. I have come to identify my rehabilitation service and process strengths as: 2. I have come to recognize my counseling skill strengths as: 3. The situations that I found most challenging were: 4. Are there suggestions or areas that you feel would have been of benefit for you to have had more information about prior to your internship assignment? Do you have anything that you wish to suggest or share?

32 APPENDIX 6 GLOSSARY OF TERMS

GLOSSARY OF TERMS 33 A brief glossary of terms is provided to facilitate the understanding by participants in the internship experience. Agency: An agency or institution operating an organized program of rehabilitation services designed to help physically, developmentally and/or mentally disabled persons function optimally in society. Intern: The student assigned to a 600 clock hour internship. Agency Supervisor: A qualified rehabilitation counselor or supervisor in an approved agency who has direct responsibility for the supervision of an intern. The desired qualifications are a master s degree in rehabilitation counseling, three years minimum experience, and the status of Certified Rehabilitation Counselor. Faculty Supervisor: The faculty member designated by the University to provide supervision and coordination of the clinical practice experience. Rehabilitation Counseling: The provision of vocational, personal/social, and/or independent living counseling and related services to persons with disabilities. Persons with Disabilities: Individuals who have a substantial physical, developmental, and/or emotional disability. Certified Rehabilitation Counselor: A rehabilitation counselor who has fulfilled all of the requirements for the certification and holds a current certificate from the Commission on Rehabilitation Counselor Certification. Vocational Counseling: Counseling through a one-to-one or group process which concerns vocational decision-making, selection of rehabilitation services for vocational preparation, job acquisition, or adjustment to the work setting. Personal/Social Counseling: Counseling through a one-to-one or group process which has as the goal the resolution of a personal/social problem such as the adjustment to the onset of disability, marriage and family problems, or the development of personal/social skills, such as assertiveness. Counseling in this context does not include work with acute emotional problems such as those experienced during active psychosis. Independent Living Counseling: Counseling through a one-to-one or group process which has as the goal independent living in the community through personal skill development, awareness of rights and opportunities, participation in a self-help group or coalition, and personal advocacy for required modifications in the environment (e.g., transportation, housing, and affirmative action).