DEPARTMENT OF REHABILITATION COUNSELING
GRADUATE STUDENT HANDBOOK
Virginia Commonwealth University
School of Allied Health Professions
Medical College of Virginia Campus
Theater Row 3rd Floor
730 E. Broad Street
PO Box 980330
Richmond, Virginia 23298-0330
Phone or TTY: (804) 828-1132
Fax: (804) 828-1321
Email: rehabcnsling@vcu.edu
Web Site: http://www.rehab.vcu.edu
Amy J. Armstrong, Associate Professor & Chair
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
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
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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 e-mail us at rehabcnsling@vcu.edu.
Looking forward to hearing from you.
Sincerely,
Amy J. Armstrong, Ph.D., Department Chair
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
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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."
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
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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
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
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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.
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
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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
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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:
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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
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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
$32,350 per year
2010 Median Pay
$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, 2010
129,800
Job Outlook, 2010-20
28% (Faster than average)
Employment Change, 2010-20
36,600
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.
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
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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.
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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.
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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 1974. 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:
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
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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.
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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
The VCU Department of Rehabilitation Counseling
Accreditation and Uniqueness
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
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
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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 695-696);
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.
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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
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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, 1985. 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
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
16
clinical excellence in the field of counseling.” The Alpha Psy Omega (ΑΨΩ) Chapter was
established in 1996.
Student Listserve
The Department periodically sends department emails 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 email request to Ms. Mary Tucker
at mntucker@vcu.edu 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 1st (for Fall), and October 1st (for Spring). See the
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
17
Deparment’s website www.rehab.vcu.edu 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 UniversityRRTC 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) 827-0913.
Paige Berry, M.S. received her masters degree in Rehabilitation Counseling from VCU. She has
taught sign language in the Rehabilitation Counseling Department since 1982. 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 804 827-0920.
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
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
18
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 email at cehawley@vcu.edu.
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 pastPresident 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, email
Bmcbull@vcu.edu.
Chris Reid, Ph.D. is an Assistant Professor who joined VCU in 1997. 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, email creid@vcu.edu or call 828-1132.
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
19
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 email 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.,
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
University of South Carolina
University of Maryland
University of South Carolina
Northwestern University
University of North Carolina
20
Keith C. Wright, M.S.,
Marshall University
Keys to Planning Your Course Sequence
·
·
Defer elective or specialization coursework until most required courses are
completed
·
Take those courses first which are pre-requisite to more advanced courses
·
Check with your Faculty Adviser every semester.
·
Consult early to determine the best site for your clinical training and make
these arrangements early.
Plan ahead. Classes fill quickly.
Access early versions of tentative course schedules and take responsibility to sign
up early for the courses you need.
Comprehensive Examination
All students are required to complete the Certified Rehabilitation Counselor (CRC)
Examination in conjunction with the RHAB 696 course. The schedule is provided below:
Application Deadline
Testing Dates
Exam Results Available
October 15, 2012
February 15, 2013
May 15, 2013
October 15, 2013
February 17, 2014
May 15, 2014
March 1-9, 2013
July 12-20, 2013
October 4-12, 2013
March 7-15, 2014
July 11-19, 2014
October 3-11, 2014
April 15, 2013
August 26, 2013
November 18, 2013
April 21, 2014
August 25, 2014
November 17, 2014
Timely filing of application materials is the responsibility of the student. Materials are
available from the Commission on Rehabilitation Counselor Certification at (847) 394-2104.
Specializations
In collaboration with your Faculty Adviser, you may wish to design your program of
study around a specific area of interest. Specializations in substance abuse, mental health,
physical/sensory disabilities, and aging studies are common. Careful planning may allow you to
meet requirements for additional certifications beyond the CRC. Your specialization planning
should include:
1. Customization of assignments in required courses such as RHAB 640, 633, 691 or
654;
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
21
2. Required courses specific to your population of interest; e.g., RHAB 521
(Foundations of Substance Abuse);
3. Careful selection of your 6 semester hour credits (minimum) of elective coursework;
4. Careful selection of your fieldwork and internship sites (RHAB 695 or 696); and,
5. Additional elective coursework beyond the required 48 semester hour credits
Selected Course Descriptions
RHAB 502 American Sign Language I
Semester course; 3 credits. Introduces the rules and grammatical structure of ASL with a focus
on grammar and vocabulary to increase the learner's expressive and receptive understanding of
the language. Provides an introduction to Deaf culture and cross-cultural interactions, and to
tactile and close-vision communication techniques used by individuals who are deaf-blind.
RHAB 503 American Sign Language II
Semester course; 3 credits. Provides continued study of the grammatical structure of ASL;
introduction of additional vocabulary with emphasis on expressive and receptive competence;
continued study of the tactile and close-vision communication techniques used by individuals
who are deaf-blind; and continued study of the Deaf culture.
RHAB 521 Foundations of Substance Abuse Rehabilitation
Semester course; 3 lecture hours. 3 credits. Provides an overview of substance abuse and
dependence as multifactorial disorders (including biological, psychological, behavioral and
sociocultural elements.) Exposes students to an overview of the various psychoactive substances,
multiple theoretical models of substance abuse and dependence, and resulting medical, social and
legal consequences. Focuses on substance abuse prevention, diagnosis, intervention, treatment
and support systems.
RHAB 525 Introduction to Rehabilitation Counseling
Semester course; 3 lecture hours. 3 credits. Provides an overview of history, philosophy,
legislation, organizational structure and trends in the rehabilitation profession. Focuses on
attitudinal, social and environmental barriers to the inclusion of people with disabilities;
professional identity, roles and functions; CRC Code of Ethics; CRC Standards of Practice; and
career options.
RHAB 533 Directed Readings in Rehabilitation
Semester course; 1-3 credits. May be repeated for a maximum of 6 credits. Provides intensive
study in one or more topical areas of rehabilitation through directed readings under the
supervision of a faculty member.
RHAB 611 Counseling Theories in Rehabilitation
Semester course; 3 lecture hours. 3 credits. Provides an understanding of the major theoretical
approaches to individual counseling with rehabilitation clients. Focuses on student development
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
22
of an initial theoretical orientation that will guide their counseling practice.
RHAB 612 Group Counseling Theories and Techniques in Rehabilitation
Semester course; 3 lecture hours. 3 credits. Provides theories or groups, group structure and
group dynamics, and group counseling strategies. Focuses on process observation skills.
Examines applications to groups of a variety of stakeholders in rehabilitation counseling and
case management.
RHAB 613 Advanced Rehabilitation Counseling Seminar
3-9 lecture hours. 3-9 credits. Prerequisites: RHAB 611 and RHAB 612 or permission of
instructor. This course is designed to provide an opportunity for students to undertake a more indepth study of selected approaches to individual and/or group counseling of rehabilitation
clients. Principles and techniques relevant to vocational, educational, and personal adjustment
problems related to severe and multiple disabilities will be systematically explored and studied.
Audio visual tape experience will be offered.
*RHAB 614 Counseling, Death and Loss
3 lecture hours. 3 credits. Prerequisite: RHAB 611 or permission of instructor. Explores the
psychosocial processes of adaptation to severe losses such as those occasioned by the onset of
disability, death and developmental life changes. Emphasizes the knowledge and skills required
by rehabilitation counselors in dealing with losses experienced by their clients.
RHAB 615 Human Growth and Development
Semester course; 3 lecture hours. 3 credits. Covers the biological, psychological, and
sociological development of people across the lifespan with an emphasis on how various
developmental processes impact our work as helping professionals. Major theories of human
development and their relationship to what is known about human development and behavior.
This course is designed to help the rehabilitation counselor understand the impact that growth
and development has on us as individuals and on our work as helpers. The entire lifespan of
individuals will be covered.
RHAB 623 Career Counseling and Job Placement in Rehabilitation
Semester course; 3 lecture hours. 3 credits. Provides an overview of major theories of career
development with emphasis on theories relevant to rehabilitation practice. Explores occupational
information and job matching systems; career counseling techniques; and major job placement
approaches and techniques with emphasis on demand-side job placement.
RHAB 624 Appraisal and Evaluation in Rehabilitation
Semester course; 3 lecture hours. 3 credits. Examines principles of measurement, assessment and
diagnosis in rehabilitation; test selection, administration and interpretation; accommodating
individuals with disabilities in the testing process. Includes an overview of the major domains in
assessment.
RHAB 625 Research in Rehabilitation
Semester course; 3 lecture hours. 3 credits. Examines basic principles in rehabilitation research
and program evaluation, including an emphasis on the critical review of published research for
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
23
use in rehabilitation practice. Focuses on students understanding of the application of research
and program evaluation tools to enhance the quality of rehabilitation services delivered.
RHAB 633 Case Management in Rehabilitation
Semester course; 3 lecture hours. 3 credits. Prerequisites: 18 completed credits in core courses.
Explores benefit systems, ethics, goal development, rehabilitation planning, coordination and
delivery of rehabilitation services, community resources and documentation. Focuses on critical
analyses of representative disability-specific case studies; e.g., substance abuse.
RHAB 640 Medical and Psychosocial Aspects of Disabilities in Rehabilitation
Semester course; 3 lecture hours. 3 credits. Provides an overview of the major disabilities
encountered by rehabilitation counselors. Focuses on functional limitations and the process of
psychological adjustment.
RHAB 642 Psychiatric Information for Rehabilitation Counselors
Semester course; 3 lecture hours. 3 credits. Examines the major mental disorders, and their
etiology, definition, diagnosis and classification. Reviews the prevailing multiaxial classification
systems and diagnostic processes, procedures and nomenclatures currently used in clinical
practice. Provides an overview of application of psychotropic medication and other treatment
approaches. Includes diagnostic interviewing, tests of psychopathology and mental health
treatment planning.
RHAB 654 Multicultural Counseling in Rehabilitation
Semester course; 3 lecture hours. 3 credits. Provides an overview of multicultural counseling
theories and techniques. Provides an understanding of how human development, family, gender,
race and ethnicity impact upon the process of adjustment to disability.
RHAB 681-689 Institutes and Workshops in Rehabilitation
Orientation institutes and other short-term training programs are offered for rehabilitation
counselors newly recruited to the rehabilitation field and for the further professional
development of those already employed. Content will vary according to the aims of the institutes
or workshops. Length of time and number of credits are announced prior to each institute or
workshop.
RHAB 691 Counseling Techniques in Rehabilitation
Semester course: Provides experience and practice in the basic counseling skills related to the
helping process. Examines the variety of clinical settings available for professional preparation.
Provides the necessary level of skill development for students to participate in internship.
Requires Practicum, a 100 hour clinical experience at an approved site that entails new learning
for the student; 40 hours are direct client service. "Client" shall be defined as individuals with, or
directly affected by, a disability, functional limitation(s), or medical condition who receives
services from rehabilitation counselors. This comes from the Code of Professional Ethics of the
Commission on Certification of Rehabilitation Counselors effective January 1, 2002.
Prerequisite: RHAB 611.
RHAB 695 Supervised Clinical Practice in Substance Abuse Rehabilitation
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
24
Semester course; 1-6 credits. (1 credit per 100 hours of supervised internship.) May be repeated
to a maximum of 9 credits. Prerequisites: Completion of 24 graduate credits including RHAB
691. Requires completion of Certified Rehabilitation Counselor examination and a total of six
credits for degree completion. Emphasizes mastery of substance abuse setting specific roles and
functions of the professional rehabilitation counselor. Stresses ethical decision making in
practice. Involves scheduled seminars and meetings with faculty and agency supervisor.
RHAB 696 Supervised Clinical Practice in Rehabilitation Counseling
Semester course; 1-6 credits. (1 credit per 100 hours of supervised internship.) May be repeated
to a maximum of 9 credits. Prerequisites: Completion of 24 graduate credits including RHAB
691. Requires completion of Certified Rehabilitation Counselor examination and a total of six
credits for degree completion. Emphasizes mastery of setting-specific roles and functions of the
professional rehabilitation counselor. Stresses ethical decision making in practice. Involves
scheduled seminars and meetings with faculty and agency supervisor.
RHAB 697 Supervised Clinical Practice in Counseling
Semester course; 1-6 credits. (1 credit per 100 hours of supervised internship.) May be repeated
to a maximum of 9 credits. Prerequisite: Admission into advanced certificate in professional
counseling program. Emphasizes advanced development of counseling skills pursuant to
licensure or other post-master's training needs. Stresses ethical decision making in practice.
Involves scheduled seminars and meetings with faculty and agency supervisor.
*These courses are not offered on a regular basis and are subject to availability of faculty
instructor.
For information on Graduate School policies and procedures, please refer to the Graduate
Bulletin located at http://www.pubapps.vcu.edu/Bulletins/graduate/
For additional information on the Department and the Clinical expectations and handbook,
please visit http://www.sahp.vcu.edu/rehab/current/
Additional Resources
Council on Rehabilitation Education, Inc. (CORE), 1835, Rohlwing Road, Suite E, Rolling
Meadows, Illinois 60008. (847) 394-2104.
Bureau of Rehabilitation Certification. 1835, Rohlwing Road, Suite E. Rolling Meadows, Illinois
60008. (847) 394-2104.
Certifies Rehabilitation Counselors, Vocational Evaluators, Case Managers,
Disability Management Specialists, Addictions Counselors
National Rehabilitation Counseling Association (NRCA A division of the NRA) 633 South
Washington Street, Alexandria, VA 22314 (703) 836-0850.
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
25
An organization of professional Rehabilitation Counselors and others concerned
with improving the lives of persons with disabilities.
National Board for Certified Counselors. 3 Terrace Way, Suite D, Greensboro, NC. 27403-3660.
(910)547-0607.
Certifies general counselors, clinical mental health counselors, career counselors,
school counselors, gerontology counselors, and addictions counselors.
American Rehabilitation Counseling Association (ARCA) (A division of the American
Association for Counseling and Development), 5999 Stevenson Avenue, Alexandria, VA. 22304,
(703) 823-9800.
An organization of professional Rehabilitation Counselors and others concerned
with improving the lives of persons with disabilities.
National Council on Rehabilitation Education, Inc. (NCRE) Administrative office: Dr. Garth M.
Eldredge, NCRE Executive Director, Department of Special Education, Utah State University,
Logan, Utah. 84322-2870. (801) 750-3241.
An organization of rehabilitation educators and researchers primarily interested in
quality rehabilitation services to persons with disabilities through education and
research.
Web Sites Very Strongly Recommended for Your Review
Graduate School Survival Guide:
http://smi.stanford.edu/people/pratt/smi/advice.html
How to Be a Good Graduate Student:
http://www.cs.indiana.edu/how.2b/how.2b.html
Characteristics of Graduate School Superstars:
http://www.psywww.com/careers/suprstar.htm
Burnout:
http://155.187.10.12/fun/burnout.html
MFT Graduate Student Survival Guide:
http://www.enol.com/~sherman/MFT/student/mftsurviveguide.html
Department of Rehabilitation Counseling, MCV-VCU
Graduate Student Handbook August 8, 2001(Rev)
26