3 Units - ARP684 / RHAB5040: FOUNDATIONS OF THE REHABILITATION PROCESS
top

• Understand the concepts of empowerment, individual initiative, career development, employment, and independent living related to individuals with disabilities;
  
• Understand the breadth and depth of the rehabilitation process and its application within various organizational settings;
  
• Demonstrate knowledge about elements of the rehabilitation process including philosophical tenets, ethical practices, consumerism, legislative history, organizational structures, and the federal, state, and community linkages;
  
• Demonstrate a thorough understanding of the public program of rehabilitation and other rehabilitation systems;
  
• Demonstrate written competency through the submission of an "article length," APA paper regarding a current issue in rehabilitation.
  
• Demonstrate teamwork and subject content knowledge through submission of a minimum 10 page, APA paper on one of six available topics.

• Theories of career development and vocational exploration;
  
• Resources of occupational information;
  
• Considerations and concerns of the career development of individuals with disabilities;
  
• Considerations and accommodations of vocational assessment and for individuals with disabilities;
  
• Role of assessment in guidance, exploration, and rehabilitation; and
  
• Contemporary trends and issues affecting assessment and vocational development.

• Demonstrate knowledge of the major theories of vocational choice and career development;
  
• Demonstrate knowledge of varying types of assessment processes and instruments;
  
• Learn to administer, score, and interpret a variety of commercial testing products;
  
• Develop an approach to career counseling for persons with disabilities;
  
• Be able to effectively integrate assessment data with career development through case study approach.

• Presentation of information on theories relevant to the understanding of group formation, development, and structure.
  
• Group dynamics will be experienced and evaluated at Site Meetings, and in a variety of community environments.
  
• Methods and examples of measurement and evaluation of group dynamics will be presented and practically applied at Site Meetings and in projects.
  
• Review of and experience with aspects of groups and group dynamics found in rehabilitation settings.
  
• Discussion on directed readings on the role of the rehabilitation professional as a change agent in group settings.
  
• Discussion of ethical issues that specifically relate to groups in rehabilitation and non-rehabilitation settings.
  
• Design and implementation of a field project to observe and evaluate group dynamics in a community human services setting.
  
• Presentation to class of abstract showing results of field 9. Participation in discussions (Message Board and at Site Meetings) and group exercises designed to illustrate specific techniques of group leadership and facilitation.

• Explain the relationship of pathology, impairment, and disability to normal human physiology and function for effective vocational case management;
  
• Identify and discuss issues (e.g., managed care, technology, ethics) in the provision of comprehensive health care services and implications on rehabilitation case management;
  
• Describe the functions and relationship of specific medical specialists and health-related professionals (e.g., orthopedist, cardiologist, urologist, occupational therapist, physical therapist, prosthetist, audiologist) and the role and composition of a rehabilitation team;
  
• Analyze and describe the functional limitations imposed by a disability (ies); and
  
• Interpret medical information from simulated case studies to assist in rehabilitation planning and career decision making.

• Obtain and use labor market information;
  
• Utilize career / occupational materials ;
  
• Determine an individual's need for rehabilitation engineering;
  
• Refer individuals to other community resources when appropriate;
  
• Market the benefits of rehabilitation services to employers;
  
• Teach appropriate job seeking and job retention skills;
  
• Identify and contact employers regarding job opportunities;
  
• Evaluate work activities through the use of job and task analysis;
  
• Identify the prerequisite experiences and relevant training for career goals selected;
  
• Determine and resolve job adjustment problems;
  
• Modify and restructure jobs utilizing assistive devices; and
  
• Assist employers in identifying, modifying, and / or eliminating architectural, procedural, or attitudinal barriers toward individuals with disabilities.

• Provide students with an overview and assumptions about change in individuals and organizations;
  
• Expand students' knowledge of some of the basic concepts and principles of organizational theory;
  
• Assist students in their application of theories and principles to organizational diagnosis and development interventions.
  
• Help students develop an expanded awareness of how effective problem solving and decision-making contribute to ongoing organizational development and renewal;
  
• Expand student understanding and knowledge of leadership and its impact on organizational effectiveness;
  
• Assist students in developing an understanding of the interdependent and interactive nature of organizational diagnosis and development interventions;
  
• Provide opportunities for students to increase their knowledge base as effective inquiry-based counselors, managers, and leaders;
  
• Solicit student and small group analysis, reflection, and reaction to a number of contextually-related rehabilitation, educational, social, economic, and political publications;
  
• Provide relevant comparisons between counseling and organizational psychology;
  
• Learn about and experience the social psychology of groups and their development

• Research and develop a theoretically sound and realistic plan for the provision of human services, education and/or employment services designed to impact community (education and/or employment) integration;
  
• Identify a funding opportunity for a specific program;
  
• Develop an acceptable program using measurable objectives, relevant literature, actual experiences, work scope, statistics, and supporting references;
  
• Develop a budget and justification to fully implement this program for at least three years;
• Submit a formal written proposal for the program;
  
• Simulate a Peer Review Board process, rating and evaluating student submitted proposals and seeing how others rated and evaluated the same proposal.

• Obtain and apply information from professional literature and research in rehabilitation counseling (E.7.1).
  
• Participate in agency or community research activities, studies, and projects (E.7.2).

• To provide the opportunity for the student to link the didactic and practical aspects of the role and function of the rehabilitation counselor; and
  
• To learn via direct consumer involvement (under university and agency supervision) about the assets and challenges of persons who are disabled.

• Enhance their professional skills through practical experience with consumers and professionals;
  
• Understand agency policies, community resources, and procedures for service provision;
  
• Share resources and network with colleagues for future service needs;
  
• Apply general counseling/communication strategies to culturally diverse consumers;
  
• Identify professional strengths and areas for needed improvement;
  
• Evaluate their progress during the course, especially regarding areas for needed improvement; and
  
• Develop additional skills related to rehabilitation counseling (i.e. technology.)

• To provide active learning opportunities that enable each student to further;
  
• Develop their skills and techniques and philosophical orientations of counseling;
  
• Psychology as applied to rehabilitation settings;
  
• To have students demonstrate a commitment to sustained personal growth and development through interpersonal interaction, reflective inquiry and introspection; and
  
• To develop an expanded knowledge base about individual behavior and the functioning of social systems such as groups and organizations.

• Define and provide student initiated developmental goals for the practicum experience;
  
• Provide information on theories and techniques obtained from concurrent or prior formal/ informal learning experiences (counseling courses, practicums, rehabilitation fieldwork, current work settings, and other integrative and personal experiences);
  
• Participate in on-line discussion, face-to-face meetings, role playing, and demonstrations by the instructor and other students on a variety of theories and techniques during the practicum experience;
  
• Create experiences that demonstrate client focused individual and group problem solving techniques/behavior; further develop communication/relationship skills;
  
• Encourage sustained development of self and increased awareness of the social psychology of groups; and embrace the notion of becoming a "reflective practitioner".
  
• Provide constructive feedback using a formal rating system, including reflective analysis of applied counseling/communication skills;
  
• Discuss appropriate ethical behaviors as contextually-related to client interventions;
  
• Examine and discuss counselor values, beliefs, biases, and stereotypes related to disability, cultural diversity, gender differences, aging, and economic disparity and their relevance to the counseling relationship;
  
• Critique and evaluate peer counseling sessions through video and audio tape applications;
  
• Present role playing scenarios in dyads on the application of counseling / communication skills; and
  
• Participate in scheduled periodic and relevant social and personal growth experiences as provided by instructor.
  

• a needs assessment
  
• the goal and objectives for a solution
  
• a methodology
  
• and a prototype of the final product
  
• a proposal for a product and develop the product or prototype.

• To become knowledgeable and skilled in the area of assistive technologies
  
• To develop competencies in conducting person centered assessments in order to identify potential assistive technology applications
  
• To apply the use of assistive technology to enhance vocational opportunities and/or to improve performance in vocational settings
  
• To become familiar with the following areas of assistive technology applications: adaptations for daily living, augmentative/alternative communication, computer access, environmental control units, ergonomics, mobility, seating & positioning, switch use
  
• To research available assistive technologies using the World Wide Web, professional listserves, as well as books, journals, periodicals, and information acquired through assistive technology suppliers develop partnerships among other professionals (e.g., OT/PT, Speech/Language professionals, engineers) and to access community resources that may provide access to technical expertise
  
• To increase awareness and understanding about the most current and significant issues impacting the access and use of assistive technologies, including legislation, funding, advocacy, and family involvement
  
• To participate on a transdisciplinary "Virtual Tech Team" to identify an individual's specific assistive technology needs and provide appropriate recommendations to meet those needs

• Enable students to develop a philosophy and methods for providing counseling and related service to consumers who are culturally unique. Thus, students are expected to become "cross-cultural" counselor;
  
• Provide an overview and awareness of individuals and groups different than the majority in our society;
  
• Examine student's personal understanding, behaviors, and attitudes relating to persons different than themselves based on culture, gender, race, disability, sexual preference, age, etc.;
  
• Explore how student attitudes and behaviors can impact on counseling from a cross-cultural view; and
  
• Explore various agencies, institutions, and related resources that are "designed to provide services to cross-cultural groups" in order to generate alternative approaches (if needed) to best meet the needs of these individuals/groups.

3 UNITS - ARP660 / RHAB5300: Theory and Process of Counseling in Rehabilitation in Rehabilitation
top

• To recognize that the person and the professional are intertwined;
  
• To build a personalized theory of counseling; and
  
• To apply it in contextually-related settings.

• develop a supportive and challenging learning environment where risk taking, introspection and self disclosure, theoretical knowledge acquisition, and integrative learning are valued.
  
• reinforce the philosophical orientation that knowledge of self and theoretical counseling models are highly intertwined and provide a foundation for counselor role and function.
  
• strive to reduce individual performance anxiety to a functional and productive level by completing specific integrative learning assignments and adhering to established timelines.
  
• create an inclusive teamwork ethic that contributes to and enhances individual and group learning and development. Development of an interactive norm with peers and instructors to assure successful completion of assignments.
  
• recognize that an expanded knowledge base of counseling theory is the foundation for developing a personalized counseling model that is congruent with one's own beliefs and values.
  
• accept the "almost absolute truth" that understanding of self is a pre-requisite for a deeper understanding of others. Invest yourself in the process of self discovery and disclosure.
  
• believe that being an introspective and "reflective practitioner" enhances the link between conceptual and applied learning. Think about what you're learning, how it "fits" who you are and how it bridges theory and practice.
  
• incorporate the understanding that student initiated inquiry (question asking behavior) is a highly sought after and sanctioned behavior. (i.e.: an overt demonstration that one is assuming some degree of responsibility for his/her own learning.)
  
• understand that a Personalized Counseling Theory and Delivery Model should have contiguous components and is continually evolving.

• Ability to evaluate the quality of research and program evaluation designs as well as procedures used to conduct investigations;
  
• Ability to conduct organized literature reviews of a given topic;
  
• Ability to critically evaluate published investigations to determine the quality of design, appropriateness of analysis procedures, and soundness of conclusions;
  
• Ability to select appropriate strategies and designs used in program evaluation and qualitative research;
  
• Ability to discern the differences between program evaluation, quantitative and qualitative approaches to inquiry;
  
• Ability to make appropriate choices regarding sampling, research design, statistical analysis and interpretation of results in conducting studies;
  
• Ability to construct instruments to record and quantify expressed attitudes and opinions;
  
• Ability to apply techniques used to define, observe, and quantify aspects of human behavior;
  
• Ability to apply probability theory and statistical analysis, and their relationship to the interpretation of findings of quantitative studies;
  
• Ability to explain the correct use of statistical measures of relationship and measures of difference;
  
• Understanding of descriptive and inferential statistical measures; and
  
• Exposure to computer applications used to enter, manipulate, display and analyze research and data.