Rehabilitation Counseling Programs Research Articles

만다라트 기법을 활용한 재활상담프로그램이 대학축구선수의 심리적 요인에 미치는 영향

만다라트 기법을 활용한 재활상담프로그램이 대학축구선수의 심리적 요인에 미치는 영향

Intersectionality in CACREP-Accredited Rehabilitation Counselor Education: An Analysis of Multicultural Counseling Course Syllabi

Though the importance of the inclusion of multicultural and social justice competencies in rehabilitation counselor education has been attended to for years, we know little about the content, concepts, activities, and assignments included in multicultural counseling courses. This mixed-methods study analyzed 25 multicultural counseling syllabi from CACREP-accredited rehabilitation counseling programs. Results indicated that nearly half of the multicultural counseling syllabi analyzed took an essentialist approach to educate future rehabilitation counselors. Very few syllabi mentioned the immigrant and refugee experience, and no syllabi exploredsize diversity and/or anti-fat bias. Class assignments and activities assigned exercises focused largely on students’ racial and ethnic identities. Additionally, results showed a common theme of ethnographic interviews, cultural site visits, and cultural immersion exercises. A call to action for counselor educators is included.

Using the Theory of Planned Behavior to Understand Dispositional Gatekeeping Behaviors Among Rehabilitation Counselor Educators

Rehabilitation counselor educators (RCEs) in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) are mandated to assess student professional dispositions as part of the gatekeeping process. This study utilized the theory of planned behavior (TPB) to explore the factors that influence RCE dispositional gatekeeping behaviors. The study includes a sample of 52 RCEs across the United States. Results obtained using a multiple linear regression model indicate that participants generally have positive attitudes toward their role as dispositional gatekeepers and their behaviors. As hypothesized by TPB, both beliefs and perceived norms relating to dispositional gatekeeping predicted dispositional gatekeeping behaviors, with the model accounting for approximately 57% of the variance. Lastly, implications and recommendations are included as they relate to gatekeeping in master’s-level rehabilitation counseling programs.

Graduate Education in Rehabilitation Counseling and the Stigma of Mental Illness: A Review of the Literature

The Rehabilitation Counseling profession has foundations in disability awareness and acknowledges disability stigma as a barrier to full participation. Graduate-level rehabilitation counseling programs assist students with self-evaluation and examination of attitudes toward individuals with disabilities. Effective service providers are seen as having knowledge of how social attitudes play a part in issue of inclusion and full participation. Mental health is an area that has historically drew considerable attention. However, barriers to effective service delivery still persist and may include the stigma toward individuals with mental illness. Attitude formation and the implications of stigma will be provided in this conceptual article. This literature review will include an overview of factors that may contribute to stigmatizing reactions. Recommendations for graduate educational programs are discussed including best practices. These include creating a learning environment that focuses on student's awareness, knowledge, and skills surrounding issues that affect individuals with severe and persistent mental illness.

An Exploratory Study of Prevalence and Predictors of Neuromyths Among Potential Mental Health Counselors

Current neuroscience research demonstrates that counseling changes the mind and the brain. Several clinical mental health counseling (CMHC) programs are infusing neuroscience information into their curriculum. Learning about potential students' knowledge and attitudes about neuroscience could help guide these efforts. This study investigated general neuroscience knowledge, attitudes toward neuroscience, presence of neuromyths, and intention to apply neuroscien-tific knowledge among undergraduate students in the helping professions. Participants included 125 undergraduates enrolled in rehabilitation counseling, psychology, or education programs. Descriptive statistics and hierarchical regression analysis revealed the existence of neuromyths and high intention to apply correct and incorrect neuroscience knowledge. General knowledge was significantly associated with more neuromyths, but additional learning reduced neuromyths. Practical implications to improve the teaching of neuroscience to students in helping professions and to guide infusion of neuroscience in CMHC programs are discussed.

Understanding Differences between CORE and CACREP Counselors-in-Training Perceptions of Self-Efficacy

An examination of differences in perceptions of self-efficacy between students in CORE-accredited rehabilitation counseling programs and students in CACREP -accredited clinical mental health counseling programs enrolled in practicum/internship classes is absent in the literature. Results indicated there was not a significant difference (p = .05) between the total self-efficacy scores between both treatment groups (CORE and CACREP). Further, there was not a significant difference between helping skills, session management, and counseling challenging situations scores for both treatment groups (CORE and CACREP). Predictors of self-efficacy for CACREP participants consisted of prior work experience in a field other than helping. Predictors of self-efficacy for CORE participants were gender.

Undergraduate Rehabilitation Education and Accreditation: The Importance of Being Persistent

This article presents an overview of undergraduate rehabilitation education (URE) and the movement toward accreditation. Tracing the history of URE from the earliest days of rehabilitation education programs up to the present, this review discusses the purposes of URE, traditional URE program curricula, where URE graduates have been (and are being) employed, and the relationship between UREs and graduate rehabilitation counseling programs. The article also explains the development of URE curriculum and program standards, the development of a registry of qualified URE programs, and the transition to accreditation of URE programs in the United States. The purposes of accreditation are described, along with the advantages that accreditation offers to URE programs, their students, and to persons with disabilities.

Educators’ Perceptions of Clinical Judgment Skill Competencies in Rehabilitation Counseling

Purpose:To address a significant gap in the clinical judgment competency research by adding new knowledge of important clinical judgment skill competencies in rehabilitation counseling.Method:This Internet-based survey design is a follow-up inquiry to Austin and Leahy’s (2015) instrument validation study; this same sample of rehabilitation counselor educators (n= 126) rated the importance and student preparedness in using clinical judgment skill competencies (i.e., scientific attitude, cultural bias, cognitive complexity, memory bias, confirmatory bias, negative bias, evidence-based practice [EBP]).Results:Clinical judgment skills were perceived to be highly important. Students were rated as least prepared in scientific attitude and evidence-based practice. Ten skills of high importance/limited student preparation across four clinical judgment skill areas were identified.Conclusions:This study’s findings provide initial empirical support of important clinical judgment skill competencies for effective rehabilitation counseling practice. Identified student preparation gaps may be used to help prioritize potential clinical training needs for rehabilitation counseling programs to prepare students in the use of clinical judgment skill competencies that address cultural bias, cognitive complexity, confirmatory bias, and evidence-based practice. Most importantly, data generated from this study can be used when preparing students to effectively address their biases and improve their clinical judgments when applying EBP.

Employment characteristics, work environment, and the course of depression over 23 years: Does employment help foster resilience?

Depression is the leading cause of disability and represents a significant challenge to stable employment and professional success. Importantly, employment may also operate as a protective factor against more chronic courses of depression as it can function as a form of behavioral activation and scaffold recovery by facilitating community integration. The current study examined work-related characteristics as protective or risk factors for subsequent long-term depression trajectories. Relations between employment characteristics and lifetime course of depression were examined among 424 adults in the community who entered treatment for depression. The sample was followed for 23 years with assessments at 1, 4, 10, and 23 years post baseline. At baseline, participants were asked about employment history and status along with work-related events and aspects of their work environments. Depression was measured at each assessment, and three different life course trajectories of depression were identified. Employment at baseline was associated with lower levels of depression at baseline and less severe life courses of depression. Among employed participants, higher occupational prestige, a more supportive work environment (greater involvement, cohesion, and perceived support), and lower work stress (less pressure and more control, role clarity, and autonomy) may protect against more severe, intractable depression over time and may have bolstered functioning. Findings have potential to be harnessed for clinical translation to better inform vocational rehabilitation counseling and human resources programs. Specifically, clinician assessment of work setting can guide patient decision making about how to reduce vulnerability to depression and foster resilience via employment.

Evaluating Student Performance and Qualifications in Rehabilitation Counseling

Purpose: To determine methods of student learning assessment and clinical training in rehabilitation counseling programs. With many shifts occurring in postsecondary education and in rehabilitation counseling, it is critical to understand these current practices.Method: The authors used an Internet-based survey design to solicit program approaches to student learning assessment and clinical training. Respondents (n = 34) provided description of assessments, perceived effectiveness, satisfaction, and brief comments on the strengths and weaknesses of the approaches employed by the program.Results: Programs reported various assessments used during and at the completion of the training program. Programs also reported varied frequency and intensity of involvement with clinical placement, although most seek certified rehabilitation counselors as supervisors along with other professionals.Conclusion: Strengthening assessment methods to be able to show that students possess the clinical skills and knowledge necessary to become effective counselors is a high priority for our field and will become increasingly necessary within the context of changing credentialing standards.

Distance Supervision in Rehabilitation Counseling: Ethical and Clinical Considerations

Background:The use of technology-mediated distance supervision is a rapidly growing area in rehabilitation counseling and other fields. Distance supervision has both tremendous potential and notable challenges to address, including questions of ethics and evidence.Purpose:This article examines both the ethical and nonethical principles that rehabilitation counseling programs should consider when implementing distance supervision, such as evidence-based practice, competency, confidentiality, informed consent, and access to supervision.Conclusions:Despite its growing popularity, little empirical evidence exists to support the use of distance supervision as an equivalent and empirically supported means of providing clinical supervision. Suggestions for programs on how to move distance supervision forward as an evidence-based and ethically sound component of rehabilitation counseling are included.

Counseling Self-Efficacy

The purpose of this study is twofold: (a) to examine the relationship between counseling skills techniques training and self-perception of counseling skills for graduate level rehabilitation counselors, over a semester course; and (b) to examine whether class platform (on-campus vs. distance) has a significant relationship with students’ self-perception of skills acquisition. The Counseling Self-Estimate Inventory (COSE), developed through Bandura’s theory on self-efficacy, was used to evaluate students’ perception of counseling skills. The participants were 39 master’s level students in an accredited rehabilitation counseling program. All participants received counseling skills training and completed the COSE pretest during the first class of the semester and the posttest during the last week of the semester. The results demonstrated significant change during the semester, showing an increase in reported counseling skills over the 16-week time period. There were no differences detected between on-campus and distance education students, demonstrating that the platform of the educational program did not influence outcomes in reported counseling skills in this sample of rehabilitation counseling students.

Enhancing Rehabilitation Counselor Skill Development through Experiential Learning in a Distance Education Environment

Research has indicated that beginning Rehabilitation Counselors frequently lack understanding about the process of identifying and developing collaborative relationships with community agencies. Even if they recognize the need, it is often outside of their comfort zone. One reason that counseling students and professionals may be hesitant to engage in this activity is related to a lack of exposure to the process. Incorporation of experiential learning assignments throughout the rehabilitation counseling program is a potent approach to address this issue. The types of experiential learning tasks and projects, incorporated into a large, online Master's Degree program in Rehabilitation Counseling, are discussed. This learning model has applications to many different types of human services education programs that are delivered primarily online.

Secondary Transition Personnel Preparation in Rehabilitation Counselor Education Programs

Rehabilitation counselors are increasingly called on to provide services to transition-aged youth. However, preparation and training efforts are not sufficient to ensure that counselors have the required knowledge and skills to adequately serve these students and young adults. The purpose of this study was to investigate how secondary transition-content is infused in rehabilitation counseling programs. Specifically, (a) which transition-related competencies are considered to be most important; (b) how much instructional time is devoted to transition content; and (c) to what extent faculty believe that graduates of their program are prepared to serve transition-aged youth. Results indicated that transition issues are touched on in rehabilitation counselor preparation, but the extent to which this content is infused varies. Students are pursuing fieldwork and employment experiences serving transition youth, but educators reported varied perceptions on how prepared they are to do so. Finally, there were significant differences between the perception of importance and preparation of students regarding domains of knowledge in transition. Implications for counselor preparation and additional areas of research are presented.

Relationship Between Supervisory Working Alliance and Client Outcomes in State Vocational Rehabilitation Counseling

This study investigated the relationship between supervisory working alliance (SWA) and successful client outcomes in the state/federal vocational rehabilitation counseling system and supervision practices associated with SWA. Rehabilitation counselors ( N = 166) from five randomly selected rehabilitation counseling programs participated in an electronic survey. Existence of a supervision contract, regularly scheduled contact with supervisor, and the counselors’ rating of importance of supervision were found to be positively associated with SWA among new counselors. Implications of findings for rehabilitation counselors will be discussed.

Evaluating Curricular Influence on Preparation for Practice, Career Outcomes, and Job Satisfaction: Results From an Alumni Survey of a 40-Year Rehabilitation and Mental Health Counseling Program

Alumni of a Council on Rehabilitation Education (CORE)–accredited graduate rehabilitation counselor education (RCE) program were surveyed to evaluate career outcomes, job satisfaction, licensure and certification rates, client populations served, and RCE program satisfaction and effectiveness. Results indicate a high level of satisfaction with the program and career outcomes and confirm the program’s effectiveness in meeting the education and career needs of its graduates. Information obtained provides valuable insight for other RCE programs that aspire to improve and grow to meet the needs of their students and the field.

A Closer Look at Distance-Based Supervisory Relationships in Master's Level Rehabilitation Counseling Programs

The impact of using the Internet as the primary means of communication between interns and supervisors in graduate rehabilitation counseling programs is addressed. An important part of counselor education is the collaborative supervisory relationship, where students hone their clinical skills and benefit from the expertise, knowledge, and experience of a supervisor. Using the Internet as a central means of communication in the supervisory relationship is fraught with problems, and it is only through awareness of the limitations inherent in Internet supervision that counselors in training may develop skills needed to provide quality treatment to clients. It is important for supervisors and students to follow ethical standards in the distance learning environment. Future research will be required to understand the supervisor's perspective, adequate career training using distance learning in rehabilitation counseling, and education and training in the use of online tools.

Doctoral Dissertation Research in Rehabilitation Counseling

Graduates of doctoral level programs are the stewards of their profession. Historically, doctoral dissertation research has been summarized as a service to improve research accessibility, analyze research trends, and suggest potential areas for future inquiry. The current review analyzes 99 doctoral dissertations from recognized rehabilitation counseling programs for the years 2005 through 2007. Departing from previous inquiries, the present study analyzed the methodology employed, the research model, and the type of statistical analyses implemented to answer the research questions posed by the dissertator. These additional points were included to reflect the growing emphasis in the field of rehabilitation counseling on evidence-based practice. A description of the methodology utilized to develop the reference citations, content summaries, observations, trends, and the annotated bibliography is provided. Potential implications for the practice of rehabilitation counseling, teaching, and future research are discussed.

Professional Identity, Professional Associations, and Recruitment: Perspectives of Current Doctoral Students and Recent Graduates of Rehabilitation Programs

This study was an exploratory investigation of the perceptions of current doctoral students and recent graduates from rehabilitation counseling and rehabilitation psychology programs on professional identity, professional associations, and recruitment. These three issues were selected based on the likelihood that students and recent graduates would have a different perspective than current leaders who are in the process of addressing these issues and would provide useful information. Participants' professional identities varied, but most felt that a unified identity for the discipline is important; a high percentage of participants held membership in at least one professional association; and most participants reported a willingness to recommend a master's or doctoral degree in rehabilitation counseling to a relative or friend.

A Content Analysis of Multicultural Counseling Syllabi from Rehabilitation Counseling Programs

A Content Analysis of Multicultural Counseling Syllabi from Rehabilitation Counseling Programs