"Reflective Professionals Building Learning Communities"

SPRING 2006

COURSE TITLE

COUN 436: Case Management in Rehabilitation Counseling

Instructor Information

Ken Currier, Ph.D., Assistant Professor
Office: CLS 4096 Phone: 773-442-5576 (Office); 773-588-1829 (Home); (773) 213-4114 (Cell); (608) 608) 752-2107 (Wisconsin Farm on weekends)
Email: ken.currier@comcast.net (preferred) K-Currier@neiu.edu
Office Hours: Tues, Wed., Thurs, 1-3pm; by appointment; Open Door Policy
Note: Students are encouraged to remain in regular contact with the instructor via email, telephone or personal visit. The instructor has no problem with the student calling him on his home or cell phone during reasonable hours.

Class Time & Location;
Tuesday 4:15pm – 6:45pm; CLS 4103 or Online through Blackboard (Bb)

Prerequisite: COUN 433; 434; 403; 404; 405; 409

Required Texts

Roessler, R.T., & Rubin, S.E. Rubin (2006). Case management and rehabilitation counseling (4th ed.). Austin, TX: ProEd, Inc. ISBN 1-4164-0067-2

Recommended supplemental resources

Chan, F., Leahy, M.J., & Saunders, J. L. (Eds.). (2005). Case management for rehabilitation health professionals (2nd ed.). Volumes 1 & 2. Osage Beach, MO: Aspen Publishers.
Crimando, W., & Riggar, T.F. (Eds,.).(1996). Utilizing community resources: An overview of human services. Prospect Heights, IL: Waveland Press, Inc .
Portny, S., & Portny, S.E. (2000). Project management for dummies. New York: John Wiley & Sons.

Other materials and handouts will be placed on reserve and/or provided on a Blackboard website. All students must have a working email account and access to a desktop computer. Information and materials may be transmitted electronically. Please meet with the instructor with any questions.

Mode of Instruction

This is a web-enhanced and experiential course utilizing in-class lecture, group projects, community activities, and skill-building exercises. Guest speakers from the community may supplement class discussion.

Course Description

The course is intended to be a capstone experience whereby the rehabilitation counselor in training applies principles, skills, and knowledge to simulated case examples. Topics will include: 1) the goals and models of case management in rehabilitation, 2) client/consumer interviewing and assessment, 3) planning for appropriate and effective intervention strategies, services, and benefits included in a rehabilitation plan, 4) plan monitoring & evaluation, and 5) job placement, closure, and follow up. Various models of case management will be presented with a primary focus on the State-Federal Vocational Rehabilitation model.

Course Objectives

1. To gain knowledge and understanding of the continuum of Case Management (CM) services addressing medical, psychosocial, and vocational dimensions.
2. To obtain knowledge and understanding of the various models and settings in rehabilitation including the federal/state system of vocational rehabilitation, independent living, private worker’s compensation-based systems, and health care settings.
3. To provide practical guidelines and practice in intake interviewing, data gathering, providing information to clients, and planning.
4. To develop operational strategies for processing and organizing relevant information.
5. To develop case management skills that maximize quality of life and maximum functioning in the client’s environment of choice including interviewing, assessment/information gathering, plan development and implementation or intervention strategies, utilization of community resources, case processing, job development, placement, maintenance, and closure.
6. To provide an understanding of general and specific barriers to effective case management specifically for persons with disabilities.
7. To understand the ethical, legal and regulatory issues surrounding case management practice including benefit systems, advocacy, recourse and grievance, as well as forensic issues.
8. Develop knowledge and skills in the case management issues of specific disability types such as Traumatic Brain Injury, Spinal Cord Injury, Psychiatric, AIDS/HIV, Geriatric, and Substance Abuse issues.

Student Outcomes
At the successful completion of this course, the rehabilitation counselor-in-training should be able to:

1. provide the information, education, training, equipment, counseling and supports that people with disabilities need in order to make effective employment and life-related decisions; C.10.1
2. evaluate the adequacy of existing information for rehabilitation planning; C.10.2
3. integrate cultural, social, economic, disability-related, and environmental factors in rehabilitation panning; C.10.3
4. plan and implement a comprehensive assessment including individual, ecological, and environmental issues (e.g., personality, interest, interpersonal skills, intelligence, and related functional capabilities, educational achievements, work experiences, vocational aptitudes, personal and social adjustment, transferable skills, employment opportunities, physical barriers, ergonomic evaluation, and attitudinal factors); C.10.4
5. develop jointly with the consumer, an appropriate rehabilitation plan that utilizes personal and public resources; C.10.5
6. explain insurance claims processing and professional responsibilities in workers’ compensation and disability benefits systems; C.10.6
7. identify and plan for the provision of independent living services with consumers; C.10.7
8. establish working relationships and determine mutual responsibilities with other service providers involved with the individual and/or the family, or consumer’s advocate, including provision of consumer involvement and choice; C.10.8
9. develop a knowledge base of community resources and refer individuals, when appropriate; C.10.9
10. assist individuals in identifying areas of personal responsibility that will facilitate the rehabilitation process and maximize their vocational rehabilitation potential; e.g. (potential fiscal resources to obtain needed services); C.10.10
11. serve as a consultant to other community agencies to advocate for the integration and inclusion of individuals with disabilities within the community; C.10.11
12. market the benefits and availability of rehabilitation services to potential consumers, employers, and the general public; C.10.12
13. identify and plan for the appropriate use of assistive technology including computer-related resources; C.10.13
14. educate prospective employers about the benefits of hiring persons with disabilities including providing technical assistance with regard to reasonable accommodations in conformance with disability-related legislation; C.10.14
15. demonstrate the knowledge of treatment and rehabilitation approaches for substance abuse; C.10.15
16. demonstrate the knowledge of treatment and rehabilitation approaches for consumers with psychiatric disabilities; C.10.16
17. demonstrate knowledge of transition from school to work; C.10.17
18. perform appropriate case documentation; C.10.18
19. apply disability-related policy and legislation to daily rehabilitation practice. C.10.19

Student Evaluation

20% Content Midterm Exam 100 pts.
30% Reports see below 300 pts
30% Resource Handbook see below 300 pts
20% Blackboard Activities (e.g. Job Analysis) 200 pts__
Total 900 pts.

2) The midterm exams will consist of listing, multiple choice, matching, complete the blank, and short answer questions. Case study analysis may also be included as evaluative tools. Midterm = 100 pts

3) Reports and documentation exercises that include intake interview report, initial vocational evaluation, progress reports, treatment plans/Individual Plan for Employment (IPE), referral letters.

4) The development of a user-friendly Case Management Resource Handbook. 200 pts. A partial list of the types of community resources that students should become familiar and contained in the Resource Handbook are: One community resource report due weekly and shared with other class members. See form provided.

 Addiction treatment
 Assistive/Adaptive/Augmentative Technology
 Cultural Centers
 Durable medical equipment; Adaptive sports
 Housing services –group, assisted living, skilled nursing facilities, Section 8
 Independent Living services/agency – Centers for Independent Living (CILs)
 Legal or benefits assistance (Client Assistance Program); Advocacy
 Medical services
 Mental Health Services, PACT, Psychiatric Rehabilitation Services
 Personal Care Attendant Services
 Physical Therapy; Occupational Therapy; Speech/Hearing Therapy
 Psychological services
 Respite Care; Family services (e.g. Families Together)
 Restorative Care (orthotics/prosthetics)
 Support groups (Family or Individual)
 Vocational Evaluation, Work Adjustment Programs; Job Development/Placement
 Vocational services including WWW Resources e.g. O*Net Career Exploration

Handbook Sections and Content should include:

 Personal resume
 Community Resources (form provided) - indexed by category
 Legal Issues (e.g. ADA court rulings, Workers Compensation Law)
 Assistive Technology/Accommodations (see ABLEDATA, Trace Center, Great Lakes ADA/IT)
 Job Analysis Forms & Labor Market Information
 Residual physical capacity forms
 Residual mental capacity forms
 Job seeking skills training materials (e.g. resume, labor market info, websites)
 O*NET and Dictionary of Occupational Titles (DOT) information
 Internet Guide (important & useful websites)

The resource book should be professionally presented; all entries must be prepared on a word processor and saved electronically. Always back up your electronic materials! Emphasis should be placed on a product that is user-friendly, applicable to you, your client, consumer, peer or supervised staff. It would be appropriate and useful to utilize the work from this project in your internship and career placements.

5) Reports and Documentation (Case Studies) – 300 pt.
From among the following, as assigned:
 Progress Notes 25 pts
 Progress Report 25 pts
 Initial Vocational Assessment Report 100 pts
 Referral letters – Request for Information 25 pts
 Release of Information, Informed Consent Forms 25 pts
 Individual Rehabilitation Plans 100 pts.

Student Accommodations

In accordance with the Americans with Disabilities Act of 1990, Northeastern Illinois University does not discriminate against employees or students on the basis of disability. In addition, the university provides reasonable accommodations for both employees and students with disability. Students seeking reasonable accommodations in the classroom should contact the ACCESS Center/HELP, (phone 773/442-5495, 5496, or 5497; TDD 773/442-5499). The University Policy on Services for Students with Disabilities may be found at: http://www.neiu.edu/%7EDeanSt/survival/disabilities.pdf . Students should feel free to meet with the instructor, in confidence, at any time to discuss any reasonable accommodations or removal of barriers that may be hinder full inclusion and participation in the course and their learning experience.

Student Responsibilities

All students are expected to attend all class meetings and to submit assigned materials by the due date. Students are expected to conduct themselves professionally and ethically, respecting individual differences, needs, opinions, and the confidentiality of others. Attendance is vital to learning success and the positive experiences of peers. Two or more absences will have adverse effects upon your final course grade.

Course Sequence Text: R&R; = Rubin & Roessler, 2006)

Date Topics Assignments

Week 1 Introductions, Course Overview/Expectations R&R; Ch. 1
Jan 10 Community Resources Guide
Establish Working Groups by Disability Type

Week 2 History, Current Trends
Jan 17 Roles & Functions of CM R&R; Ch. 2
Community Resources Overview
Case Management Models & Process

Week 3 Psychosocial Issues/Ethics (5 principles) R&R; Ch. 3
Jan 24 Case Study – Online thru Bb

Week 4 Intake Interview/Interpersonal Communications
Jan 31 Documentation/Note Taking BORR (on Bb)
Practice Intake Interview
Community Resource Project #1 due

Week 5 Medical & Psychological Evaluations R&R; Ch. 4 & 5
Feb 7 Group/Case Work

Week 6 Vocational Evaluation R&R; Ch. 6
Feb 14 Ethics; Group/Case Work

Week 7 Vocational Evaluation & Ethics Handouts
Feb 21 Dictionary of Occupational Titles R&R; Ch. 12
Community Resource Project #2 due

Week 8 Midterm Exam
Feb 28

Week 9 Alternative Evaluations R&R; Ch. 7, Handouts
Mar 7 Class on Bb – Do NOT meet on campus

Week 10 Plan Research, Preparation, & Implementation R&R; Ch. 8
Mar 14 Initial Vocational Evaluation Report Due
Case Work – Group: Formulate Vocational Rehabilitation Plan
Vocational Goal established
Dictionary of Occupational Titles

Mar 21 – NO CLASS: Spring Break

Week 11 Job Placement Models/Procedures, Documentation R&R;, Ch. 9
Mar 28 Helene Levine – Employer Needs and Perspectives (Guest Speaker)Tentative
Community Resource Handbook Due for all students

Week 12 Labor Market Information & Research R&R; Ch. 10, hand-outs
Apr 4 Assistive Tech; Reasonable Accommodations
Finalize Vocational Rehab Plan – Due next week

Week 13 Managing a case - Case Study R&R; Ch. 11
Apr 11 Build Case File
Proper documentation – Informed Consent, Release of Information

Week 14 Multicultural & Family Considerations R&R; Ch. 13
Apr 18

Week 15 Final Case File Due
Apr 25
Week 16 - May 2 Conferences by appmt


Bibliography

M.J. (Eds.). (1999). Health care & disability case management. Lake Zurich, IL: Vocational Consultants Press.
Currier, K. (2002). Writing and documentation guide. Emporia, KS: Author.
Henke, R. (n.d.). Behavior-oriented rehabilitation record. Dallas, TX: University of Texas Health Science Center at Dallas, Rehabilitation Continuing Education Center.
Legal Action Center. (2003). Confidentiality and communication (5th ed.). New York: Author.
Mitchell, R. (2001). Documentation in counseling records. Alexandria, VA: American Counseling Association.
Ownby, R.L. (1997). Psychological reports: A guide to report writing in professional psychology (3rd ed.). New York: John Wiley & Sons.
Power, P. (2000). A guide to vocational assessment. Austin: ProEd, Inc.
Mullahy, C.M. (1998). The case manager's handbook (2nd ed.). Gaithersburg, MD: Aspen Publishers.
Sattler, J. (1992). Assessment of children(3rd ed.). La Mesa, CA: Jerome M. Sattler, Publisher, Inc.
Thomas, S.W. (1986). Report writing in assessment and evaluation. Menomonie, WI: The Rehabilitation Resource.
Internet Resources

Case Management Society of American: http://www.cmsa.org
Certified Disability Management Specialist Commission: http://www.cdms.org
Commission on Case Management Certification: http://www.ccmcertification.org
Commission on Rehabilitation Counselor Certification: http://www.crccertification.com
Disability Resources: http://www.disabilityresources.org
Family Village (Developmental Disabilities): http://www.familyvillage.org
Human Resources Website (e.g. Job Analysis) http://www.hr-software.net
International Rehabilitation Association (private sector rehab): http://www.rehabpro.org
Great Lakes ADA & IT Center http://www.adagreatlakes.org/
U.S. Department of Labor – Bureau of Labor Statistics http://www.bls.gov/
Illinois Labor Market Information (LMI) http://lmi.ides.state.il.us/
America’s Job Bank http://www.ajb.dni.us/
O*Net http://online.onetcenter.org/
Job Accommodation Network (JAN) http://www.jan.wvu.edu/
DISCOVER® http://www.act.org/discover/
Illinois Standard Occupational Classifications and Employment Projections
http://lmi.ides.state.il.us/PDFs/soc_definitions.PDF
Summary of Major Labor Laws http://www.dol.gov/opa/aboutdol/lawsprog.htm
ADA Homepage http://www.usdoj.gov/crt/ada/adahom1.htm



TECHNOLOGY

This is a Web-assisted course. Students should have access to email and the Internet to maximize the benefits available. See instructor if this is a challenge. The instructor uses Microsoft Office products for word processing and presentations (WORD and PowerPoint). High-speed Internet access (broadband) is ideal and dial-up connections are slow and problematic with downloading large documents. The computer labs on the NEIU campus have high-speed (broadband) connections.

Blackboard is a web-based instructional software that allows instructors to teach online or to supplement site-based instruction. Course notes, scanned articles, handouts, and other printed materials will be posted on the Blackboard site for COUN 433 Introduction to Rehabilitation Counseling. The instructor will attempt to post weekly class notes (outline version of PowerPoint presentations) prior to class meetings so that students may print off class notes prior to attending the class.
Access to Blackboard:

1. Go Online using an Internet browser such as Internet Explorer
2. Go to: http://www.neiu.edu
3. Click on: Information Resources link
4. Click on: Northeastern’s Blackboard Bb

From NEIU’s Blackboard Bb. Click on: Create an Account Fill in all appropriate boxes. You have control of your username and password. A suggestion: keep username and password consistent with other university information resources or Internet sites – it is much easier to keep track and remember.
Exit or return to Internet Explorer or other browser
Return to Blackboard window (Steps 1-4)

From NEIU’s Blackboard Bb main page:
Click on: Course Catalog
Click on: College of Education
Click on: Counselor Education
Click on: Course Title (for example: Introduction to Rehabilitation Counseling. Next, Click on: Enroll (icon at far right) – you should be enrolled automatically if you are still logged in. If not, you may need to re-enter the site and login.
Fill in your username and password that you established above

TO ACCESS BLACKBOARD REGULARLY AND OBTAIN DOCUMENTS, ANNOUNCEMENTS, EXTERNAL LINKS, ETC.:

Enter course Blackboard website
From course website: Click on: Course Documents
Here you will find the posted documents for the course. By double clicking on the item, your computer should automatically open up the document in Microsoft Word or other appropriate format. Note: some items may be posted in .pdf format (portable document format). Adobe Acrobat software is used to open these type of documents. You may obtain Adobe Acrobat Reader software, free, online at http://www.adobe.com . This free software only enables you to read and print .pdf documents, NOT create them (you need additional, costly software). Adobe Acrobat Reader has its own toolbar from which to print, save, etc. These tools will be located below those of your main computer or browser toolbar. You may also go to the course Blackboard site and click on Announcements then click on the View All tab to access Adobe Reader link and instructions to download such. Other elements of the Blackboard site may be utilized such as Course Information (syllabus), Discussion Board, Announcements, and Links but your main resource will be Course Documents.

For Discussion questions on Discussion Board:
From the menu on the left side of the course web page, click on: Discussion Board
Read the instructions for the topic assignment at hand. Select the discussion topic at hand by double clicking on that heading. A window will open up with all the discussion postings listed by student’s name. (It could be blank if you are the first one). On the top left of the window you will see and icon: “Add Thread”. Click on that icon. A window will pop up similar to email. Fill in the boxes and type in your response(s); when you are done click on: “submit”. Read the other postings by clicking on the underlined topic not the student name. By clicking on the student name, you will be able to send a personal email to that person only. You may reply to other’s posting by clicking on “reply” and your comment will be shared with the class.

You should explore all aspects of Blackboard and discover all the benefits of having this technology available to you including: communicating individually with other classmates, access to resource materials such as writing guides and links to online websites, and the ability to post and send materials, comments, and documents.