CEP 964

Advanced Seminar on the Practice and Profession of Rehabilitation Counseling

Spring 2006


Instructor: Michael J. Leahy, Ph.D. Office Hours: By Appointment
463 Erickson Hall Seminar : Friday, 10:00-12:30
432-0605 220 Bessey Hall
e-mail: Leahym@msu.edu



A. Course Description

To provide the doctoral student in Rehabilitation Counselor Education with an in-depth review of the foundations of rehabilitation counseling practice, professionalization, and pre-service preparation issues to inform their research and teaching, and to develop their skills as scholars. Students will review relevant aspects of rehabilitation history, legislation, philosophy, values, and practice within today's rehabilitation service delivery system. A particular focus will be the historic and currently expanding role of rehabilitation counselor education programs in addressing the preparation, research and service needs of the profession. Critical issues currently affecting the discipline will be identified, analyzed, and discussed in detail.

Through informed discussion and individual research, students will identify important issues and explore the implications of these findings for practice, education, research, and policy applicable to rehabilitation counseling. Preparation of presentations and formal papers will require a scholarly synthesis and analysis of existing knowledge to help doctoral students’ advance their comprehension of the foundational knowledge of the field and prepare for the responsibility of their future roles as subject matter experts.

B. General Course Objectives

Upon completion of the course, the student will be able to describe the essential elements and implications of current knowledge and trends in the following areas:

* History of rehabilitation practice and enabling legislation
* Rehabilitation policy development and current issues
* Philosophy, values, structure and issues affecting service delivery systems
* Professional issues including accreditation and certification processes
* Role of the rehabilitation counselor and other related disciplines
* Professional organizations, relationships, professional identity and issues
 Rehabilitation counseling practice – assessment, career counseling, case management, job and employer development and placement
* Rehabilitation counselor education, history and current status
* Role and expectations of the rehabilitation counselor educator
* Education, training and knowledge dissemination resources
* Critical challenges facing rehabilitation counseling
* Other current issues and topics.

C. Format

The course is conducted as a seminar, where students come together weekly and are supervised in advanced study as a group. The instructor and students will share responsibility for preparing for and facilitating discussion on all topics. The proposed topics, readings and sources are outlined below and will be refined according to the interests and needs of the group. The individual research assignments and presentations are intended to help students use the skills of scholarship to more fully develop their conceptual framework about the practice and profession of rehabilitation counseling and education and to consider the implications of this scholarship in their work.

D. Schedule of Seminar Sessions

January 13 Orientation to seminar and selection of assignments (Leahy)

January 20 Independent research on presentation topics.

January 27 History, legislation, and rehabilitation policy (Barb Schoen)

February 3 Philosophy and ethics (Wendy Coduti)

February 10 Professionalization and evolution of practice (Steve Zanskas)

February 17 No class - NCRE Training Conference in San Diego, CA

February 24 Education and training (Cozetta Shannon)

March 3 International rehabilitation (Jenelle Pitt)

March 10 No class – Spring break.

March 17 Rehabilitation research and outcomes (Mya Vaughn)

March 24 Family and Disability – Special presentation by Dr. Art Del Orto.

March 31 Psychological and vocational assessment (Barb Schoen)

April 7 Career development and employment strategies (Wendy Coduti)

April 14 Case Management (Steve Zanskas)


April 21 Current policy and research issues (Cozetta Shannon)

April 28 Diversity and multicultural issues (Jenelle Pitt)

May 5 Counseling Applications (Mya Vaughn)


F. Assignments/Products

Students will select, with faculty approval, specific topics for individual research and study, and present and facilitate group discussion regarding the most salient issues identified. There will be two of these presentations that each student will be responsible for developing. The first of these presentations, which will occur early in the semester, will be on content that is foundational in nature to the practice and profession of rehabilitation counseling. For example, these sessions could focus on the following content:

 History, legislation and rehabilitation policy
 Philosophy and ethics of professional practice
 Professionalization and the evolution of practice
 Education and training
 Rehabilitation research and outcomes

These will be followed later in the semester with presentations that will focus more specifically on the substantive knowledge and skill domains underlying practice and the role of education programs in advancing the preparation, research and service needs of the profession. For example, these sessions could focus on the following content:

 Psychological and vocational assessment
 Counseling
 Career development and employment strategies
 Case management
 Diversity and multicultural issues
 Current policy and research issues

Throughout the semester other assignments may be identified in relation to specific content areas discussed. Finally, each student in consultation with the instructor will develop a formal research paper.

Guidelines for Formal Presentations

Review literature and develop an outline of topical headings derived from your review. Organize material into a logical structure to convey related key findings and their sources. Synthesize for conclusions and analyze for implications in relation to rehabilitation counseling practice, research, and education. Provide sufficient copies of your final narrative outline and bibliography to the seminar group. Present your material verbally to the group and facilitate discussion on the topic.
Guidelines for Scholarly Paper

Identify topic and review with instructor. Conduct a comprehensive search, review and synthesis of the relevant literature. In addition to your descriptive presentation of the material, draw conclusions and identify implications in the same manner as you would in your verbal presentations above. Follow all conventions of APA style in developing and writing your paper. Provide sufficient copies of your paper for all seminar participants, by the end of the semester.

G. Evaluation Criteria

Seminar individual presentation (#1) (30%).
Seminar individual presentation (#2) (30%)
Scholarly paper (40%).

H. Academic Honesty Policy:

Academic honesty is expected of all students. Students are expected to work to the best of their abilities and to submit their own work. Students must give appropriate credit to ideas borrowed from other sources. University policy states that, “academic dishonesty, including plagiarism, may result in a zero grade in the course and removal from the program”. The specific policy regarding academic integrity can be found at http://www.vps.msu.edu/SpLife/rule32.htm.

I. Electronic mail and ANGEL system:

Throughout the semester, course documents will be posted on the ANGEL system. Students will be able to access this information at any time from locations outside of the regular classroom. You are responsible to check Angel and your email routinely to obtain class updates, schedule changes, and assignment changes. These are your vital links to the course. In-class announcements will be made to alert students to ANGEL postings.

J. Special Accommodations:

Students requiring special accommodations over the course of the semester, including classroom accommodations, and alternative learning strategies need to contact the instructor during the first two weeks of the semester so that the necessary arrangements can be made. Students requiring accommodations are also encouraged to register with MSU’s Resource Center for Persons with Disabilities.




K. Primary Resources

Required Materials

CEP 964 Coursepack – available at Budget Printing Center, 972 Trowbridge Rd., East Lansing (351-5060).

Riggar, T.F., & Maki, D.R. (Eds.) (2004). Handbook of rehabilitation counseling. New York, NY: Springer publishing Co.

Recommended Readings

Arokiasamy, C.V. (1993). A theory for rehabilitation? Rehabilitation Education, 7, 77-98.

Association for Counselor Education and Supervision: Supervision Interest Group (1995). Ethical guidelines for counseling supervisors. Counselor Education and Supervision, 34, 270-276.

Batorski, R.E.,& McAlpin, J. (1992). Instilling consumer-based attitudes in students of rehabilitation professions. Rehabilitation Education, 6, 257-264.

Bellini, J. (2003). Counselor’s multicultural competencies and vocational rehabilitation outcomes in the context of counselor-client racial similarity and diference. Rehabilitation Counseling Bulletin, 46(3), 164-173.

Bellini, J. (2002). Correlates of multicultural counseling competencies of vocational rehabilitation counselors. Rehabilitation Counseling Bulletin, 45(2), 66-75.

Bellini, J. & Rumrill, P. (2002). Contemporary insights in the philosophy of science: Implications for rehabilitation counseling research. Rehabilitation Education,16(2), 115-134.

Beveridge, S., Craddock, S.H., Liesener, J., Stapleton, M., Hershenson, D. (2002). INCOME: A framework ffor conceptualizing the career development of persons with disabilities. Rehabilitation Counseling Bulletin, 45(4), 195-206.

Bolton, B. (1990). Research methodology for investigating the relationship between counselor education and client outcomes. Rehabilitation Education, 4, 79-81.

Bolton. B. (2001). Measuring rehabilitation outcomes. Rehabilitation Counseling Bulletin, 44(2), 67-75.

Bolton, B. F., Bellini, J.L., & Brookings, J.B. (2000). Predicting client employment outcomes from personal history, functional limitations and rehabilitation services. Rehabilitation Counseling Bulletin, 44(1), 10-21.

Bruyere, S.M.(Ed.) (1994). Special Issue: The implications of the Americans with Disabilities Act for rehabilitation education and training. Rehabilitation Education, 8, 1-95.
Capella, M.E. (2002). Inequities in the VR system: Do they still exist? Rehabilitation Counseling Bulletin, 45(3), 143-153.

Cottone, R.R. (1992). Theories and paradigms of counseling and psychotherapy. Boston: Allyn and Bacon.

Cottone, R.R., & Tarvydas, V.M. (1998). Ethical and professional issues in counseling. New York: Prentice-Hall.

Crewe, N.M. & Dijkers, M. (1995). Functional assessment. In L.A. Cushman & M.J.Scherer (Eds.) Psychological assessment in medical rehabilitation. Washington, DC: APA Books.

Chan, F. & Leahy, M.J. (Eds.) (1999). Healthcare and disability case management. Lake Zurich, Ill: Vocational Consultants Press.

Chan, F., Leahy, M.J., Saunders J., Tarvydas, V., & Ferrrin, J.M. (2003). Training
needs of Certified Rehabilitation Counselors for contemporary practice. RehabilitationCounseling Bulletin., 46(2), 82-91.


Curl, R. & Sheldon, J. (1992). Achieving reasonable choices: Balancing the rights and responsibilities of consumers with those of rehabilitation counselors. Rehabilitation Education, 6, 195-206.

Danczyk-Hawley, C.E., McMahon, B.T., &Flynn;, B. (2002). Progression of disability benefits as a measure of disability management program effectiveness: Implications for future research. Rehabilitation Education, 16(2), 197-212.

DeJong, G. (1994). Toward a research and training capacity in disability policy. Policy Studies Journal, 22(1), 152-160

Emener, W.C., Patrick, A., & Hollingsworth, D.K. (Eds.) (1984). Critical issues in rehabilitation counseling. Sprinfield, Ill: Charles C. Thomas.

Emener, W.C., & Cottone, R.R. (1989). Professionalization, deprofessionalization, and reprofessionalization of rehabilitation counseling according to criteria of professions. Journal of Counseling and Development, 67, 575-581.

Friedson, E. (1994). Professionalization reborn: Theory, prophecy, and policy. Chicago, IL: The University of Chicago Press.

Gilbride, D.D., Connolly, M., & Stensrud, R. (1990). Rehabilitation education for the private-for-profit sector. Rehabilitation Education, 4, 155-162.

Gilbride, D.D., Stensrud, R.,& Johnson, M. (1993). Current models of job placement and employer development: Research, competencies and educational considerations. Rehabilitation Education, 7, 215-239.

Gilbride, D., Stensrud, R., Vandergoot, D, &Golden;, K. (2003). Identification of the characteristics of work environments and employers open to hiring and accommodating people with disabilities. Rehabilitation Counseling Bulletin, 45(3), 130-137.

Habeck, R.V., & Syzmanski, E.M. (Eds), (1999). Special Issue: Vocational rehabilitation. Rehabilitation Counseling Bulletin, 42(4), 274-375.

Habeck, R.V., Leahy, M.J., Hunt, H.A., Welch, E.M., & Chan, F.(1991). Employer factors related to workers’ compensation claims and disability management. Rehabilitation Counseling Bulletin, 34(3), 210-226.

Hagner, D. (2000). Primary and secondary labor markets: Implications for vocational rehabilitation. Rehabilitation Counseling Bulletin, 44(1), 22-29.

Hershenson, D.B. (1998). Systemic, ecological model for rehabilitation counseling. Rehabilitation Counseling Bulletin, 42(1), 40-50.

Hershenson, D.B., & McKenna, M.A. (1998). Trends affecting rehabilitation counselor education. Rehabilitation Education, 12(4), 277-288.

Kilbury, R.F., Benshoff, J.J., & Riggar, T.F. (1990). The expansion of private sector rehabilitation: Will rehabilitation education respond? Rehabilitation Education, 4, 163-170.

Kosciulek, J.F. (2000). Implications of consumer direction for disability policy development and rehabilitation service delivery. Journal of Disability Policy Studies, 11(2), 82-89.

Leahy, M.J., & Szymanski, E.M. (Eds.) (1993). Special Joint Issue: Rehabilitation Counseling Credentialing - Research and Practice. Rehabilitation Counseling Bullitin, 37 (2), 65-200. Journal of Applied Rehabilitation Counseling, 24 (4), 2-80.

Leahy, M.J. (1997). Qualified providers of rehabilitation counseling services. In D.R. Maki & T.F. Riggar (Eds.) Rehabilitation Counseling: Profession and Practice. New York: Springer.

Leahy, M.J., & Tarvydas, V.M. (2001). Transforming our professional organizations: A first step toward the unification of our profession. Journal of Applied Rehabilitation Counseling, 32(3), 3-8.

Leahy, M.J., & Szymanski E.M. (1995). Rehabilitation Counseling: Evolution and current status. Journal of Counseling and Development, 74, 163-166.

Leahy, M.J. (1995). Assessment of vocational interests and aptitudes in rehabilitation settings. In L.A. Cushman & M.J.Scherer (Eds.) Psychological assessment in medical rehabilitation. Washington, DC: APA Books.

Leahy, M.J., Chan, F., & Saunders, J. (2003). Job functions and knowledge
requirements of Certified Rehabilitation Counselors in the 21st century.
Rehabilitation Counseling Bulletin., 46(2), 66-81.

Livneh, H. (2001). Psychosocial adaptation to chronic illness and disability. Rehabilitation Counseling Bulletin, 44(3), 151-160.

Leung, P. (1987). Rehabilitation counselor education or rehabilitation technical training? Rehabilitation Education, 29-33.

Lustig, D.C., Strauser, D.R, Rice, N.D., & Rucker, T.F.(2002). The relationship between working alliance and rehabilitation outcomes. Rehabilitation Counseling Bulletin, 46(1), 25-31.

Lustig, D.C., Strauser, D.R., & Donnell, C. (2003). Quality emplyment outcomes: Benefits for individuals with disabilities. Rehabilitation Counseling Bulletin, 47(1), 5-14.

Maki, D.R., & Riggar, T.F. (1997). Rehabilitation counseling: Profession and practice. New York: Springer.

Marvel, S.D., Vogt, J.E., & Crimando, W. (1998). Job market in rehabilitation acedemia revisited: Projections of size and character. Rehabilitation Education, 12(4), 289-298.

McCarthy, H. & Leierer, S.J. (2001). Consumer concepts of ideal chacteristics and minimum qualifications for rehabilitation counselors. Rehabilitation Counseling Bulletin, 45(1), 12-23.

McCarthy, H. (1993). Learning with Beatrice Wright: A breath of fresh air that uncovers unique virtues and human flaws in us all. Rehabilitation Education, 7, 149-166.

McFarlane, F.R. (1999). The expanded importance and expectations for lifelong learning and continuing education in rehabilitation. Rehabilitation Education, 13(1), 3-12.

Myers, J.E. (Ed.) (1995). Special Issue: Professional counseling – spotlight on specialties. Journal of Counseling and Development, 74(2), 115-223.

Parker, R.M., & Szymanski, E.M. (1998). Rehabilitation counseling: Basics and Beyond. Austin: Pro-Ed.

Patterson, J.B. (Ed.) (2000) Special Issue: Ethics and rehabilitation counseling. Rehabilitation Counseling Bulletin, 43(4), 186-245.

Rasch, J.D. (1992). RCE curricula and insurance rehabilitation. Rehabilitation Education, 6, 33-39.

Riggar, T.F., Maki, D.R. & Wolf, A.W. (Eds.) (1986). Applied Rehabilitation Counseling. New York: Springer.

Roessler, R.T.(2002). Improving job tenure outcomes for people with disabilities: The 3M model. Rehabilitation Counseling Bulletin, 45(4), 207-212.

Roessler, R.T. & Mullins, J.A. (1995). Factors affecting rehabilitation counselor performance: A social cognitive perspective. Rehabilitation Education, 9, 21-36.

Roessler, R.T., & Rubin, S.E. (1998). Case management and rehabilitation counseling techniques. Austin: Pro-ed.

Rubin, S.E., & Roessler, R.T. (2001). Foundations of the vocational rehabilitation process (5th ed.). Austin: Pro-Ed.

Rubin, S.E & Rubin, N.M. (1988). Contemporary challenges to the rehabilitation counseling profession. Baltimore: Brookes.

Schriner, K. (1995). Improving rehabilitation education: A case for teaching disability policy to our rehabilitation students. Rehabilitation Education, 9, 323-338.

Shontz, F.C. (2003). Rehabilitation psychology, then and now. Rehabilitation Counseling Bulletin, 46(3), 176-181.

Strohmer, D. & Leierer, S.J. (2000). Modeling rehabilitation counselor clinical judgement. Rehabilitation Counseling Bulletin, 44(1), 3-9, 38.

Szymanski, E.M. & Parker, R.M. (1989). Competitive closure rate of rehabilitation clients with severe disabilities as a function of counselor education and experience. Rehabilitation Counseling Bulletin, 32 (4), 83-92.

Szymanski, E.M., Parker, R.M., & Butler, A.J. (1990). Sensitivity of client outcome measures in relating state vocational rehabilitation agency counselor performance to level of counselor education. Rehabilitation Education, 4, 93-107.

Thielsen, V.A., & Leahy, M.J. (2001). Essential knowledge and skills for effective clinical supervision in rehabilitation counseling. Rehabilitation Counseling Bulletin, 44(4), 196-208.

Wright, G.N. (1980). Total rehabilitation. Boston: Little, Brown and Co.



Primary Journals:

Rehabilitation Counseling Bulletin
Rehabilitation Education
Journal of Applied Rehabilitation Counseling
Journal of Rehabilitation
Rehabilitation Psychology
Journal of Disability Policy Studies