The University of Iowa
Department of Counseling, Rehabilitation, and Student development
07C: 241 Introduction to Rehabilitation Counseling and Case Management

Instructor
Noel Estrada-Hernández, Ph.D., C.R.C. Fall 2006
N366 Lindquist Center MW 2:30 – 3:45 pm
Phone: 335-6426 N 223 LC
FAX: 319/335-5291
e-mail: noel-estradahernandez@uiowa.edu
This course is given by the College of Education. This means that class policies on matters such as requirements, grading and, sanctions for academic dishonesty are governed by the College of Education. Students wishing to add or drop this course after the official deadline must receive the approval of the Dean of the College of Education.

STUDENT RIGHTS AND RESPONSIBILITIES: Information related to student rights and responsibilities is available on-line.
ACCOMMODATIONS: I would like to hear from anyone who has a disability which may require some modification of seating, testing or other class requirements so that appropriate arrangements may be made. Please see me after class or during my office hours.
STUDENT GRIEVANCES: Procedures for filing student complaints are explained in Policies and Regulations Affecting Students. Copies are published every September as a supplement to the Daily Iowan and additional copies are available at the Campus Information Center in the Iowa Memorial Union. It is your responsibility to be aware of these policies and regulations.
PLAGIARISM AND CHEATING: The collegiate policy on plagiarism and cheating is outlined in the Schedule of Courses. It is your responsibility to be aware of this policy. The penalty for the first offense is disciplinary probation until graduation. A second offense could result in suspension, and a third offense expulsion.
RESPECT FOR DIVERSITY: It is the intent of the instructor to present material and activities that are respectful of diversity: Gender, sexuality (sexual preference), disability, age, socio-economic status, ethnicity (a group classification of individuals who share a unique social and cultural heritage, e.g., language, custom, religion, passed on between generations (Rose, 1964)), race ("A sub-group of people possessing a definite combination of physical characteristics, of genetic origin, the combination of which to varying degrees distinguishes the subgroup form other subgroups of mankind [womankind]" (Krogman, 1945, p. 49)), and culture (the configuration of learned behavior whose components and elements are shared and transmitted by the members of a particular society." (Linton, 1945, p. 32)).
SEXUALLY EXPLICIT MATERIAL POLICY: The University of Iowa requires advanced warning be given if sexually explicit material will be presented.
INTRODUCTION TO REHABILITATION COUNSELING AND CASE MANAGEMENT
The general purpose of this course is to introduce the field of rehabilitation counseling at the graduate level of study. Designed as a foundation for subsequent study in rehabilitation counseling, students in this course should develop an appreciation and understanding of the rehabilitation profession in terms of its history, purpose, philosophy, process, personnel, programs, resources, and clients.
ALIGNMENT WITH CORE AND CACREP STANDARDS
CORE Standards: for Rehabilitation Counseling Programs
C.1 PROFESSIONAL IDENTITY

Students will demonstrate the ability to:

C.1.1 practice rehabilitation counseling in a legal and ethical manner, adhering to the Code of Professional Ethics and Scope of Practice for the profession;

C.1.2 integrate into one’s practice, the history and philosophy of rehabilitation as well as the laws affecting individuals with disabilities including findings, purposes, and policies in current legislation;

C.1.3 describe, in general, the organizational structure of the rehabilitation, education, and healthcare systems, including public, private-for-profit, and not-for-profit service settings;

C.1.4 apply in one’s practice, the laws and ethical standards affecting rehabilitation counseling in problem-solving and ethical decision-making;

C.1.5 integrate into practice an awareness of societal issues, trends, public policies, and developments as they relate to rehabilitation;

C.1.6 create a partnership between consumer and counselor by collaborating in informed consumer review, choice, and personal responsibility in the rehabilitation process;

C.1.7 apply in one’s practice, the principles of disability-related legislation including the rights of persons with disabilities to independence, inclusion, choice and self-determination, empowerment, access, and respect for individual differences;

C.1.8 educate the public and consumers regarding the rights of people with disabilities under federal and state law;

C.1.9 articulate the differences in philosophy and the purposes of related counseling disciplines and allied health fields; and

C.1.10 explain differences among certification, licensure, and accreditation.

C.2 SOCIAL AND CULTURAL DIVERSITY

Students will demonstrate the ability to:

C.2.9 articulate an understanding of the role of ethnic/racial and other diversity characteristics such as spiritually and religion, age, gender, sexual orientation, and socio-economic status in groups, family, and society.

C.4 EMPLOYMENT AND CAREER DEVELOPMENT

Students will demonstrate the ability to:

C.4.4 understand employer practices that affect the employment or return to work of individuals with disabilities and utilize that understanding in facilitating their successful employment;

C.4.7 identify the consumer’s need for accommodation and facilitate the use of resources to meet those needs;

C.4.8 apply the techniques of job modification/restructuring and the use of assistive devices to facilitate consumer placement when appropriate;

C.4.9 assist employers to identify, modify, or eliminate architectural, procedural, and/or attitudinal barriers in facilitating the consumer’s successful job placement;

C.4.10 consult with employers regarding accessibility and issues related to ADA compliance;

C.4.14 apply strategies for consumer job placement and job retention;

C.4.16 establish follow-up and/or follow-along procedures to maximize an individual’s independent functioning through the provision of post-employment services to the consumer;

C.4.17 facilitate consumer involvement in determining vocational goals and capabilities related to the world of work;

C.8 RESEARCH AND PROGRAM EVALUATION

Students will demonstrate the ability to:

C.8.1 articulate current knowledge of the field;

C.8.2 analyze research articles in rehabilitation and related fields;

C.8.3 apply research literature to practice (e.g., to choose appropriate interventions, to plan assessments, to implement meaningful program evaluation, to perform outcome analysis, to conduct consumer satisfaction studies);

C.8.4 participate in agency or community research activities, studies, and projects, and explain the importance of such participation to the development of the field;

C.8.5 use data to support professional opinion and testimony;

C.8.6 conduct a review of the rehabilitation literature on a given topic or case problem; and

C.8.7 apply knowledge or ethical, legal, and cultural issues in research and evaluation.

C.10 REHABILITATION SERVICES AND RESOURCES

Students will demonstrate the ability to:

C.10.1 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.10.2 evaluate the adequacy of existing information for rehabilitation planning;

C.10.3 integrate cultural, social, economic, disability-related, and environmental factors in rehabilitation planning;

C.10.5 develop jointly with the consumer, an appropriate rehabilitation plan that utilizes personal and public resources;

C.10.6 explain insurance claims processing and professional responsibilities in workers’ compensation and disability benefits systems;

C.10.7 identify and plan for the provision of independent living services with consumers;

C.10.8 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.10.9 develop a knowledge base of community resources and refer individuals, when appropriate;

C.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.10.12 market the benefits and availability of rehabilitation services to potential consumers, employers, and the general public;

C.10.13 identify and plan for the appropriate use of assistive technology including computer-related resources;

C.10.14 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.10.17 demonstrate knowledge of transition from school to work;

C.10.19 apply disability-related policy and legislation to daily rehabilitation practice; and

C.10.20 utilize resources and consult with other qualified professionals to assist in the effective delivery of service
CACREP Standards for Community Counseling Programs
A.-Foundations of Community Counseling
1.-historical, philosophical, societal, cultural, economic, and political dimensions of and current trends in the community human service/mental health movement
2.-roles, functions, preparation standards, credentialing, licensure and professional identity of community counselors
3.-policies, laws, legislation, recognition, reimbursement, right-to-practice, and other issues relevant to community counseling
4.-ethical and legal considerations specifically related to the practice of community counseling
5.-the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and marital status, and equity issues in community counseling
B.-Contextual Dimensions of Community Counseling
1.-the roles of community counselors in various practice settings and the relationships between counselors and other professionals in these settings
2.-organizational, fiscal, and legal dimensions of the institutions and settings in which community counselors practice
3.-strategies for community needs assessment to design, implement, and evaluate community counseling interventions, programs, and systems; and
4.-general principles of community intervention, consultation, education, and outreach; and characteristics of human service programs and networks in local communities
C.-Knowledge and skill requirements for community counselors
1.-typical characteristics of individuals and communities served by a variety of institutions and agencies that offer community counseling services
6.-effective strategies for client advocacy in public policy and other matters of equity and accessibility
COURSE OBJECTIVES
1. To develop competency in using the library system in the study of rehabilitation topics.
2. To develop an understanding of the history, philosophy and legislative influences as well as the purpose, function and process of rehabilitation counseling.
3. To develop an understanding of the cultural, legal, political, and legislative bases of rehabilitation counseling.
4. To develop an understanding of the organizational structure, functions, methods, and procedures applied within public and private rehabilitation agencies.
5. To develop an understanding of the inter-disciplinary nature and the various specialists within rehabilitation service delivery systems.
6. To develop an understanding of federal, state, and local rehabilitation services and their utilization in the rehabilitation process.
7. To develop an understanding of the role and function of rehabilitation counselors in the rehabilitation of persons with disability.
8. To develop an understanding of the ethical and legal standards which guide the practice of rehabilitation professionals.
9. To develop an understanding of the current issues and future trends relevant to the field of vocational and independent living rehabilitation.
REQUIRED BOOKS
American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Riggar, T. F. & Maki, D. R. (Eds.). (2003). The Handbook of Rehabilitation Counseling. New York: Springer Publishing.
Other readings as assigned.
COURSE REQUIREMENTS AND GRADING
1. STATEMENT OF PURPOSE
Develop a statement of purpose that clearly articulates your reasons and interests in becoming a rehabilitation counselor. In addition describe your anticipated career goals in the profession. Statement should be turn in class on 8/29/06.

2. EXAMINATION I - 100 POINTS.
The exam will contain acronyms, definitions, differentiation between key concepts, and short answer questions. It will cover the material through 10/9/06.
3. PAPER - 80 POINTS
A proposal must be submitted by 10/18/06, with the final paper due on 11/08/06. The paper should review one of the lecture content areas listed in the syllabus.
4. PAPER PRESENTATION – 20 POINTS
Students will make a 10 minutes presentation on their topical paper. During the first day of class students will randomly select a day for her/his presentation. Presentations will be on November 13 and 15, 2006.
5. EXAMINATION II - 100 POINTS
December 06, 2006. The exam will contain acronyms, definitions, differentiation between key concepts and short answer questions. It will cover the material since the midterm.
6. WEBSITE CRITIQUE – 50 POINTS Identify and critique a minimum of 5 websites. Only one critique can be submitted per class period. Students are encouraged to turn in all critiques before December 4, 2006. More details will be given in class.
7. PERSONAL REFLECTION STATEMENT
Type a summary detailing how the knowledge gained during this course may be contributed to your growth as a professional rehabilitation counselor. There are no points for this statement. However, to successfully pass this class, this statement must be submitted by 12/4/06.
TOTAL POINTS POSSIBLE: 400 POINTS
A+ = 97% to 100% (388-400) C = 74 % to 76% (296-307)
A = 94% to 96% (376-387) C- = 70% to 73% (280-295)
A- = 90% to 93% (360-375) D+ = 67% to 69% (268-279)
B+ = 87% to 89% (348-359) D = 64% to 66% (256-267)
B = 84% to 86% (336-347) D- = 60% to 63% (240-255)
B- = 80% to 83% (320-335) F = below 60% (below 239)
C+ = 77% to 79% (308-319)
PAPER AND PROPOSAL GUIDELINES
a) You are encouraged to consult with the CRSD Writing Consultant, Majorie Davis (N372, 335-6044), throughout the development of your paper.
b) The proposal should follow the manuscript format as outlined in the current Publication Manual of the APA (5th Ed.). You should include the following:
a. Title page, with running head. The title of your paper should indicate that it is a proposal.
b. The proposal should include an abstract of the paper and an outline of the body. Follow the APA guidelines, as the abstract and the outline will ultimately become your final paper. Use the appropriate APA citation style as you cite references in your proposal.
c. The References section does not need to be complete, but should be substantial (that’s no fewer than 10 references). Follow APA guidelines.
d. Length of the proposal will be one page each for title page, abstract, outline of the body, and references (four pages at a minimum). Page numbering should follow APA format.

THE FINAL PAPER
The final paper must be between 8 and 12 [12 is the MAXIMUM] pages and represent a literature review and analysis of one of the lecture content areas on the syllabus. The paper will be graded across four criteria:
1. Content: Does the student accurately describe the lecture content area? (40 points)
2. APA format: Are the APA guidelines adhered to? (20 points)
3. References: Did the student appropriately cite sufficient references from outside of the assigned readings? (20 points)
4. General form of the paper: Does the student use accurate grammar and syntax? Does the paper flow smoothly? (20 points)
Percentage of points awarded in each area will be based upon the following: 100%=outstanding, 90%= exceed expectations, 80%=acceptable, 70%=acceptable with minor revisions, 60% acceptable with major revisions, 50%=unacceptable.
Total points = 100
PAPER PRESENTATION
Students will make a 10 minutes presentation on their topical paper. During the first day of class students will randomly select a day for her/his presentation. Presentations will be evaluated on:

a) Specificity of content as relates to your topic.
b) Presentations skills [How well the student managed the audience and the environment? Did the audience was engaged in discussion? Were handouts provided?]
c) Use of technology [Did the student used any technological aids [e.g. Power Point?]
Suggested Journals and Resources (alphabetical order):
American Psychologist, APA Monitor, Clinical Psychologist, Community Mental Health Journals, Counseling Today, Journal of Applied Rehabilitation Counseling, Journal of Clinical Psychology, Journal of Counseling and Development, Journal of Counseling Psychology, Journal of Humanistic Psychology, Journal of Marriage and Family Therapy, Professional Psychology: Research and Practice, Psychological Abstracts, Psychological Bulletin, Psychology Today, and Rehabilitation Counseling Bulletin.