Syllabus
A. Course Description
(Pre-requisite, consent of instructor). The most recent
SFSU catalog describes this seminar as follows:
B. Course Overview
This seminar is the rehabilitation counseling section of COUN
890 (Integrative Counseling). Substantial parts of rehabilitation
counselors' role and function involve affective counseling, vocational
counseling and assessment, case management, and job placement. (Roessler
& Rubin, 1992). The overriding goal of this course is to assist
the student in integration of theory into practice exploring various treatment
strategies and interventions, the relationship between consumer/client
and counselor thereby integrating what has been learned and experienced
in the counseling program coursework, in field experiences and to extend
conceptual thinking about self and other as part of the counseling relationship
and profession.
Emphasis will be in the following specific areas: counselor
theoretical orientation and efficacy; transference and countertransference,
projective identification, case management, and rehabilitation counseling
procedures and techniques.
C. Course Objectives: Upon completion of the course, the
student will be able to:
• Explain and critique his/her own orientation toward counseling;
• Demonstrate the ability to put counseling orientations into practice;
• Explain the relationship among the goals of counseling, processes
used to realize the goals, and techniques of counseling and counselor communication
active within the processes.
• Identify and list the types of issues that he/she confronts in first
meetings with consumers/clients and viable means to address the issues.
• Integrate his/her knowledge of communication skills and counseling
orientations in thinking about how he/she will work through the counseling
process with consumers/clients.
• Recognize the type of blocks or impediments that he/she will confront
in counseling and the means that he/she can use to overcome them.
• Identify and discuss the means that he/she uses to move his/her counseling
from initial meeting to conclusion.
• Recognize the type of problems that consumers/clients are likely
to bring forward in counseling, together with suitable means that he/she
will use to deal with these matters.
• List and discuss and formulate a response to common questions and
concerns facing counseling students and new counselors.
• Identify professional conflicts related to case management.
• List hazards leading to counselor “burnout.”
D. Learning Activities:
a) Seminar readings.
b) Seminar discussion and activities;
c) Written assignments
d) Student case study presentations
E. Evaluation:
Evaluation will be in the form of a letter grade based on the instructor’s
assessment of the students mastery of the case management process and completion
of assignments. Evaluation of written and oral assignments and presentations
and general seminar participation include level of vocational evaluation
insight (including psychodiagnostic insight where applicable), ability
to plan and describe goals for clients/consumers, awareness of relevant
clinical interventions and other process issues in working with the client/case
study used for analysis, and, meeting the writing standards and assignment
guidelines noted below.
1. Criteria (See below for detailed explanation)
a) Thoughts Without A Thinker Issues Paper 50 points
b) Mid Term Exam - Take Home 50 points
c) Practice in use of Case Management principles Assignment
(The Case of Jed Pierce) 25 points
d) Journal Presentation & Synopsis 75 points
e) Written Case Study 100 points
f) Case Study Presentation 100 points
TOTAL POINTS 400 points
2. Grade Determination
A+ = 400-388
A = 387-375
A- = 374-364
B+= 363-351
B = 350-338
B- = 337-320
C+ = 319-307
C = 306-294
C- = 293-280
D+ = 279-267
D = 266-254
D- = 253-240
Below 240 + F
F. Evaluation Criteria: Your grade will be based on the
following:
1. Your Presence: In order to cover the course content
effectively your presence in class and participation in seminar discussion
is crucial and necessary. Two absences automatically drops your grade
one level, e.g., A to B.
2. Thoughts Without a Thinker Issues Paper. Due date listed on calendar. This is to be a one page outline of the issues you identified as salient to you in your counseling orientation.
3. Mid Term Take Home Exam. Due Date listed on Calendar. This exam covers the Roessler/Rubin text in its entirety.
4. The Jed Pierce Case - Case Management and Rehabilitation Counseling Procedures and Techniques Assignment: Refer to Roessler & Rubin, Appendix I. Read and complete the assignment in the book, photocopy to turn in to the professor on the date listed in Assignment Calendar.
4. Journal Article Presentation: On the assigned date, you and three seminar colleagues will lead the class in a 30-45 minute presentation and discussion of one journal article from the Course Reader. Your discussion should include but is not limited to the salient aspects of the article, the parameters of the identified issue, and how these aspects relate to your internship and the counseling process in general. You are to prepare a brief, succinct one page outline of what you consider important (i.e., salient points) from the journal article(s) for distribution to the seminar participants on the day of your presentations. All seminar participants are to read all assigned articles and are to be prepared to discuss.
5. Case Study Presentation: Seminar participants are to give an oral presentation of a case study. For the oral presentation, a rough draft must be prepared in sufficient copies for all seminar participants to be distributed one week prior to your scheduled oral presentation. Five points will automatically be deducted for late papers to seminar participants. The seminar participants will be able to read the rough draft, give feedback at the time of each presentation for incorporation into the final case study written paper.
6. Written Case Study: A written case study is to be prepared using the attached Case Analysis Format(s) to be submitted to the instructor according to the date established in the syllabus. Late papers will not be accepted for any reason. This paper must represent graduate level standards for writing proficiency, and must be typed, double spaced, one inch margins following APA guidelines for style, language, context, etc. Papers which do not meet these standards will not be accepted. It should be written following the format provided and will be evaluated in relation to the extent to which it addresses the points of the outline.
G. Course Materials:
1. Course Reader: with Journal Articles: Will be delivered
to class by Copy Edge.
2. Outside readings as provided by instructor.
3. Required Course Text: Roessler, R. T. & Rubin, S.
E. (1992). Case Management and Rehabilitation Counseling, Pro-Ed.
4. Required Course Text: Epstein, M. (1995). Thoughts
Without a Thinker. Basic Books.
*The above procedures and attached schedule of assignments for this course are subject to change in the event of extenuating circumstances as determined by the professor. If an accommodation is necessary, please let the professor know.
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Approximate Schedule of Assignments*
*Subject to Modification
August 28 1. Course Introduction
2. Review of Syllabus
Sept. 2
Sept. 9
Sept. 16
Sept. 23
Sept. 30
Oct. 7
Oct. 14
Oct. 21 Spring Recess (No Class)
Oct. 28
Nov. 4
Nov. 11
Nov. 18
Nov. 25 (Next day begins Thanksgiving break)
Dec. 2
Dec. 9 (Last day of instruction Dec. 11)
Dec. 16 (Finals Week)
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Bibliography
Antonak, R. F., & Livneh, H. (1988). The meausrement of attitudes toward people with disabilities. Sringfield, IL: Charles C. Thomas
Bowman, J. T. (1987). Rehabilitation Counseling Bulletin, 30, 218-226.
Roessler, R.T., Rubin, S.E. (1992). Case management and rehabilitation
counseling, Pro-Ed.
Rubin, S.E., & Roessler, R.. (1994). Foundations of
the vocational rehabilitation process, fourth edition, Pro Ed.
Yuker, H. (1988). Attitudes toward persons with disabilities.
New York: Springer.
Wright, B. A. (1983). Physical disability: A psychological
approach. (2nd Ed.). New York: Harper & Row.
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Rehabilitation Case Presentation Format
For your case presentation, you are to prepare and distribute to the
other class members and the professor a typed (word processed) draft copy
of your case report one week prior to your case presentation. The
case report should be approximately 12 to 15 pages in length. The
following material should be included in your presentation (source:
Goal-Setting: Guidelines for Diagnosis and Program Development by
R. Roessler and S. Rubin, l980. Fayetteville, University of Arkansas,
Arkansas Research and Training Center in Vocational Rehabilitation).
I. Physical Factors
A. Extent of disability
1. How does the disability affect employment potential?
2. Is the disability progressive or stable?
3. Can the client's functioning in activities of daily living
be improved?
4. How much assistance in activities of daily living will the
client always need?
5. Is the disability stable enough to initiate rehabilitation
programming?
B. Services:
1. Which physical restoration services are needed to reduce the
handicapping effects of the disability (e.g.., Surgery, orthotic and prosthetic
devices, etc.).
2. Can job modifications reduce the extent of the client's physical
handicap for employment?
II. Psychosocial Factors
A. Psychological reaction to disability: To what
degree has the client adjusted to the handicapping aspects of the disability?
1. Does the client use" disability" as an excuse for failure?
2. Are any physical symptoms psychologically based?
3. Is the client excessively concerned with personal health?
4. What secondary gains is the client receiving from remaining
unemployed.
5. Does the client have the emotional stability to engage in
a vocational rehabilitation program at the present time? In the near
future?
III. Family and Friends: What positive or negative role
will the client's family and friends play in the rehabilitation process
(e.g., be supportive, overprotective, or unrealistic regarding client potential?)
IV. Services: Which personal counseling and/or family counseling
services would be necessary (e.g., psychotherapy, personal adjustment training,
relaxation training, etc.)?
V. Educational-Vocational Factors
A. Educational considerations
1. What types of vocational training or jobs does the client's
education history suggest?
2. Are client vocational aspirations and educational history
compatible?
B. Vocational skills and interest considerations
1. What vocational skills does the client currently possess?
2. What vocational skills can the client develop that could limit
the functional impact of the disability?
3. Has the client developed new vocational skills that have vocational
relevance?
4. Are client vocational goals consistent with current vocational
interests?
C. Vocational self-concept
1. Does the client have a realistic perception of current a)
strengths and limitations as a worker; b) potential for vocational skills
development, and c) reasons for being unemployed?
D. Job acquisition
1. Can the client independently locate job openings?
2. Can the client satisfactorily fill out job application blanks?
3. Can the client make a good impression on an employer?
E. Job retention considerations
1. Can the client independently locate job openings?
2. Can the client satisfactorily fill out job application blanks?
3. Can the client make a good impression on an employer?
F. job retention considerations
1. Can the client satisfactorily meet the demands of competitive
work (e.g., accepting supervision, working independently, getting along
with coworkers, and maintaining an adequate "production" rate)?
2. Would the client's present use of leisure time adversely affect
job retention?
G. Services: Which educational and vocational services
are needed (e.g., remedial education, vocational training, work adjustment
training, job seeking skills training)?
VI. Economic Factors
A. Financial considerations
1. Do disability-related financial benefits (SII, SSDI, Medicaid,
Workers' Compensation) create disincentives to the client's rehabilitation?
2. Could current debts affect the completion of the client's
rehabilitation program?
3. Can the client manage personal finances?
4. Does the client have sufficient financial support at present?
B. Services: What economic support will the client need
during and after the rehabilitation program (e.g., SII, low-rent housing)?
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Case Study Analysis Outline
1. Statement of presenting concerns. What brings the client/consumer
to counseling? What factors identify the individual as requiring
intervention?
2. Initial formulation. Describe client/consumer’s issues
and underlying dynamics. Include DSM diagnosis where relevant.
3. Initial Intervention Plan
a. Relevant social, educational, psychological vocational history
(Use Rehab format as outline to supplement as needed)
b. Initial counseling interventions.
c. Determination of goals, both short range and long term.
4. Implementation of Plan including, as relevant:
a. Elements of the working” contract”.
b. Description of interventions (e.g., techniques used, client
responses, what worked; what did not work, etc.)
c. Consultation and supervision issues.
d. Benchmarks of progress, change, resistance.
5. Outcomes of Intervention.
1. Immediate process accomplishments.
2. Areas for modification of the Plan (e.g., what would you do
differently).
3. Direction for future action (e.g., further treatment interventions,
aspects for client/consumers and counselor consideration).