This manual is a guide to be used by students, faculty, and agency supervisors involved in the training of San Francisco State University’s (SFSU) Rehabilitation Counseling graduate students. The Rehabilitation Counseling Program is one component of several specialization emphases that exist in the SFSU Department of Counseling. There are three degree objectives (i.e., MS Rehabilitation Counseling, MS Counseling, and MS Marriage and Family Counseling. The Rehabilitation Counseling Program emphasis culminates in the MS in Rehabilitation Counseling. The other areas of emphases include the following: Career, college, gerontology and school eventuating in the MS in Counseling, and marriage and family therapy culminating in the MS in Marriage and Family Therapy. This manual is intended to complement and enhance the SFSU Department of Counseling’s Student Advising Handbook and the SFSU Department of Counseling’s Practicum and Trainee Handbook, which together establish the po1icies, procedures, and guidelines through which counselor education is accomplished at SFSU. This handbook specifically centers on guidelines through which rehabilitation counselor education training is to be accomplished. The manual describes the following:

The SFSU Rehabilitation Counseling Program Mission is to provide graduate education of rehabilitation professionals so that they may provide quality rehabilitation services in a culturally sensitive manner to individuals with disabilities. The program objectives related to this mission are as follows:

• Advancement of the basic philosophical underpinnings of rehabilitation.
• Training of master’s level rehabilitation counselors based on the ten knowledge skill areas identified by the Council on Rehabilitation Education (CORE) and the Commission of Rehabilitation Counselor Certification (CRCC).
• Advancement of the Code of Professional Ethics for rehabilitation counselors.

The Field and Scope of Rehabilitation Counseling.

Rehabilitation Counseling emerged as a professional occupation in 1920 with the passage of the Smith-Fess Act, which established the public or state-federal rehabilitation program in this country. Rehabilitation Counseling has expanded to provide an array of vocational and independent living services to an ever-increasing population of adults, youth, Children, and families with a variety of physical and mental disabilities. Examples of the major types of disabilities encountered by rehabilitation counselors could include:

• Physical Disabilities
• Sensory Impairments
• Emotional Disabilities
• Chemical Dependencies
• Learning Disabilities
• Developmental Disabilities
• Neurological Disorders

Examples of settings in which rehabilitation counselors are presently employed include the following:

• Public Rehabilitation Programs, such as the California State Department of Rehabilitation
• Independent Living Centers
• Job Training Centers
• Private, Non-Profit, Community Based Organizations
• Mental Health Centers
• Insurance Companies
• Business and Industry
• Private (Proprietary) Rehabilitation Companies
• Colleges and Universities
• Correctional Facilities
• Substance Abuse Facilities

Helping to document the professional rehabilitation counselor’s ability to serve the needs of his/her clients effectively, the field of rehabilitation has instituted a voluntary certification process. Certification helps to define the profession of rehabilitation counseling more clearly by forcing it to continually re-examine it in order to identify the appropriate service delivery goals. An important aspect of the certification process is that practitioners must take part in continuing education activities in order to maintain their certification status, thus ensuring that they will be continually exposed to new information and approaches.

The CRC designation is administered by Commission of Rehabilitation Counselor Certification (CRCC), which was incorporated as an independent, not-for-profit commission in 1974, making it the oldest credentialing agency in the rehabilitation and counseling fields. Graduate students in the final stages of their course requirements can qualify to sit for the examination. Persons who sit for the exam must achieve a passing score in order to qualify for the CRC designation. Applications for the CRC examination are available in the Department of Counseling Office. The Commission of Rehabilitation Counselor Certification can also be contacted directly:

Today, there are more than 13,500 Certified Rehabilitation Counselors (CRCs) practicing in the US, working to address the vocational, psychosocial, and independent living needs of an estimated 49 million persons with disabilities. Rehabilitation counseling has been described as a process whereby the counselor works collaboratively with the consumer to understand existing problems, barriers, and potentials in order to facilitate the client’s effective use of personal and environmental resources for career, personal, social, and community adjustment following disability.

Counseling skills are considered an essential component of all activities undertaken by the rehabilitation professional throughout the rehabilitation process. It is the rehabilitation counseling professional’s specialized knowledge of the client’s disabilities and of the environmental factors that interact with those disabilities, as well as the range of knowledge required in addition to his/her counseling skills that serves to differentiate the rehabilitation counselor from other helping professionals. One of the primary functions of the rehabilitation counselor is to work with clients who have various disabilities to help them develop or enhance the:

• Vocational skills they need to secure gainful employment
• Coping skills they need to achieve increased independence
• Other skills they need to function in the community

Generally, regardless of their employment setting and client population, most rehabilitation counselors perform the following functions:

• Assess client needs
• Work with the client to develop goals and individualized plans to meet identified needs
• Provide or arrange for the counseling services and interventions (e.g., psychological, medical, social, behavioral) needed by the client, including job/career placement and follow-up services.
• The rehabilitation counselor is an advocate for people with disabilities.

It is the philosophy of the Rehabilitation Counseling Program that professional training is improved through both educational and experiential training at the University and in the field. The application of knowledge, skills, and rehabilitation practice in the field occurs under the supervision of a "qualified professional" either/or by an onsite Certified Rehabilitation Counselor( CRC) , or, in the absence of that, a Rehabilitation Counselor Educator faculty who is a CRC. In many cases, the student is supervised by a CRC in both settings.

RCSA

The RCSA is dedicated to providing rehabilitation counseling students with support, guidance, and information. Membership benefits include free T-shirt or polo shirt, a publication titled: Rehabilitation Counseling: The Profession and Standards of Practice, CRC Study Guide Material Publication by Dr. Leal-Idrogo, The Rehabilitation Counseling Program Student Handbook and Internship Manual, increased opportunities for involvement with rehabilitation counseling professionals, a stronger voice in the operation of the Rehabilitation Counseling Program, and much more. RCSA will work toward student involvement at a national level with the possibility of forming a student chapter of the American Rehabilitation Counseling Association, and/or other professional organizations. The East Bay Chapter of the National Rehabilitation Association will sponsor a colloquium series for students throughout both semesters. The purpose is to encourage involvement in professional organizations such as the National Rehabilitation Association and its division, the National Rehabilitation Counseling Association. They will sponsor an ongoing brown bag lunch series with a panel of rehabilitation professionals from the Bay area community offering students the possibility to increase interaction with rehabilitation professionals throughout San Francisco and the greater Bay area. A membership application is included in this manual. A publication by student Nabila Mango that appeared in the Journal of Job Placement is also included in this manual demonstrating the level of involvement that is possible for students in the field of rehabilitation.

The Rehabilitation Counseling Program is dedicated to the highest standards of pre-professional training available. The primary purpose of the program is to train competent, professional, culturally sensitive rehabilitation counselors. The Department of Counseling is one of the largest in the nation, with over 30 full and part-time instructors. To apply for the Rehabilitation Counseling Program, application is made with The Department of Counseling, which is a Fall-Only admit program. You must submit a completed application by February 1st for admission for the following Fall. Successful applicants are advised within two months of application. Students with disabilities and others from underrepresented groups are encouraged to apply.

• A bachelor’s degree is required for admission to the program.
• Once accepted to the program, all prospective students who live within 100-miles of San Francisco are required to attend an Orientation meeting held at the end of the Spring Semester preceding the semester of entrance.
• Theoretically, a student taking a full time program (18 units) can complete the program in two years. However, this timeline is dependent on course scheduling, etc., and usually takes longer.
• Students may apply for financial assistance through the University Financial Aid office.

To obtain a master’s degree in Rehabilitation Counseling at SFSU completion of a minimum of 60 units of academic coursework is required. The course requirements appear below. Graduates are trained in counseling theories and approaches; counseling skills and techniques including individual, group; individual, group and environmental assessment; psychosocial and medical aspects of disability; case management and rehabilitation planning; issues and ethics in rehabilitation service delivery; assistive technology; vocational evaluation; career counseling; job development and job/career placement, and issues related to independent living. Students who specialize in deaf rehabilitation are required to have at least an intermediate level of sign language competence.

Rehabilitation counselor education is an active process that provides students with classroom and applied experiences to develop and refine their rehabilitation counseling skills. Through coursework the student establishes a knowledge base of various techniques and theoretical approaches. However, these can be fully understood only through experiential activities. Supervised classroom and field traineeships provides students with opportunities to do the following:

• To reveal an understanding of the elements of rehabilitation counseling skills, techniques, and principles.
• To learn about rehabilitation practice by being involved actively with agencies providing rehabilitation services to people with disabilities.
• To assist in the growth and enhancement of a professional identity.
• To augment capacity to build up successful interpersonal relationships with clients and agency personnel and other helping professionals.
• To experience multi-disciplinary teamwork in rehabilitation service delivery agencies.
• To develop skills necessary in assisting persons with disabilities to be productive at their highest optimum level on a personal, interpersonal, and vocational level.

Generally, the practicum and internship experiences provide didactic interaction coupled with applied experience in developing mastery as change-agent counselors. The student learns about ethical and professional issues, becomes involved in team efforts to enhance client growth, advocate for people with disabilities, and development of professional identity as a rehabilitation counselor through self-assessment and exploration.

The internship experience is specifically designed to help students integrate their in-class learning in "the real world." For students with limited experience, the first semester internship is designed to provide training in basic human relations skills and an orientation to a variety of rehabilitation facilities. For students with more than one year experience, the first year internship provides an opportunity to practice a new helping paradigm, and to explore any difficulties currently experienced in their internship sites.

It is important to note that the course offerings do occasional shift, however generally, COUN 762 and 704 are offered in Fall; COUN 766 and 778 are offered in Spring. Summer classes are possible, with COUN 738 given each summer.

Application of lessons learned in the classroom to the practicum/internship setting is one of the most critical aspects of rehabilitation counseling training. However, nomenclature used by the department and its varying special areas of emphases, and the various accrediting bodies involved, (e.g., CORE and CACREP) to refer to various components of the experiential clinical sequence can be quite confusing. In part this is created because of the different terminology used by varying accrediting bodies such as The Board of Behavioral Science (BBSE) that oversees Marriage and Family Therapists’ training. To complicate matters, SFSU’s Rehabilitation Counseling Program and Department of Counseling uses a different terminology conforming to the accrediting body, CORE, nomenclature. Hopefully, we can clarify this.

SFSU Department of Counseling uses several terms in various venues to refer to the field work you do. These terms include the following: practicum, internship, traineeship, and field work. Thus, in certain department documents, the term fieldwork traineeship will also appear, inclusive both of practicum and internship. The important thing to remember here is that practicum and internship both refer to the hours of work done in your agency placements.

It is important to note that the Council on Rehabilitation Education (CORE, the accrediting body for graduate Rehabilitation Education Programs) uses this terminology in specific ways. According to the Accreditation Manual for Rehabilitation Counselor Education Programs published by CORE, the following definitions are provided:

The uniqueness of the Department of Counseling compared to many other counseling programs throughout the country is that the field placement occurs simultaneously with classroom work; one is not prerequisite to another but rather occur simultaneously from the beginning of the clinical sequence. However, the first semester of the sequence is definitely intended to begin at a beginning level, both in the classroom and the field and increases developmentally across the span of the clinical sequence, always based on individual abilities and capabilities.

The accrediting body, CORE, uses the term "practicum" which corresponds to SFSU’s COUN 705 Fieldwork Traineeship (outside of classroom) and COUN 706 Interviewing Process (In Classroom). The first 100 hours’ requirement is complete by approximately the ninth week of the semester. Thereafter, the student enters the "internship" period.

The accrediting body, CORE, uses the term "internship" which corresponds to SFSU’s COUN 890 Integrative Counseling and COUN 891, Case Studies and Internship Seminar (In Classroom) each coupled with COUN 892 Fieldwork Traineeship, in each of the last two clinical sequence semester (Outside of Classroom).

There are three components to the clinical training sequence in Rehabilitation Counseling. Issues related to diversity and multiculturalism are infused through the clinical sequence. These include the student's practicum experience which includes classroom and individual supervision; the internship experience, and, liaison communication between the University and the on site agency supervisor. The key people in this sequence are: (1) the Client/consumer; (2) the Faculty (referred to as coach for supervision purposes), (3) the Site Supervisor (referred to as supervisor), (4) Liaison, (5) Advisor.

The purpose of the internship training is to provide the student with a supervised experience in rehabilitation practice with people who have disabilities. It represents an opportunity to apply the knowledge and skins learned in the classroom to varied rehabilitation clients, agencies, and problems. Also, it assists the student in becoming an effective counselor and acquaints the students with the diversified activities and opportunities in the rehabilitation field.

The clinical course sequence occurs over four semesters. Four classroom courses and four field courses comprise the clinical sequence. Each classroom course is coupled with a field course and these must be taken concurrently. The four classroom courses are as follows:

• Coun 705 Practicum and Internship
• Coun 735 Practicum and Internship
• Coun 892 Internship
• Coun 892 Internship

Two terms are used to refer to the supervision students receive during their practicum and internship. There is an on-site supervisor, the supervisor at your agency placement with whom you meet one hour per week to discuss agency policies, procedures, your work as a rehabilitation counselor, case management, strategies, interventions, and most importantly of course, the client/consumer. The site supervisor may or may not be a CRC. The CRC faculty is referred to as a "coach" to distinguish from the onsite function of supervision. You receive individual coaching (explained below) throughout your compilation of practicum and CRC 600 hour requirement, and supervision throughout all of your agency internship.

Each clinical practice course follows a similar format. Students learn the skills at a basic level under the supervision of faculty during initial coursework (i.e., COUN 706 and COUN 736) with individual supervision by a CRC on site at the rate of one hour per week. If the site supervisor is not a CRC, the CRC faculty will provide the hour per week supervision. In any event, the CRC faculty instructor of these two clinical courses provides ten (10) one-hour supervision sessions during the first year. During the second year, eight (8) one-hour supervision sessions are provided by the CRC faculty instructor. Throughout the entire year, in addition, on-site individual supervision is continuing at the rate of one hour per week sessions.

In the first year of the clinical sequence in the rehabilitation counseling program, the instructor does not change during the first year of clinical sequence (i.e., COUN 706 and 736).

The first semester of the clinical sequence focuses on acquiring basic relational counseling and helping skills necessary in working with individuals with disabilities while at the same time gaining introductory internship experience. During the first two semesters, 10 hours of individual supervision are provided by the faculty coach (a CRC) and weekly hourly supervision is provided on-site throughout the entire clinical sequence. Audio and/or videotapes are required throughout the clinical sequence to be reviewed during coaching sessions.

Students will usually be meeting individually, but on occasion as part of a dyad or triad, but each student must be the focus of such meetings 5 times. Each student receives "coaching" from the faculty instructor of the course. The student is expected to meet with supervisors five times for one hour each to review progress in the field. The skills to be learned include the following:

• Basic attending/listening skills
• Basic sense of self in the counseling session
• Basic sense of the process of an interview
• Learning how to work with unwilling clients
• Learning how to handle crises
• Learning about limits of confidentiality
• Beginning issues of the rehabilitation process
• How to use internship effectively
• How to use supervision and coaching appropriately
• Making appropriate referrals
• Mission, role and competencies of the rehabilitation counselor

The second semester emphasizes self-exploration and integration of helping skills the rehabilitation counseling process. Conceptualization of the rehabilitation counseling process from an interpersonal, relational, and systemic perspective is a focus. The skills to be learned in the second semester include the following:

• Using the "here and now" in counseling sessions in the context of a systemic approach
• Exploring resistance
• Projection, transference, and countertransference as the impact on the rehabilitation process.
• Client/consumer choice and control of the interview
• Confrontation
• Setting limits and boundaries
• Termination
• Examining what constitutes professional behavior
• The rehabilitation counseling profess and it intersects with counseling process
• The impact of cultural/socio-economic/diversity issues in the rehabilitation counseling process

During the third and fourth semesters, the student retains the same instructor (CRC faculty). The student meets individually with the CRC faculty for coaching for 6 hours during the third and fourth semester, and for 2 hours with CRC liaison faculty, until CRC hours are completed. (Individual weekly supervision sessions with on-site supervisor continue). The Individual Rehabilitation Counseling Program Coaching Plan is completed by the student and signed as a contract between the student and the CRC Faculty instructor of COUN 890 and 891. This contract establishes goals and objectives for the student regarding specific learning objectives related to the integration of theory and practice. A copy is provided to liaison faculty and on-site supervisor. Based on the student’s particular agency placement, specialized reading assignments will complement internship challenges in the area of strategies, interventions, techniques and rehabilitation counseling planning. A copy of the Individualized Coaching Plan appears in the Appendices.

The third semester of the clinical sequence focus on applying what has been learned in all skill development classes to the field in more advanced placements in the internship. The following areas are the foci of this semester:

• Intake interviewing
• Understanding medical information in the counseling context
• Psychological referrals
• Vocational evaluations
• Information processing and rehabilitation planning
• Job/career placement
• Caseload management
• Ethical decision making
• Working from a specific theoretical orientation
• Case formulation
• Treatment planning
• Strategies, interventions, and techniques

The fourth semester focuses on moving from graduate school into the profession. A primary focus is on systematic caseload management, family-centered rehabilitation case management, rehabilitation case management and managed care and the case study. This particular class (891) is the official university and department second level writing requirement. Skills to be learned during the fourth semester include the following:

• Integrating curriculum with practice
• Professional/ethical issues
• Current professional issues and trends in the field of rehabilitation counseling
• Practice in the use of case management principles
• Importance of vocational counseling skills for the rehabilitation counselor

NOTE: The CRC faculty provides the supervision required by CORE regardless of whether your agency site supervisor is a CRC or not.

NOTE: At this point, the end of the second semester, the student has received 10 hours of individual "coaching" (i.e., supervision) from the CRC faculty instructor, and 16 hours of on-site supervision at a weekly rate of one hour per week, which may or may not have been with a CRC. Often the site supervisors are licensed marriage and family therapists and may also have a CRC and/or have completed a second specialization in rehabilitation counseling. The supervision ratio by CRC faculty for the first year is 1 hour for every 28.4 internship hours, i.e., 1:28.

COUN 890 Integrative Counseling

This 3 unit seminar that meets approximately 5 times during the semester for 2 hours each. Case content has been discussed above and additional knowledge base is established in conjunction with the Individualized Coaching Plan. Additionally, six (6) individual hourly coaching sessions is provided by the CRC faculty and two (2) individual hourly coaching sessions is provided by liaison faculty, until the CRC hours are completed.

The student completes 16 hours per week for 16 weeks internship for a total of 256 hours for the semester, supervised by the on-site supervisor at the rate of one hour per week. The CRC faculty provides coaching for a total of 3 individual hourly coaching sessions during this semester and the liaison faculty provides one hour of individual coaching.

This 3 unit seminar that meets 6 times during the semester. Case Study Presentations are given during this seminar.

COUN 892 Internship

• Internship Hour Subtotal = 92+192+256+60=600 hrs (CRC Requirement)
• Individual CRC Hourly Coaching = 5+5+6+2=18hrs.
• Overall CRC Supervision to field hours is 1:33
• Total Hours in by the end of 4 semesters of clinical internship = 896

The procedure for assigning students to internship sites is specifically designed to provide a beneficial training experience in which the student will be successful. The SFSU Department of Counseling "Practicum and Trainee Handbook" contains detailed information about the role and responsibility of the key people, information about safety and liability, departmental requirements for internship settings, etc., in relationship to your internship experience. The List of appendices in that document contains necessary contracts and forms.

These guidelines are to be used by students who are working in rehabilitation-related job, and who wish to use that job as a clinical internship site. The considerations discussed here are to be used to specify the clinical internship site in a way which meet Department of Counseling policy and assures documentation of internship hours for certification as a rehabilitation counselor (CRC) and most importantly provides the student with the knowledge base commensurate with accrediting guidelines.

In general, varied experiences are desired for all students over their two years of internship. It is Department of Counseling policy that second year students (taking COUN 892 Internship) be placed in a setting different from that in which they fulfilled their first year placement requirements. However, we realize as well that many rehabilitation professionals are already working in the field and are upgrading their credentials at the same time as pursuing graduate study. Toward that end, the Department of Counseling has in place a Waiver of Internship Placement Policy allowing those students to continue in the same placement throughout their internship experience. However, the Internship Supervisor, Rehabilitation Counseling Program Coordinator, Faculty Liaison and Internship Coordinator, must all sign the "Waiver of Internship Placement Policy Form (See Appendices) agreeing that the student will experience differentiated learning experiences and supervision in the second year of his/her placement in the setting. Students who wish to use their employment for two years of clinical internship must make arrangements so the second year differs from the first year in an identifiable manner, e.g. different client groups, or different internship activities.

Student and Agency responsibilities are clearly delineated in the "Practicum and Trainee Handbook for Master of Science in Counseling". Further, the clinical internship placement gives the student an opportunity to develop the knowledge and skills required for a high level of proficiency in the rehabilitation counseling profession. Emphasis is on professional standards and expectations relevant to the internship site (i.e., agency). The following characteristics are particularly significant:

• attendance,
• professional appearance relevant to agency context
• working relationships with staff
• report writing
• involvement in agency's training and development

Students should observe the following requirements:

• Regular and punctual attendance at the clinical internship as required by the internship site. Absence must be made up. Documentation of hours is the responsibility of the student and reporting forms appear in the Department of Counseling "Practicum and Trainee Handbook".
• Observance of agency-specific rules, policies, and procedures of each internship site as outlined to the student by the, agency supervisor including time schedules, confidentiality, standards of dress, completion of paperwork; adherence to rehabilitation counselor code of ethics, etc.
• Respecting the confidentiality of clients of the agency and their records, in accordance with the internship site’s policies and procedures and the rehabilitation counselor code of ethics.
• Involvement in as many aspects of the rehabilitation process as possible in the internship site depending on the agency itself.
• Participation in available in-service training programs offered by the agency.
• Regular participation in the clinical sequence.
• Apprise the site supervisor, advisor, liaison, and faculty coach of your progress. Specifically, the student in responsible for informing the agency supervisor about course requirements that include interaction with clients, e.g., vocational testing, case management practice).
• Any divergence from either the written contract of responsibilities outlined in this manual must be reported to both the agency and the faculty coach and liaison.
• Although not a requirement of the University, students should consider taking a course in CPR and first aid prior to beginning an internship

A. Personal/Professional Goals and Development

• Identifies personal goals for semester.
• Uses coaching sessions to work toward achieving personal/professional goals.
• Integrates work toward achieving personal/professional goals into client sessions.

Personal Goals:

B. Works on identifying goal of counseling/interview session for client and overall goal of counseling for client/consumer.

C. Engages in co-management and collaboration in goal-setting and rehabilitation planning with client throughout the rehabilitation counseling process.

4. Uses basic and advanced counseling skills in the context of a theoretical framework applied to the field.

2. Integrates counseling into the rehabilitation process.
3. Uses goal analysis" in determining what a client needs to do to achieve his or her vocational goal.

4. Becomes familiar with vocational planning including use of DOT and O*NET, diagnostic rational for the vocational objective, statements of client'’ rights and responsibilities, cost of program, etc.
5. Understands and uses principles of caseload management and techniques applied to rehabilitation counseling.

 

6. Understands and utilize ethical case management practices and decision making.
7. Understand and practices Family-Centered Rehabilitation Case Management.
8. Will understand how multiculturalism and diversity interact and impact the rehabilitation counseling process.
9. Is responsive to coaching in such things as:

• Seeking understanding about reactions and interactions in coaching sessions.
• Contributes actively to the content of the discussion.
• Responds to CRC faculty coach with thoughtful questions.
• Attempts to integrate coaching advice into counseling sessions.

Other:

L. Professional behavior.

• On time for coaching.
• Provides required tapes, readings, and in general is prepared for coaching session.
• Brings case information to facilitate coaching.
• Engages in ethical professional behavior with client.
• Treats client respectfully and humanely (in-session and/or in coaching session).

M. Case Study presentation skills

• Presents client information in an organized, professional manner.
• Clearly specifies all components of the vocational evaluation including presenting problem, background, and demographic information, and rehabilitation plan.

Student Signature:

CRC Faculty Signature:

Date:

The Rehabilitation Counseling Program is part of an overall University Assessment procedure. In addition, the specific impact of the San Francisco State University (SFSU)’s Rehabilitation Counseling Program will be assessed throughout the life of the program using a systematic program of evaluation, both formative and summative. At the crux of the evaluation is whether or not the mission of the program (identified below) is attained. This is dependent on the completion of the objectives related to the program mission (outlined below).

The attached work plan will serve as a guide to assure timely completion of all project objectives and related activities. One of the primary responsibilities of the Coordinator is to see that the objectives are met. She/he must see that this evaluation plan integrates into the overall College of Health and Human Services Evaluation Plan (the latter has not yet been fully articulated and/or implemented) in consultation with the Chair of the Department of Counseling and faculty. A systematic evaluation strategy will be accomplished annually by the Coordinator .

Mission: To provide graduate education of rehabilitation professionals so that they may provide quality rehabilitation services in a culturally sensitive manner to individuals with disabilities.

Objectives:

1. Advancement of the basic philosophical underpinning of rehabilitation.
2. Training of master’s level rehabilitation counselors based on the ten knowledge skill areas identified by the Council on Rehabilitation Education (CORE) and the Commission of Rehabilitation Counselor Certification (CRCC).

(3) Advancement of the Code of Professional Ethics for rehabilitation counselors.

The purpose of this questionnaire to evaluate ourselves and use your feedback to improve our program. Thank you in advance for your assistance.

2. The Rehabilitation Counseling Program has provided me with a Rehabilitation Counseling Student Handbook and Internship Manual.

3. The Advisory Board meeting minutes have been provided to me whether I attended the meeting or not. Yes No.

4. The Rehabilitation Counseling Program is adequately preparing its graduates for the profession of rehabilitation counseling in the following areas: (Check those with which you agree are being provided)

_____ Information about Code of Ethics for Rehabilitation Counseling

______ Knowledge base for Medical Information

_____ Knowledge base of psychosocial information about people with disabilities.

_______ Job/Career Development and Placement

_______ Counseling Skills

_______ Assistive Technology

_______ Contact with Rehabilitation Counseling Professionals

Other ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Please list recommendations, suggestions, and/ or changes would you recommend for the RC program?

Thank you for your cooperation. Please return in the enclosed self-addressed envelope.

We are interested in your feedback on how ell we are preparing our graduates for the workplace. The purpose of this questionnaire to evaluate ourselves and use your feedback to improve our program. Thank you in advance for your assistance.

1. Name of agency/ firm: ___________________________________________

_____________________________________________________________

_____________________________________________________________

2. Focus of program: ______________________________________________
3. Type of consumers served: _______________________________________
4. Name(s) of graduate(s) (optional) __________________________________
5. Position/ title of graduate(s): ______________________________________
6. Number of graduates hired during past 12 months: ____________________
7. Your title and position: __________________________________________

Thank you for your cooperation. Please return in the enclosed self-addressed envelope.

<< GRADUATE Students’ Letter>>

Date: <<date>>

<<graduate name>>

<< address>>

<<city>>, <<state>> <<zipcode>>

Dear <<graduate name >>:

On an annual basis, the Rehabilitation Counseling Program is conducting an evaluation of the effectiveness of the program. We would appreciate your assistance in the following:

• Evaluating the relevance and effectiveness of the Rehabilitation Counseling Program to your employment and career objective.
• Assist us in learning how well the program prepared you for employment
• Assist us in compiling required data about our graduates

Feedback from you can help us in this effort and ultimately assist us in improving the program. Also, the Council on Rehabilitation Education (CORE), our accrediting body, requires that we obtain evaluative feedback from graduates.

The enclosed questionnaire poses many questions and we hope you can take the time to complete the questionnaire and return to us as soon as possible in the enclosed self-addressed envelope. Among other things, we need to know if you are employed, the type of work you are doing, whether this is full or part time, and the effectiveness of our program in preparing you for this employment and ultimately the profession of rehabilitation counseling.

We would greatly appreciate your taking the time to respond to the enclosed questionnaire. If you have any questions, please do contact me.

We wish you well.

Sincerely,

Anita Leal-Idrogo, Ph.D., CRC

Coordinator, Rehabilitation Counseling Program

voice phone: (415) 338-2282

2. CERTIFICATION: CRC? Yes___(as of when)____________; No_____

3. PROFESSIONAL MEMBERSHIPS: NRA___ NRCA ___; ARCA___; CDARA____;

RESNA___; Other____________________________

MFC ____, Career ___, College ____, School ___, Gerontology ____

1 2 3 4 5

___________________________________________________________

1 2 3 4 5

1 2 3 4 5

_____________________________________________________________

1 2 3 4 5

1 2 3 4 5

Comments ____________________________________________________

Thank you for participating in this evaluation. PLEASE FILL OUT AND SEND TO US IN THE ENCLOSED SELF-ADDRESSED ENVELOPE. If you have questions, please do call and /or e-mail.

Anita Leal-Idrogo, Ph.D., CRC

Coordinator, Rehabilitation Counseling Program

voice phone: (415) 338-2282

The Student Recruitment Process consists of 7 components.

1. Development of Recruitment Materials
2. Identification of Recruitment Sites
3. Identification of Recruiters
4. Identification of Recruitment Activities
5. Implementation of Recruitment Activities
6. Selection of Students
7. Follow-up on Selected students and end of first year

Following is a description of the activities associated with these components.

Activity 1. Update existing departmental materials to coincide with Rehabilitation Counseling Program Advising and Internship Handbook.

Activity 2. Update existing brochure used by Dept. of Counseling.

Activity 3. Develop new brochure for circulation to identified recruitment sites.

Activity 4. Develop flyers for posting around university

Activity 5. Develop ad for "The Gator", SFSU student newspaper

Activity 6. Develop list of Bay area universities and social science-related programs.

Activity 7. Meet with Rehabilitation Counseling Student Association to develop recruitment materials and suggestions twice per year.

Activity 1. Compile list of SFSU undergraduate programs most likely to feed into Dept. of Counseling graduate program, and specifically rehabilitation counseling.

Activity 2. Compile list of private and public university programs in Bay area that might have potential students.

Activity 3. Develop list of California State Dept. of Rehabilitation supervisors.

Activity 4. Establish databases of the above-mentioned lists for mailings of recruitment materials.

Activity 1. Request volunteer speakers from current rehabilitation counseling students.

Activity 2. Request RCSA to schedule recruitment speaking as part of their mission and/or activities.

Activity 3. Request volunteer faculty to speak to other university classes.

Activity 1. Develop methods of distribution of recruitment materials.

Activity 2. Meet with Rehabilitation Counseling Student Association (RCSA) to develop more recruitment activities.

Activity 3. Consult with Associate Dean of CHHS to develop activities.

Activity 4. Consult with Student Body Activities’ Office to develop activities.

Activity 5. Speaking engagements

Activity 7. Develop on-line courses

Activity 1. Mail recruitment materials using established databases.

Activity 2. Conduct speaking engagements

Activity 1. Meet with Dept. of Counseling Coordinators to determine selection process.

Activity 2. Meet with Dept. of Counseling Faculty to review applications make recommendations.

Activity 3. Select at least 25 students for enrollment in Fall semester.

Activity 1. Meet once per year with all rehabilitation counseling students.

Activity 2. Send Follow-up question to first year students.

Department of Counseling, San Francisco State University

3. Student e-mail address: ____________________________________

1. Address:
2. 5. Phone #:

6. Semester of Admission: 7. Degree Objective:

11. GAP FILED: (This occurs during the semester in which you are enrolled in COUN 736.

***************

766, Medical-Social Aspects of Rehab ____________ ________ ____ ____

(Recommended Second Semester)

778, Occupational Info, Dynamics. ____________ ________ _____ ____

748. Assistive Technology ____________ ________ _____ ____

or after; recommended as last rehab course)

Anticip. Date When Taken Units Grade

700, Theories of Counseling ___________ ___________ ____ ______

702, Developmental Foundations ___________ ___________ ____ ______

[Must be taken before, or with, 706]

703, Psychological Foundations ___________ __________ _____ ______

705, Practicum/Internship (12 hrs./wk) (2 Units) ___________ __________ ______ ______

706,Counseling Process ___________ __________ ______ ______

[Must be taken after, or with, 702 & 703, and with 705;

715, Assessment Techniques ____________ ___________ ______ ______

735, Internship (12 hrs./wk.) (2 Units) ____________ ___________ ______ ______

736, Advanced Counseling Process ____________ ___________ ______ ______

[Must be taken after 705-706, and with 735]

A Rehab Section.

738, Alcohol & Substance Abuse ____________ ___________ _______ ___ _

794, Seminar in Research ____________ ___________ ________ ____

811, Group Counseling ____________ ___________ _________ ____

Anticip. Date When Taken Units Grade

833, Socal & Cultural Foundations __________ _________ _____ ______

890, Integrative Counseling __________ _________ _____ ______

892, Internship (16-24 hrs./wk.) (2 Units) __________ __________ ______ _____

[Must be taken after 735-736, and with 890]

(858, Couple & Family Counseling )

859, Counseling Aspects of Sexuality* __________ __________ _______ _____

Take a Rehab Section]

892, Internship (2 Units) __________ __________ _________ _____

1. Name: __________________________ b) Anticipated Date of Graduation: _______

2. PROFESSIONAL MEMBERSHIPS: NRA___ NRCA ___; ARCA___; CDARA____;

RESNA___; Other____________________________

MFC ____, Career ___, College ____, School ___, Gerontology ____

1. What is your expected area of expertise, e.g., probation, Department of Rehabilitation, private practice, etc. ________________________________

1. Have you completed any internship hours? Yes ______ No _____
2. How many hours, if applicable. ____________________

___________________________________________________________

1 2 3 4 5

1 2 3 4 5

e) Faculty liaison met my needs sufficiently. Yes 1 2 3 4 5 no

1 2 3 4 5

Who adequately responded to my academic needs. Yes No

Anita Leal-Idrogo, Ph.D., CRC

Coordinator, Rehabilitation Counseling Program

voice phone: (415) 338-2282

SAN FRANCISCO STATE UNIVERSITY

David Komorski, Graduate Student

C/O Dr. Anita Leal-Idrogo

San Francisco State University

College of Health and Human Services, Dept. of Counseling

Rehabilitation Counseling Program

1600 Holloway Avenue, BH 524

San Francisco, CA 94132

e-mail address: _____________ Home Ph. # ________________ Work Ph. # __________

Check choice of shirt size: MED ___ LG ___ XLG ___ (consider shrinkage)

<< First Year Student Letter>>

Date: <<date>>

<<student name>>

<< address>>

<<city>>, <<state>> <<zipcode>>

Dear <<student >>:

The Rehabilitation Counseling Program believes in evaluating the effectiveness of the program at several stages. The first is with first year students. We very much want your feedback so that we can continue to make the program relevant to your needs while at the same time meeting accreditation requirements. We would appreciate your assistance in the following:

• Evaluating the relevance and effectiveness of the Rehabilitation Counseling Program to your employment and career objective.
• Assist us in learning how well the program is preparing you.
• Assist us in compiling required data about our students and keeping us up-to-date on your location.

Feedback from you can help us in this effort and ultimately assist us in improving the program. Also, the Council on Rehabilitation Education (CORE), our accrediting body, requires that we obtain evaluative feedback from students.

The enclosed questionnaire poses many questions and we hope you can take the time to complete the questionnaire and return to us as soon as possible in the enclosed self-addressed envelope. Among other things, we need to know if you are employed, the type of work you are doing, whether this is full or part time, and the effectiveness of our program in preparing you for this employment and ultimately the profession of rehabilitation counseling.

We would greatly appreciate your taking the time to respond to the enclosed questionnaire. If you have any questions, please do contact me.

We wish you well.

Sincerely,

Anita Leal-Idrogo, Ph.D., CRC

Coordinator, Rehabilitation Counseling Program

voice phone: (415) 338-2282