The Graduate School of East Carolina University and the Department of Rehabilitation Studies have established Graduate (MS) degree programs in:
• Rehabilitation Counseling
• Substance Abuse and Clinical Counseling
• Vocational Evaluation
These programs are designed to meet the needs of public and private rehabilitation, substance abuse, mental health, corrections, and various educational settings.
The three programs have a number of courses in common, many elect to complete requirements in more than one area. Most students earn a M.S. degree in two programs such as Rehabilitation Counseling and Substance Abuse and Clinical Counseling (57 hours) or Rehabilitation Counseling and Vocational Evaluation.
Students in rehabilitation counseling and vocational evaluation MS degree programs complete a minimum of 48 s.h. of credit. Students in the substance abuse and clinical counseling degree program must complete 54 s.h. of credit. Students with an undergraduate degree in rehabilitation services are required to complete a minimum of 42 s.h. of credit for any of the three MS degree programs. Required courses passed with a grade of B or higher at the undergraduate level will be waived. Electives come from the Department of Rehabilitation Studies as well as other departments such as psychology and family relations. The Department also offers evening courses and summer programs for part-time students.
The requirements for entrance into the ECU Graduate School and the department are as follows:
• A baccalaureate degree from an accredited college or university
• Admission to the Graduate School of East Carolina University requires the following:
• Application to the Graduate School
• A satisfactory score on the Miller Analogies Test or the Graduate Record Exam (verbal and quantitative scores only)
• One copy of student's official transcripts showing the bachelor's degree and any other work taken at a college or university
• Personal Interview with the departmental staff.
• References are not required for screening or admission.
COURSES IN THE GRADUATE CURRICULUM
(Degree Programs)
5000. Introduction to Rehabilitation (R/V/S)
5400. Introduction to Vocational Evaluation (V)
6000, 6001. Medical and Psychosocial Aspects of Disability(R/V)
5100, 5101. Occupational Analysis and Career Counseling (R/V)
6250. Psychiatric Rehabilitation (R/V/S)
6300. Rehabilitation Counseling and Human Development Theories (R/S)
6401. Rehabilitation Evaluation (R/V/S)
7403. Advanced Vocational Evaluation Methods (V)
7404. Seminar in Vocational Evaluation Administration (V)
6405, 6406. Vocational Evaluation Practicum and Lab (V)
6310. Prepracticum in Rehabilitation Counseling (R/S)
6360, 6361. Rehabilitation Counseling Practicum (R/S)
5795. Prevention of Alcohol and Drug Abuse (S)
5793. Treatment of Alcohol and Drug Addiction (S)
6330. Substance Abuse Counseling (S)
5796. Contemporary Alcohol/Drug Abuse Issues (S)
6350. Group Counseling for Addictive Behavior (R/S)
6320. Family Treatment in Substance Abuse Rehabilitation (S)
7610. Employee Assistance Programs (Required for EAP concentration)
6620. Private Sector Rehabilitation (Required for EAP concentration)
6370. Multicultural Counseling in Rehabilitation (R/S)
Research (R/V/S)
Internship (R/V/S)
Research Project or Thesis (R/V/S)
Courses identified with an "R" are required for completion of the rehabilitation counseling program. Graduates are eligible for certification as rehabilitation counselors (CRC) and state licensing* as professional counselors.
Courses identified with a "V" are required for completion of the vocational evaluation program. Graduates are eligible for certification in vocational evaluation (CVE), and where appropriate, registration or state licensing.
Courses identified with an "S" are required for completion of the substance abuse and clinical counseling program. Graduates are eligible for certification as substance abuse counselors (CCAS) upon passing an examination and completion of supervised work experience.**
*Graduates must, however, pass an examination, acquire the necessary supervised counseling experience, and in some states, acquire additional specific course work.
** Students graduating from the Substance Abuse and Clinical Counseling program are provided a 2 year reduction in experience requirements to be certified by the N.C. Substance Abuse Certification Board. Normal required experience is 3 years.
REHABILITATION COUNSELING PROGRAM
Mission
The primary mission of ECU’s master’s program in rehabilitation counseling is to teach counseling and rehabilitation theories, applied counseling approaches, and clinical skills necessary for professionals to assist individuals with disabilities achieve their maximum level of physical, psychological, social, educational, vocational, and economic functioning. Objectives
The objectives of the program are to provide students with the essential knowledge, skills, and attitudes necessary to function effectively as a professional rehabilitation counselor which include, but are not limited to, the following areas:
1. Foundations of rehabilitation counseling, history, philosophy, legislation and laws affecting individuals with disabilities, social/cultural issues, and ethical standards of practice.
2. Clinical counseling services to individuals, family members, and groups of persons affected by acquired or congenital disabilities.
3. Case management services including coordinating, planning, and implementing rehabilitation plans for persons with disabilities.
4. Vocational, career development and job placement in terms of the assessment of occupational information, labor market trends, and development of vocational rehabilitation plans with persons with disabilities.
5. Medical and psychosocial aspects of disability and how the person’s environment, socio/cultural aspects, family, and psychological well-being impact the individual’s adjustment to his or her disability.
6. Applied research methodology and project design related to rehabilitation counseling.
Scope of Practice
Rehabilitation counselors provide individual and group counseling, vocational assessment, case management, and consultation services to persons with physical, mental, emotional, developmental, and cognitive disabilities. The rehabilitation counseling profession is founded on humanistic values and beliefs that facilitate therapeutic interventions using a holistic approach.
Roles and Responsibilities
· Rehabilitation counselors use knowledge and skills from several disciplines including psychology, medicine, education, social work, law, and employment to serve persons with congenital and acquired disabilities.
· Rehabilitation counselors practice in a variety of public and private settings that include, but are not limited to: state-federal vocational rehabilitation agencies, private psychiatric and physical rehabilitation hospital settings, county and regional mental health and substance abuse programs, independent living and residential facilities, and hospital-based physical rehabilitation units.
· The unique role of the professional rehabilitation counselor promotes self-responsibility and self-advocacy with the consumers they serve and assists them to develop personal, family, and community resources consistent with personal goals and lifestyle.
Standards of Practice for Rehabilitation Counselors
Rehabilitation Counseling is a holistic and integrated program of medical, physical, cognitive, psychosocial, and vocational interventions that empowers persons with chronic illnesses and disabilities to achieve an optimal level of overall functioning. The profession itself is founded on humanistic values and the belief that each person is a unique individual.
Rehabilitation counselors facilitate counseling and vocational assessment strategies with their clients/consumers that cultivate independence, personally fulfilling, socially-emotionally meaningful, and functionally effective interactions within their environment. The general goals within the rehabilitation counseling process are to facilitate independence, vocational, and psychosocial adjustment for persons with chronic illnesses and disabilities.
The field of rehabilitation counseling has a promising future that offers employment in a variety of settings that may include, but are not limited to: state-federal vocational rehabilitation agencies, community-based rehabilitation centers, hospital-based rehabilitation units, independent living and residential treatment facilities, psychiatric, mental health, and substance abuse programs, as well as a variety of case management settings.
Standards of Practice for Rehabilitation Counselors
- Understand the social, psychological, economic, physical, medical and environmental problems of people with disabilities.
- Knowledge of the history, philosophy, legal status, and agencies/facilities of the rehabilitation system, as well as the roles and functions of rehabilitation practitioners.
- Ability to apply knowledge of psychological, career and aptitude tests to facilitate consumer choices.
- Knowledge of employment services available to people with disabilities.
- Ability to effectively communicate verbally and in writing with people with disabilities and members of the treatment team.
- Ability to provide personal and career counseling to individuals from differing cultural and social groups.
- Ability to provide group counseling as a method of assisting individuals to more successfully make life decisions.
- Knowledge of community resource available to people with disabilities.
- Ability to function as a consultant to business and industry on issues related to disability and accommodation.
- The ability to problem solve to assist persons with disabilities in their rehabilitation program and to empower the person with a disability.
- Knowledge of ethical principles and decision-making models to facilitate effective delivery of rehabilitation services.
(Adapted from Disability and Rehabilitation Studies Self Study of Curriculum Content Areas from the Council on Rehabilitation Education website: http://www.core-rehab.org/SelfStudy99.html)
Professional Communication
- Verbal communication to provide personal and group counseling
- Verbal communication to provide consultation to industry and business
- Verbal communication to convey technical and vocational information to consumers
- Communicate abstract information in a clear manner
- Written communication skills and report development
- Vocational counseling techniques and skills
- Basic negotiation and mediation techniques
- Collaboration skills to develop effective partnerships within and across disciplines
References
Commission on Rehabilitation Counselor Certification. (2007). Scope of Practice Statement. Schaumburg, IL: Author. Retrieved online November 8, 2007 http://www.crccertification.com/downloads/35scope/scope_of_practice_%200307I.pdf
Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (2006). Standards and Procedures Manual for Certification in Vocational Evaluation. Schaumburg, IL: Author. Retrieved online November 8, 2007. http://www.ccwaves.org/docs/CVE%20Certification%20Guide_rev523.pdf
Code of Professional Ethics for Rehabilitation Counselors. Commission on Rehabilitation Counselor Certification. Schaumburg, IL: Author. Retrieved online November 8, 2007 http://www.crccertification.com/downloads/30code/A-code/code_effective_0102_updated_format_0105_REV_307I.pdf
SUBSTANCE ABUSE AND CLINICAL COUNSELING
Scope of Substance Abuse and Clinical Counseling
There are approximately 18 million alcoholics and alcohol abusers in the United States and millions more who abuse illicit drugs such as cocaine, heroin, PCP, amphetamines, depressants, hallucinogens, and prescription drugs. In addition, approximately 15% of the population has a diagnosable mental illness in any given year.
Adverse effects of drug abuse and mental illness are related to all aspects of society, including physical and mental health, relationships, families, legal problems, crime, accidents, financial difficulties, work and spiritual problems.
As a result, a multitude of jobs have been created within substance abuse, medical, and mental health programs for professionals with specialized knowledge and skills in substance abuse and clinical counseling.
East Carolina University is one of the few schools in the nation that offers a master’s degree in substance abuse and clinical counseling to help meet the tremendous need for counselors within the substance abuse and mental health fields.
Roles and Responsibilities
· Assists people with addictions, mental health problems, and dual diagnosis concerns to more effectively deal with these issues.
· Provides or coordinates a variety of rehabilitation services, including drug detoxification; assessment and diagnosis; individualized rehabilitation planning; individual, group, and family counseling; vocational counseling; coordination of medical services; consultation; and general mental health counseling.
· Works in drug detoxification centers, inpatient drug rehabilitation programs within hospitals and clinics, residential therapeutic communities, half-way houses, methadone maintenance programs, partial hospitalization or day programs, out-patient counseling programs, employee assistance programs, and drug prevention programs.
· Works on interdisciplinary teams to meet the total needs of persons with substance abuse and mental health problems.
A recent journal article describing the undergraduate and graduate programs in substance abuse and clinical counseling in the Department of Rehabilitation Studies at East Carolina University
A recent survey of graduate student characteristics and career goals in the Substance Abuse and Clinical Counseling program at East Carolina University
VOCATIONAL EVALUATION
Throughout our lives we are faced with the difficult task of trying to find that "perfect " job. For individuals with barriers to employment, this process is even more difficult. The role of the vocational evaluator is to assist individuals who are disabled or disadvantaged identify appropriate education, training, jobs and career paths, in order to improve their overall quality of life.
Vocational evaluation uses many of the clinical skills found in psychology, counseling, and education, such as file review, diagnostic interviewing, standardized testing, behavioral observation, data interpretation, and vocational/career decision making. However, a unique aspect of the vocational evaluation process is the additional use of real and simulated work activities and instruments. To explore vocational interest and potential and identify accommodations and supports.
Vocational evaluators work in vocational rehabilitation agency offices, rehabilitation facilities, community rehabilitation programs, hospitals, institutions, secondary public schools, community colleges, private industry, and private practice.
Roles and Responsibilities:
Assists people with a wide range of physical, mental, and emotional disabilities or who are disadvantaged, to identify appropriate vocational interests, abilities, opportunities and service needs.
Provides necessary evaluation services including vocational, educational, personal, social, residential, environmental and community, in order to examine their impact on an individual's overall career development and employment success.
Formulates a variety of employment, transition, education, and rehabilitation recommendations to be used as a planning tool by clients/students and their counselors/teachers. This promotes the process of empowerment and informed choice.
Works on interdisciplinary teams to meet the total needs of persons who are disabled or disadvantaged.
Technical Standards of Practice for Vocational Evaluators
Vocational evaluation is a profession that helps people match their knowledge, skills and abilities with a career path. Vocational evaluators use a variety of tools to insure the career match provides success and satisfaction. Vocational evaluation is defined as a comprehensive process that systemically uses work, either real or simulated, as the focal point for assessment and vocational exploration, the purpose of which is to assist individuals in vocational development. Vocational evaluation incorporates medical, psychological, social, vocational, educational, cultural and economic data into the process to attain the goals of the evaluation (Dowd, 1993). The Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (CCWAVES) has prescribed the following five domains as representative of the knowledge and technical skills that a vocational evaluator needs to enter successfully the profession.
Principles of Vocational Evaluation
• Development and use of situational and community-based assessment
• Concepts of teaching/training/educating/presenting
• Characteristics of work performance and work behavior
• General principles of learning and learning assessment
• Modification and accommodation of evaluation techniques
• Assistive technology devices and services
• Systematic behavioral observation skills and techniques
• Concepts of work adjustment and work hardening
• Service delivery systems common to vocational evaluation
• Community resources and support programs
• Individualized vocational evaluation planning
• Employer and workplace needs and standards
• Program evaluation and research
• General theories of career development and vocational decision-making
• Vocational evaluation philosophy and process
• Adherence to ethical and legal principles/practices of the profession
Standardized Assessment
• Scoring and interpreting standardized tests/instruments
• Selection and administration of standardized tests/instruments
• Statistical concepts related to reliability, validity, and norming of standardized tests/instruments
• Analysis, synthesis and interpretation of evaluation results
• Principles of psychological measurement
• Legal and ethical uses of standardized tests/instruments
• Factors impacting standardized testing
• Triangulation of evaluation techniques
• General concepts of multiple and emotional intelligence(s)
• Use of work samples and commercial vocational evaluation systems
Occupational Information
• Transferable skills analysis
• Standardized occupational information and classification systems
• Labor market research and analysis
• Job analysis and task analysis
• Job development and job placement
• Forensic applications of vocational evaluation
• Common benefit systems
• Computer literacy and application skills, including use of web-based resources to obtain occupation, education, or training information
Implications of Disability
• Psychological/psychiatric aspects of disability
• Pharmacology; impact of medications, substance abuse/abuse/addiction on vocational functioning
• Ecological variables that impact vocational functioning
• Medical aspects of disability
• Psychosocial aspects of disability
• Cultural implications of disability
• Functional skills assessment
Professional Communication
• Verbal communication skills to convey information and evaluation results
• Vocational interviewing skills
• Individualizing and prioritizing recommendations
• Written communication skills and vocational evaluation report development
• Vocational counseling techniques and skills
• Basic negotiation and mediation techniques
• Collaboration skills to develop effective partnerships within and across disciplines
• Principles of case management (CCWAVES, 2006 pp. 17-18)
References
Commission on Certification of Work Adjustment and Vocational Evaluation Specialists (2006). Standards and Procedures Manual for Certification in Vocational Evaluation. Schaumburg, IL: Author. On line available at http://www.ccwaves.org/docs/CVE%20Certification%20Guide_rev523.pdf
Dowd, L. (Ed.) (1993). VEWAA glossary of terminology for vocational assessment, evaluation and work adjustment. Menomonie, WI: Materials Development Center, university of Wisconsin-Stout.
