Foundations of Rehabilitation Counseling

School of Health Professions Rehabilitation Counseling Course Syllabus

Course Information:

Semester/Year Fall 2009 Course Name Foundations of Rehabilitation Counseling Course Prefix/Number/Section REHB 561 01 Course Location Reid 1312 Course Meeting Days/Times Mondays 4:30pm-7:10pm Clinical Experience, Internship, Fieldwork Clinical Experience Credit Hours 3 Prerequisites None Course type (DAY/WEC, Graduate) Graduate Graduate)

Instructor Information:

Instructor Robert Bertolino Office Location 1222 ABAC Mondays 1:00pm-4:30pm; Tuesdays 1:00pm-4:30pm; Wednesdays Office Hours 1:00pm-4:00pm; Thursdays 1:00-3:00pm; & by appointment Office Phone Number 314-529-9659 Alternate Phone Number E-mail address [email protected]

Course Catalog Description This rehabilitation foundations course acquaints the student with the legislative, historical, and philosophical roots of rehabilitation counseling in America. Topics covered include federal and local mandates for rehabilitation of individuals with disability, progress of the profession in rehabilitation towards these mandates, the basic principles of counseling and the varied services as well as organizational structures to assist individuals with disability. A cross-disability and multicultural focus will be presented throughout the course; therefore, a broad base of disability categories will be presented and discussed including physical, emotional, cognitive, and sensory disabilities. The course will introduce the student to the professional expectations, values, and ethical standards of the profession of rehabilitation counseling.

Legislation, attitudes and expectations are shifting from an emphasis on cure, care and treatment to a concentration on participation, capabilities, adapting environments and building community for people with disabilities. The history and current issues of the disability rights movement will be presented. Students will have an opportunity to explore their own thoughts, feelings and perceptions about issues related to the disability community. In order for rehabilitation counselors and other health professionals to effectively and respectfully interact and assist individuals with disabilities they need an awareness of everyday experiences that impact the quality of life for people with disabilities, along with an understanding of appropriate referrals to agencies/organizations. Course Objectives  The student will learn basic concepts, principles and laws in rehabilitation, education, and social services.  The student will understand the varied roles of the rehabilitation counselor and the standards of practice for the profession.  The student will become familiar with the roles of related professionals in the rehabilitation team.  The student will identify important professional issues, understand basic ethical standards and learn to apply those standards to ethical dilemmas.  The student will learn the history effecting rehabilitation services.  The student will become familiar with the major organizations, organizational structures for the delivery of services, and professional resources available to the consumer.  The student will better understand his/her attitudes toward disability for the purpose of becoming more effective in working with individuals with disabilities.  The student will demonstrate an understanding of how the interaction between race, class, and gender affects persons with disabilities.

Textbooks/Required Readings

Required Riggar, T. F, & Maki, D. R. (2004). Handbook of rehabilitation counseling. New York, NY: Springer Publishing Company, Inc. Whitaker, R. (2002). Mad in America bad science, bad medicine, and the enduring mistreatment of the mentally ill. Cambridge: Perseus Publishing

Recommended American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: American Psychological Association.

Instructional Methods and Student Activities The learning experiences will be based on didactic presentations (by the instructor), discussions, small group exercises, role-plays, videotape viewings, out-of-class readings, and writing assignments. The instructor will utilize an adult learning approach whereby students will draw from the strength of their own life experiences to organize and analyze information presented in the course. Class participants are encouraged to ask questions and share personal experiences, when appropriate. Mutual respect and confidentiality will be the norm in this course.

Course Requirements and Points/Weighting

Course requirement Points/Weighting

Attendance/Meaningful Class Participation 100/400 (25%) Counselor Interview Paper 100/400 (25%) Due: 10.05.09 Learning Group Project 100/400 (25%) Dates: 11.09.09-11.30.09 Disability Paper 100/400 (25%) Due: 11.30.09

Grading Scale  93-100% = A  90-92% = A-  87-89% = B+  83-86% = B  80-82% = B-  77-79% = C+  73-76% = C  70-72% = C-  69% or below = F

At the beginning of the semester, the due dates for all assignments will be discussed. Assignments turned in later than their due dates will be marked down 10% for each class period that they are late. Assignments are expected on due dates. If unusual circumstances occur, the instructor should be notified before the due dates. (Note: Assignments are due at the start of the class they have been designated to be turned in.)

It is important for each student to understand that assignments, in part, are intended to help the instructor gauge the student’s learning. One way to evaluate this is to examine how well the student integrates readings, class discussions, and other materials (e.g., handouts, readings from other courses, ideas gleaned from readings outside the class through independent research) into his or her written assignments. Students are expected to use and cite primary (as opposed to secondary sources like textbooks) when writing any kind of paper in this class. Also, because of this emphasis on professional writing skills, students are expected to follow the rules of good grammar, syntax, punctuation, and spelling. To this end, students will be given opportunities to rewrite assignments. However, it should be noted that a rewrite is due no later than one week from the date the original assignment is returned to the student. There is an automatic 10% deduction for all rewritten assignments and if there is no substantial improvement in the quality of the work, the instructor will return the work to the student without changing the grade. Further, if attempted improvements made by the student in any way diminish the quality of the work, the instructor has the right to reduce the original score/grade.

It is recognized that many of our students have families, work, and take classes. While we understand that conflicting demands on your time will occur, our first priority is to assure that you leave this program with the knowledge and skills required of a graduate level rehabilitation counselor. Your future clients have a right to service from a fully qualified rehabilitation counselor. As a professional you will develop networks of resources to assist you in providing quality services to your clients. While a student, begin the networking experience by developing peer groups, study groups or other supports with your rehabilitation counseling colleagues. To assist in your professional development course expectations include; course work/assignments will be submitted with proper grammar, typed, and of professional quality meeting APA (6th edition) writing standards. To contribute to a learning environment classroom conduct will include: arriving on time, being attentive, and being respectful of the instructor and fellow students.

Attendance Policy Students with more than two unexcused absences cannot receive a grade higher than “B.” Students with more than three absences will receive a failing grade for the course. In the same vein, students are expected to be on time and should remain in class for the entire session. Part of the process of becoming a professional rehabilitation counselor involves the commitment to regular class attendance. As an aspiring rehabilitation professional, you have the responsibility to attend class in order to extend your professional growth and development.

During inclement weather situations, students are responsible for checking the Maryville University website (www.maryville.edu ), television stations KTVI FOX, KMOX or KSDK, or radio station KMOX 1120 AM for notifications regarding university closings or snow schedule.

Participation and Professional Behavior

Students are expected participate in all class discussions and activities. In case of absence, the student is responsible for obtaining class notes and arranging to make up work. The student is expected to read text material before coming to class. Technology Proficiency Requirements and Resources Students must be able to: - Create Microsoft Word documents (WordPerfect and Microsoft WORKS are not acceptable) - Check e-mail daily (both Maryville and D2L accounts) - Search for and obtain articles from online databases, the university library and inter-library loan - Access articles and materials using the university library E-Reserve system - Attach Microsoft Word documents to email - Access and manage information within the Desire 2 Learn learning platform

If assistance is needed to meet these requirements, please see a librarian or seek instructional technology help at (314) 329-9575 or email [email protected].

Academic Honesty and Integrity Students are to adhere to the Student Code of Conduct as outlined in the Maryville University Student Handbook. Specifically, in regards to this course, students are expected to be honest, to complete their own work, to respect the work of others and to acknowledge information received from other sources. (MU Student Handbook 2009-2010).

Additionally, students are bound by the Code of Ethics of the (insert professional organization here) and are expected to act in a manner that upholds the ethical principles of this organization.

Course/Instructor Evaluation Maryville University values feedback from students as part of its ongoing quest for excellence in education. As part of this process, you will have the opportunity to evaluate this course and provide the instructor with feedback and comments through the use of a standard evaluation instrument. Commitment to the teaching and learning process requires each student to complete this evaluation as part of the ongoing revision of this course and instructional competence. Your participation in this process is an expectation of this course.

Informed Consent Some courses in this curriculum require students to actively participate as a subject or model for demonstration and practice. Should this course have such a requirement, your informed consent should be signed, current and on file in your respective program OR is attached to this syllabus for your signature.

Academic Accommodations Maryville University provides accommodations and supports for students with disabilities as defined by the Americans with Disabilities Act. If you have a documented disability and wish to discuss academic accommodations, please contact the course instructor and the Academic Success Center located in Gander 101 (314-529-9477). Course Outline / Schedule

Date Topic Reading/Assignment 08.24.09 Course Introduction Critical Thinking 08.31.09 What is Rehabilitation Counseling? Riggar & Maki, Chapter 1 Defining Disability Personal Philosophy 09.07.09 Labor Day – No Class 09.14.09 Models of Disability Riggar & Maki, Chapter 2 Psychosocial Aspects Personal First Language 09.21.09 Research Agendas Riggar & Maki, Chapter 8 09.28.09 Historical Perspectives Whitaker, Chapter 3 Eugenics 10.05.09 Legislative History Riggar & Maki, Chapter 3 10.12.09 Ethics Riggar & Maki, Chapter 6 10.19.09 Qualified Provider & Rehabilitation Riggar & Maki, Chapter 7 Counselor Roles 10.26.09 A Strengths-Based Perspective 11.02.09 Guest Speaker 11.09.09 Counseling for Diversity Riggar & Maki, Chapter 9 Learning Group Presentations 11.16.09 Job Placement and Development Riggar & Maki, Chapters 10 & 12 Advocacy Learning Group Project Presentations 11.23.09 Becoming an Effective Rehabilitation Counselor Learning Group Presentations 11.30.09 Creating Successful Organizations Learning Group Presentations 12.07.09 Course Wrap Up

This syllabus is subject to change at the discretion of the instructor to accommodate instructional and/or student needs.