The University of Iowa
Division of Counseling, Rehabilitation, and Student Development
Pre-Practicum in Rehabilitation Counseling and Case Management
Fall 2006

PROFESSOR Jodi L. Saunders, Ph.D., CRC
N354 Lindquist Center North
Phone: 319/335-5278
E-mail: jodi-saunder[email protected]
Office Hours by Appointment

Location: N379 Lindquist Center
Time: Monday 10:00 – 1:00

Dennis R. Maki, Ph.D., Chair
Division of Counseling, Rehabilitation and Student Development
N338 Lindquist Center
Phone: 335-5284

ACCOMMODATIONS: I would like to hear from anyone who has a disability which may require some modification of seating, testing or other class requirements so that appropriate arrangements may be made. Please see me after class or during my office hours. Student Disability Services: Assisting Students with Disabilities: A Guide for Faculty and Instructors at

STUDENT GRIEVANCES: Procedures for filing student complaints are explained in Policies and Regulations Affecting Students. Copies are published every September as a supplement to the Daily Iowan and additional copies are available at the Campus Information Center in the Iowa Memorial Union. It is your responsibility to be aware of these policies and regulations. Students complaint procedures available online at:

PLAGIARISM AND CHEATING: The collegiate policy on plagiarism and cheating is outlined in the Schedule of Courses and the Liberal Arts Bulletin. It is your responsibility to be aware of this policy. The penalty for the first offense is disciplinary probation until graduation. A second offense could result in suspension, and a third offense expulsion. Policy on Student Academic Misconduct available online at:

RESPECT FOR DIVERSITY: It is the intent of the instructor to present material and activities that are respectful of diversity: gender, sexuality, disability, age, socio-economic status, ethnicity (race, nation, or culture), race (physical characteristics transmitted by genes; body of people united by common history or nationality), and culture (beliefs, customs, arts, and institutions of a society). Your suggestions are appreciated.

SEXUALLY EXPLICIT MATERIAL POLICY: The University of Iowa requires advanced warning be given if sexually explicit material will be presented. As a part of your practicum experiences, you may work with clients who will reveal sexually explicit material. You are required to assist the client in a professional manner. If you are unable to assist the client, you are expected to make a referral in a professional manner. If there are sexually related issues you feel that you could not discuss with a client for personal reasons, you need to make those issues known to one of your instructors.

POLICY AND PROCEDURES: The Clinical Practice Manual for Rehabilitation Counseling (1997) provides detailed information regarding policies and procedures related to 7C:348, Practicum I in Rehabilitation Counseling. Students participating in this course are expected to have a working knowledge of the information provided in the Manual. In addition to policies and procedures, the Manual also provides a basic reference for other descriptive information regarding the clinical component of the Rehabilitation Counselor Education Program.

This course is given by the College of Education. This means that class policies on matters such as requirements, grading, and sanctions for academic dishonesty are governed by the College of Education. Students wishing to add or drop this course after the official deadline must
receive the approval of the Dean of the College of Education. Details of the University policy of cross enrollments may be found at:

Course Description: This is a clinical preparation course focusing on the development of counseling and case management skills. Numerous counseling topics and issues will be presented and discussed as well as the developmental skills required to work with an individual from intake through the creation of an individualized rehabilitation plan. Counseling and process issues and the skills involved in areas such as establishing a relationship, developing rehabilitation plans and goals, and achieving goals are examples of areas addressed. The course is designed to increase your competence and confidence when working with clients and others.


As assigned by instructor.

Recommended Texts:
DeJong, P. & Berg, I.K. (2002). Interviewing for Solutions. (2nd) ed.). Pacific Grove, CA: Brooks/Cole Publishing.

Required Materials

Two VHS videotapes are required. Please bring a tape to each class meeting.

Structure of Class:

Part I: There are large group meetings during which time counseling topics and issues
will be presented and discussed. Practice opportunities will also be provided.

Part II: There are also small group meetings at which time you will work on the
development of counseling and case management skills with an analogue client or each

Structure of Course

The large group experience is intended to provide you with information regarding the process of counseling and developing the skills involved in the process. The large group also provides an opportunity to share with the larger group and process concerns, questions and issues. The small group experience is intended to permit you to practice your microcounseling and intentional communication skills with each other and an analogue client. The sequence of the class progresses developmentally from an initial session through to the creation of an individualized rehabilitation plan. The course is designed to increase your competence and confidence when working with clients and others. Participation is required. It is important that you attend each class session.

CACREP Standards
1.b. Understanding of professional roles and relationships to other profession
1.d Role of professional organizations in practice
1.e. Professional credentialing, licensure, and standards of practice
1.f. Public and private policy process
1.g. Advanced consumer advocacy techniques
1.h. Ethical standards of ACA and applications of ethical principles
2.c. Understanding of the cultural contexts of working with individuals
2.f. Ethical and legal consideration in counseling persons of varied identity
5.a. Understanding the counselor characteristics that affect the counseling process
5.b. Understanding and self awareness of interviewing and counseling skills
5.c. Application of theoretical models to cases and modeling of counseling
5.d. Family and other system theories, selection and application of appropriate
5.f. Integration of assistive and other technologies
5.g. Ethical and legal considerations in the helping relationship

CORE Standards for Rehabilitation Counseling Programs:


Students will demonstrate the ability to:

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

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

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

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

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

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

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

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

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


Students will demonstrate the ability to:

C.2.1 practice rehabilitation counseling in a manner that reflects an understanding of psychosocial influences, cultural beliefs and values, and diversity issues that affect adjustment and attitudes of both individuals with disabilities and professional service providers;

C.2.2 utilize in one’s practice an understanding of family systems and the impact of the family on the rehabilitation process;

C.2.3 articulate an understanding of the dynamics, issues, and trends of the social system in which the individual lives;

C.2.4 practice in a manner that shows an understanding of the environmental and attitudinal barriers to individuals with disabilities;

C.2.5 understand individuals’ cultural, gender, sexual orientation, aging, and disability differences and integrate this knowledge into practice;

C.2.6 identify and articulate an understanding of the social, economic, and environmental forces that may present barriers to a consumer’s rehabilitation;

C.2.7 apply psychological and social theory to develop strategies for rehabilitation intervention;

C.2.8 develop strategies for self-awareness and self-development that will support sensitivity to diversity issues;

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

C.2.10 continuously assess self-awareness and attitudinal aspects of rehabilitation counseling;

C.2.11 articulate current demographic characteristics and trends as well as their impact on rehabilitation service policy; and

C.2.12 identify and demonstrate an understanding of stereotypic views toward persons with disabilities and the negative effects of these views on successful completion of the rehabilitation process.


Students will demonstrate the ability to:

C.3.1 articulate a working knowledge of social, psychological, spiritual, and learning needs of
individuals at all developmental levels;

C.3.2 understand the concepts related to learning and personality development, gender and sexual
identity, addictive behavior and psychopathology, and the application of these concepts in
rehabilitation counseling practice;

C.3.3 assist the consumer in developing active transition strategies to successfully complete the
rehabilitation process; and

C.3.4 develop approaches that will facilitate enhancement of the consumer’s personal development, decision-making abilities, acceptance of responsibility, and quality of life.


Students will demonstrate the ability to:

C.5.1 conduct individual counseling sessions with consumers;

C.5.2 develop and maintain a counseling relationship with consumers;

C.5.3 establish, in collaboration with the consumer, individual counseling goals and objectives;

C.5.4 assist the consumer with crisis resolution;

C.5.5 facilitate the consumer’s decision-making and personal responsibility in a manner consistent with the individual’s culture and beliefs;

C.5.6 recommend strategies to assist the consumer in solving identified problems that may impede the rehabilitation process;

C.5.7 explain the implications of assessment/evaluation results on planning and decision-making;

C.5.8 demonstrate consultation and supervisory skills on behalf of and with the consumer;

C.5.9 assist the consumer in developing acceptable work behavior;

C.5.10 adjust counseling approaches or styles to meet the needs of individual consumers;

C.5.11 terminate counseling relationships with consumers in a manner that enhances their ability to function independently;

C.5.12 recognize consumers who demonstrate psychological problems (e.g., depression, suicidal ideation) and refer when appropriate;

C.5.13 interpret diagnostic information (e.g., vocational and educational tests, records and medical data) to the consumer;

C.5.14 assist consumers in modifying their lifestyles to accommodate individual functional limitations; and

C.5.15 assist consumers to successfully deal with situations involving conflict resolution and behavior management.


Students will demonstrate the ability to:

C.7.2 facilitate consumer involvement in evaluating the feasibility of rehabilitation or independent living objectives;

C.7.4 assess the unique strengths, resources, and experiences of an individual including career knowledge and interests;

C.7.5 evaluate the individual’s capabilities to engage in informed choice and to make decisions;

C.7.6 assess an individual’s vocational or independent living skills, aptitudes, interests, and preferences.


Students will demonstrate the ability to:

C.9.2 access resources for researching disability information;

C.9.3 explain functional capacity implications of medical and psychosocial information;

C.9.5 apply working knowledge of the impact of disability on the individual, the family, and the environment;

C.9.7 utilize existing or acquired information about the existence, onset, severity, progression, and expected duration of an individual’s disability.


Students will demonstrate the ability to:

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

C.10.4 plan and implement a comprehensive assessment including individual, ecological, and environmental issues (e.g., personality, interest, interpersonal skills, intelligence, and related functional capabilities, educational achievements, work experiences, vocational aptitudes, personal and social adjustment, transferable skills, employment opportunities, physical barriers, ergonomic evaluation, attitudinal factors);

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

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

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

C.10.8 establish working relationships and determine mutual responsibilities with other service providers involved with the individual and/or the family, or consumer’s advocate, including provision of consumer involvement and choice;

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

C.10.10 assist individuals in identifying areas of personal responsibility that will facilitate the rehabilitation process and maximize their vocational rehabilitation potential (e.g., potential fiscal resources to obtain needed services);

C.10.11 serve as a consultant to other community agencies to advocate for the integration and inclusion of individuals with disabilities within the community;

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

C.10.14 educate prospective employers about the benefits of hiring persons with disabilities including providing technical assistance with regard to reasonable accommodations in conformance with disability-related legislation;

C.10.15 demonstrate the knowledge of treatment and rehabilitation approaches for substance abuse;

C.10.16 demonstrate the knowledge of treatment and rehabilitation approaches for consumers with psychiatric disabilities;

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

C.10.18 perform appropriate case documentation;

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

C.10.20 utilize resources and consult with other qualified professionals to assist in the effective delivery of service


D.1.1 The practicum shall include instructional experiences (audio-video tapes and individual and group interaction) dealing with rehabilitation counseling concerns, and clinical experiences (on or off-campus) that facilitate the development of basic rehabilitation counseling skills. During the practicum, students will conduct interviews that will be reviewed by a supervisor. If practicum experiences are provided off-campus, there will be direct and periodic communication throughout the semester between the site supervisor and the faculty (e.g., site visits, conference calls, video-conferencing, electronic communication).

D.1.7 There shall be a progress review of all students enrolled in a practicum.

D.1.8 There shall be a written procedure for responding to students who do not demonstrate satisfactory practicum knowledge or clinical skills.

D.1.9 The individual supervision of five students shall be considered equivalent to the teaching of one course due to the intensive one-on-one instruction and the ongoing evaluation necessary in practicum.


The overall goals of this clinical preparation program are to prepare counselors to work specifically with persons with disabilities in order to effectively promote positive changes in their employment status (where applicable), level of social integration, level of independence, and quality of life. To these ends, and within the parameters of the clinical continuum, individual clinical preparation goals are established in order for the Counselor-in-Training to ensure skill development along with a strong knowledge base, both of which serve to promote qualified providers of rehabilitation counseling services. The goals of this experience include:

1. to stimulate the formation of, identification with and development of a professional
role as a rehabilitation counselor.

2. to acquire the ability to accept individual differences in clients, and to develop and
articulate an awareness of self as a person.

3. to articulate and implement under supervision a personal theory of counseling which
guides the intentionality of clinical practice.

4. to develop knowledge of ethical standards, decision-making strategies, and governance
considerations necessary for effective clinical practice.

5. to develop knowledge of a developmental approach to counseling and supervision.

6. to intentionally apply microcounseling skills effectively in the clinical setting and
establish interpersonal relationships which involve ethical decisions.

7. to acquire a feeling for the realities of the counselor-client relationship and the part
that self-understanding plays in this relationship.

8. to develop knowledge of a clinical perspective, which is assessment across five
domains: medical, psychological, social, educational and vocational.

9. to develop and articulate a case conceptualization.

10 to develop an individualized service plan based on client input and needs. Part of this
plan is to include individual, group, or family counseling interventions as

11 to apply knowledge and techniques learned in the classroom (under conditions that
would not be injurious to the client in any way) in order to develop and strengthen
applied counseling skills through didactic instruction, experiential opportunity,
and one-to-one instruction, supervision and evaluation.

12 to become acquainted with the organizational structure, protocol, relationships,
processes, and working conditions of rehabilitation and other human service
agencies, including an awareness of community resources and the clientele those
resources serve.

13 to gain experience in working as a member of the rehabilitation team (i.e., with the
supervisor, fellow workers, and allied rehabilitation personnel).

STUDENTS MUST MAKE A COPY OF ALL WRITTEN ASSIGNMENTS FOR THEIR OWN RECORDS. This copy may be on computer disk, but it must be in existence and available if needed.

Course Requirements

Video’s Date of Taping

Natural Style Video On your own
Analogue Client #1 Oct. 2, 2006 (Session 7)
Analogue Client #2 Oct. 16, 2006 (Session 9)
Analogue Client #3 Oct. 30, 2006 (Session 11)
Analogue Client #4 Nov. 13, 2006 (Session 13)

Papers Due Points

Natural Style Assessment (2 pages) Sept. 11, 2006 (Session 4) 10
Personal Philosophy of Counseling (5 pages) Sept. 18, 2006 (Session 5) 05
#1 Session Plan & Assessment Oct. 9, 2006 (Session 8) 20
#2 Session Plan & Assessment Oct. 23, 2006 (Session 10) 20
#2 Typescript Oct. 23, 2006 (Session 10) 20
#3 Session Plan & Assessment Nov. 13 2006 (Session 13) 20
#4 Session Plan & Assessment Nov. 27, 2006 (Session 15) 20
Agency Analysis Dec. 4, 2006 (Session 16) 10



Clinical component: The clinical component will be evaluated by the professor (course instructor) and clinical supervisors. Students will receive a passing grade if acceptable movement has been made toward meeting the course objectives. A failing grade may result if it is determined that the student is practicing in an unethical manner, does not fulfill agency or University requirements, and/or fails to make acceptable progress toward meetings the objectives and/or a basic level of professional competence in the judgment of the professor. If this situation does occur, the Rehabilitation Counseling faculty will decide the appropriate course of action. If the clinical component is evaluated as a pass then the course instructor will assign a grade indicating the quality and consistency of the counselor-in-training’s performance.

Classroom component: You will be graded by the course instructor and clinical supervisors. You must complete ALL assignments in a timely and satisfactory manner in order to meet the pre-requisites for enrollment in Practicum (O7C: 349). Pre-Practicum (07C:348) will be graded both on a mastery level and on a criteria basis. A grade of “Incomplete” is not available for this course. The following format describes grades:

A = 90%
B = 80%
C = 70%

Both the clinical and classroom components are considered when determining the final grade. Counselors-in-training will receive ongoing feedback regarding their progress and should therefore be aware of supervisor’s concerns.

Last modified: Friday, 16 February 2007, 02:51 PM