Department of Rehabilitation Counseling

Overview 

The field of rehabilitation has maintained a consistent pattern of growth over the last two decades and will continue to expand into increasingly important areas such as transition planning and services for youth with disabilities, veterans’ services, and services for injured workers. Entrepreneurial students can look forward to increasing opportunities in private sector rehabilitation. Our students follow a sequenced and integrated course of professional study that prepares them with the expertise, competencies, values, and professional identity to help individuals with significant disabilities achieve employment and independence. Students who successfully complete the program of study are qualified to work with individuals who have a wide range of disabilities and work in a variety of employment settings. They develop professional competencies in all domains that are essential for effective rehabilitation counselor practice as prescribed by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Graduates are employed in public, private, nonprofit, and for-profit settings including public agencies such as the Massachusetts Rehabilitation Commission, Commission for the Blind, the Connecticut Bureau of Rehabilitation Services, and the Rhode Island Office of Rehabilitation Services; nonprofit agencies such as Seven Hills Foundation and Genesis Club; higher education such as Bentley College and Stonehill College; and for-profit entities such as Unum Insurance Company. They work as rehabilitation counselors, vocational evaluators, work adjustment specialists, substance abuse counselors, transition coordinators, disability services directors, vocational placement specialists, case managers, and mental health counselors, to name a few. Many have become managers and leading figures in rehabilitation and human services in New England.

Program Applicants

Assumption University and the Rehabilitation Counseling program are committed to attracting, enrolling, and retaining a diverse group of students to create and support an inclusive learning community. All faculty aim to create courses using universal design principles. Students range in age from early 20’s to mid-60’s and older and usually represent regions from throughout the United States. As a military and military-spouse friendly institution, we embrace the Service Member, Veteran, and family experience as an integral part of personal development. Likewise, the curriculum celebrates the “differences” among individuals as strengths and critical to the strengths-based rehabilitation philosophy.

Admissions decisions are made by the Program Director and Program Coordinator with input from additional faculty and staff as needed. Consideration of the applicants 1) relevance of career goals, 2) aptitude for graduate level study, 3) potential success in forming effective counseling relationships, and 4) respect for cultural differences are some of the factors considered when evaluating applications.

Mission Statement 

The mission of the Rehabilitation Counseling graduate program is to provide the full array of a sequenced and integrated course of professional study that addresses current and emerging professional issues, community needs, and the needs of people with disabilities. Students will acquire the needed knowledge, competencies, values, and professional identity to provide individuals with significant disabilities the assistance and opportunities they need to achieve high quality employment, independent living, and active participation in their communities.

Learning Goals 

  1. To provide supervised clinical experiences that prepare students to engage in effective rehabilitation counseling practice consistent with the Code of Professional Ethics for Rehabilitation Counselors.
  2. To provide students with the ability to be aware of and effectively assess psychosocial, medical, cultural, and environmental aspects of disability.
  3. To enhance employment and career development through a course of study that addresses current and emerging professional issues, community needs, and the needs of people with disabilities including consumer-centered practice, assessment, job placement, assistive technology, job modification, informed choice, and empowerment.
  4. To educate students in the following core rehabilitation counselor practice domains: affective counseling, case management, community resource utilization, job development and placement, assessment, rehabilitation planning, vocational counseling, group work, rehabilitation technology, rehabilitation research utilization, and ethical rehabilitation counselor practice.
  5. To educate students in counseling and rehabilitation principles and practices so that they can assist persons with disabilities to maximize their employment and independent living potential including applying the principles of caseload management and providing appropriate rehabilitation services.

Faculty 

*^Nicholas Cioe, Ph.D., CRC
Program Director, Clinical Placement Coordinator
Associate Professor of Rehabilitation Counseling

*^Ryan Paskins, Ph.D., LCSW, 
Coordinator of Online Program 
Assistant Professor of Practice

*^Susan Scully, Ph.D., CRC 
Associate Professor of School Counseling

Lecturers

Laura Castello, MA, CRC 
Andrea L. Coraccio, M.Ed., CRC 
Jessica Corneau, MA, CRC 
Stefanie Howe, Ph.D., CRC
* Kristi Kinsella, Ph.D.
Nicole S. Robert, MA, CRC
^Gary Senecal, Ph.D.
Justin S. Somers, MA, CAGS, CRC

*denotes the faculty member meets the CACREP “CORE” faculty requirements 
^denotes full-time faculty

The mission of the Rehabilitation Counseling graduate program is to provide the full array of a sequenced and integrated course of professional study, including practicum and internship experience, that prepares graduates with the needed knowledge, competencies, values and professional identity to provide individuals with significant disabilities with the assistance and opportunities they need to achieve high quality employment and independence in their communities.

Students can focus course assignments, projects, practicum and internship on specific areas of interest (e.g., Vocational Rehabilitation, Substance Use Disorders and Addictions, Services to Veterans, Psychiatric Rehabilitation, and Services to Youth in Transition).

RC Program Applicants

Assumption University and the Rehabilitation Counseling program are committed to attracting, enrolling, and retaining a diverse group of students to create and support an inclusive learning community. All faculty aim to create courses using universal design principles. Students range in age from early 20’s to mid-60’s and older and usually represent regions from throughout the United States. As a military and military-spouse friendly institution, we embrace the Service Member, Veteran, and family experience as an integral part of personal development. Likewise, the curriculum celebrates the “differences” among individuals as strengths and critical to the strengths-based rehabilitation philosophy.

Admissions decisions are made by the Program Director and Program Coordinator with input from additional faculty and staff as needed. Consideration of the applicants 1) relevance of career goals, 2) aptitude for graduate level study, 3) potential success in forming effective counseling relationships, and 4) respect for cultural differences are some of the factors considered when evaluating applications.

RC Program Learning Objectives

  1. To provide supervised clinical experiences that prepare students to engage in effective rehabilitation counseling practice consistent with the Code of Professional Ethics for Rehabilitation Counselors.
  2. To provide student with the ability to be aware of and effectively assess psychosocial, medical, cultural, and environmental aspects of disability.
  3. To enhance employment and career development through a course of study that addresses current and emerging professional issues, community needs, and the needs of people with disabilities including consumer-centered practice, assessment, job placement, assistive technology, job modification, informed choice, and empowerment.
  4. To educate students in the following core rehabilitation counselor practice domains: affective counseling, case management, community resource utilization, job development and placement, assessment, rehabilitation planning, vocational counseling, group work, rehabilitation technology, rehabilitation research utilization, and ethical rehabilitation counselor practice.
  5. To educate students in counseling and rehabilitation principles and practices so that they can assist persons with disabilities to maximize their employment and independent living potential including applying the principles of caseload management and providing appropriate rehabilitation services.
  6. To prepare students to become nationally Certified Rehabilitation Counselors (CRC).

The clinical component of the program is comprised of a 100-hour Practicum experience over one semester, and a 600-hour Internship experience over two semesters. These experiences provide an opportunity for the student to integrate theory and practice in a “hands on” environment. Selecting the right internship site is important because you will acquire the specialized expertise that will advance your career. Our graduates consistently rate their combined practicum and internship experience as one of the most rewarding and beneficial parts of the program.

Practicum – First Period of Supervised Clinical Practice

The 100-hour practicum experience places emphasis on the counseling relationship and the development of fundamental counseling and interviewing skills. Students are required to complete audio or videotaped counseling sessions during their practicum experience. Students receive weekly individual and group supervision during the practicum session, and have opportunities to get feedback regarding the development of their counseling skills. There is also an emphasis on identifying and addressing ethical issues that may arise in the counseling relationship. Formal supervisor and student self-evaluations are required upon completing the practicum experience.

Internship I and II – Second Period of Supervised Clinical Practice

The second component of supervised practical experience is the 600-hour Internship. The internship in Rehabilitation Counseling usually requires 21 hours, or three full days, per week over the final two semesters of the program.

The internship provides students with the opportunity to experience the wide range of duties and responsibilities of a rehabilitation counselor, and to participate in all aspects of the delivery of rehabilitation counseling services. Students receive regular supervision from an on-site supervisor, and individual and group supervision by the faculty supervisor and seminar leader. The student’s professional development and growth are closely monitored and evaluated to ensure that the student is acquiring the skills required of an entry level professional 
rehabilitation counselor position. Students not meeting standards of professional and ethical behavior or demonstrating competencies in their clinical fieldwork placements are at risk of being dismissed from the graduate program. The faculty supervisor, on-site supervisor and program director will collaborate with the student to develop a mutually agreed upon plan to address the performance or behavior issues.

Certification/Licensure

National Certification by the Commission on Rehabilitation Counselor Certification (CRCC) Students are strongly encouraged to apply to take the Certified Rehabilitation Counselor (CRC) exam as soon as they meet the eligibility requirements to do so. The CRC credential has become a standard entry level requirement by most agencies that employ rehabilitation counselors. Students may sit for the national CRC exam upon completion of 75% of the required coursework for the M.A. program. All students are strongly encouraged to sit for the CRC exam, and become a nationally Certified Rehabilitation Counselor.

Massachusetts Licensure by the Board of Allied Mental Health and Human Services (262 CMR 4.00)

Students who successfully complete the 60 credit M.A. program, including the 600-hour internship, become eligible for Massachusetts Licensure in Rehabilitation Counseling (LRC) following two years post-masters clinical experience in rehabilitation counseling under the direction of an approved supervisor.

See Commonwealth of Massachusetts Regulations (CMR) 262 – 4.00: Requirements for Licensure as a Rehabilitation Counselor, for more information.

Comprehensive Oral Exams

An oral exam is required for all students in the Master’s program and for those pursuing a Certificate of Advanced Graduate Study (C.A.G.S.). This exam is taken during their last semester of study. The objective of the oral exam is for the student to demonstrate how they integrate theory, practice, and research related to the training that they received in the Rehabilitation Counseling Program. Oral exams carry the grade of pass or fail. If the student does not pass the oral exam, he or she will be given another opportunity to demonstrate their competence. The oral exam will be waived for students who pass the CRC exam prior to graduation.

Review of Student Performance

The Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards require that graduates demonstrate both knowledge and skill across the curriculum as well as professional dispositions – the commitments, characteristics, values, beliefs, interpersonal functioning, and behaviors that influence the counselor’s professional growth and interactions with clients and colleagues. The Rehabilitation Counseling Program Director and faculty will review student progress each semester.

Students whose grade point average drops below 3.0, or who earn a failing grade in a course (i.e., below B-), will be placed on academic probation. Students whose GPA is below 3.0 have one semester to bring their GPA up to 3.0 thought considerations will be made if re-taking courses is necessary to raise the GPA to 3.0 or higher. Students who have a GPA less than 3.0 for one academic year may be dismissed from the program. Program faculty may also provide input about student dispositions based on their observations.

If performance issues are identified, the student and program leadership will meet to discuss and develop a remedial plan designed to improve the student’s performance and to remove them from probationary status. In addition to the steps taken inadequate grades or GPAs, as a general practice, an annual performance review is conducted for all active students. First year students are evaluated after the Spring semester and 2nd year students (in the online program) are evaluated after the 2nd summer semester. The outcome of these evaluations is provided to students in the form of written letters.

Professional Organizations & Opportunities

The Rehabilitation Counseling profession offers numerous professional organizational memberships. Until its recent dissolution, Assumption had maintained an institutional membership with the National Council on Rehabilitation Education (NCRE). We are in the process of developing a comparable relationship with the American Counseling Association (ACA) and the American Rehabilitation Counseling Association (ARCA) branch of the ACA. Many faculty maintain a variety of individual memberships with the ACA and the National Rehabilitation Association (NRA). There also are numerous subdivisions and specialty organizations included with NCRE, ACA, NRA, and other professional organizations at the state and national level.

Students are strongly encouraged to become members of professional organizations. Program faculty often make opportunities available for students to attend and participate in conference attendance. NCRE offers both a fall and spring conference that are regularly attended by Assumption program faculty and students.

Letters of Recommendation

Students may require letters of recommendation or references from Assumption University Rehabilitation Counseling faculty for licensure or employment purposes. If needed, students must request the letter or the faculty’s reference information from the identified faculty member. Faculty ARE NOT REQUIRED to write letters of recommendation or act as references and will do so based on their preference and availability. Faculty are encouraged to provide an accurate recommendation/reference based on their experience with the student and, although not required, to inform the student if they do not feel they can serve as a positive recommender/reference.

Programs of Study

Courses

RCP 525: The Psychology of Disability Across the Lifespan

Credits 3
This course utilizes a life span framework to describe and explain the physical, social, emotional and cognitive changes that occur across the life span. The course focuses on the major determinants associated with adjustment to disability during different developmental stages. The impact of disability on personality development, sexual functioning, families, social functioning and active participation in the community will be explored. The course will also provide an historical and cultural perspective of how disability has been perceived through the ages, by the media and society, in general. Students will have an opportunity to examine their own experiences, attitudes, values, and beliefs toward disability as they relate to disability in their lives.

RCP 530: Introduction to Counseling Theory and Practice

Credits 3
This course examines the fundamental principles and techniques of the major counseling theories, including Person-centered, Cognitive-Behavioral, Gestalt, Reality, Psychoanalytic, and Behavior and their applicability to the role of the rehabilitation counselor. Students will have an opportunity to develop and practice fundamental counseling skills. Students will also examine common ethical issues that arise in the counseling relationship and the nature and importance of supervision in counseling.

RCP/L 501: Substance Use Disorders and Addiction

Credits 3
The purpose of this course is to familiarize students with the history, types, and problems associated with drug and alcohol abuse and various forms of addiction. Specific topics will include alcohol abuse and addiction, prescription and illegal drug use, and other forms of addictive behavior including compulsive gambling and eating disorders. Programs such as AA, NA, Al-Anon, Over Eaters Anonymous will be explored, along with other treatment and rehabilitation approaches. Special Emphasis will be on the impact of these disorders on the individual, family, community and society at large. Effective counseling strategies and evidence-based practices will also be covered in this course.

RCP/L 502: Rehabilitation Research and Program Evaluation

Credits 3
The course provides an introduction to the scientific method with an emphasis on understanding empirical research in Human Services, Rehabilitation and Disability Studies. Students will examine the importance of research activities on improvement of rehabilitation services, and learn how to develop and implement meaningful program evaluation. Students will become familiar with many peer-reviewed journals and literature search strategies and many of the most commonly used research test designs and statistical analyses.

RCP/L 503: Foundations of the Rehabilitation Counseling Profession

Credits 3
This course is an introduction to the field of rehabilitation, independent living and the role of the rehabilitation counselor. It provides an overview of the historical, legislative and philosophical forces that shaped the field of rehabilitation. Special emphasis will be on the civil rights movement for individuals with disabilities, the ADA, the Rehabilitation Act, and evolving disability policy in the U.S. Historical and present day societal attitudes and values toward individuals with disabilities will also be examined.

RCP/L 505: Introduction to Assessment and Appraisal of Individuals with Disabilities

Credits 3
This course provides an introduction to a wide range of assessment instruments and tools used by rehabilitation counselors, psychologists, vocational evaluators and others in the assessment and evaluation in individuals, including those with disabilities. Students will gain an understanding of the purpose and administration of various types of tests and other instruments and how results can be used to facilitate the rehabilitation process. Concerns about cultural bias and reasonable accommodation in testing will be addressed, along with strategies for interpreting and reviewing testing results with clients. Students will have an opportunity to experience several assessment instruments commonly used in rehabilitation counseling.

RCP/L 510: Introduction to Medical Rehabilitation

Credits 3
This course includes a brief review of the human anatomy and physiology, and a review of the major medical/physical disabilities and chronic illnesses that result in significant disabling conditions and impairments. It provides students with an understanding of the various medical specialties, medical terminology and skills in effectively utilizing medical consultation in the rehabilitation workplace. Students will have an opportunity to learn about the social, educational and vocational implications of chronic illness and physical disability. The health care system, disability benefits and resources will also be addressed in this course.

RCP/L 512: Occupational Analysis, Career Development Theory and Job Placement Strategies

Credits 3
This course provides a comprehensive overview of the world of work for rehabilitation counselors. Students become familiar with various forms of occupational data, information, and resources and their utilization in rehabilitation. Topics covered will include job classification systems, such as O*NET and the DOT, job analysis, and labor market surveys. Students will also become familiar with the major career development theories and their relevance to the vocational rehabilitation process. A variety of job placement support services and strategies will also be addressed, along with major federal and state legislation related to the employment of individuals with disabilities.

RCP/L 513: Vocational Evaluation and Career Planning

Credits 3
This course focuses on the vocational evaluation of individuals with disabilities, and the development of counselor skills to assist clients to develop a realistic and attainable vocational goal. Students become knowledgeable about a variety of vocational evaluation and assessment tools, and the essential elements of a vocational evaluation report. Special topics include job analysis, transferrable skills analysis, reasonable accommodation and assistive technology.

RCP/L 514: Private Sector and Forensic Rehabilitation

Credits 3
This course provides students with a basic knowledge and understanding of rehabilitation, and the role of the rehabilitation specialist in the private-for-profit sector. The focus is on injured- worker rehabilitation, and the vocational rehabilitation and case management services provided under worker’s compensation, and long-term disability insurance coverage. The course covers disability management systems, including risk management strategies, forensic rehabilitation, and the relevant federal and state laws. Additional topics will include issues related to Managed Care and Life Care Planning.

RCP/L 520: Principles of Psychiatric Rehabilitation

Credits 3
The course introduces students to the major categories of Psychiatric Disability, including their etiology, symptoms, prognosis, treatment and recovery. A major focus of the course is on the core principles and evidence-based practices of Psychiatric Rehabilitation. Content areas covered include implications of psychiatric disability throughout the life span, psychiatric disability within the family, and the rehabilitation counselor’s role as facilitators in the recovery process.

RCP/L 525: Human Growth, Development and Disability Across the Life Span

Credits 3
This course utilizes a life span framework to describe and explain the physical, social, emotional and cognitive changes that occur across the life span. The course focuses on the major determinants associated with adjustment to disability during different developmental stages. The impact of disability on personality development, sexual functioning, families, social functioning and active participation in the community will be explored. The course will also provide an historical and cultural perspective of how disability has been perceived through the ages, by the media and society, in general. Students will have an opportunity to examine their own experiences, attitudes, values, and beliefs toward disability as they relate to disability in their lives.

RCP/L 530: Introduction to Counseling Theory, Practice, and the Profession

Credits 3
This course examines the fundamental principles and techniques of the major counseling theories, including Person-centered, Cognitive-Behavioral, Gestalt, Reality, Psychoanalytic, and Behavior and their applicability to the role of the rehabilitation counselor. Students will have an opportunity to develop and practice fundamental counseling skills. Students will also examine common ethical issues that arise in the counseling relationship and the nature and importance of supervision in counseling.

RCP/L 540: Case Management and Rehabilitation Plan Development

Credits 3
This course will examine the concept of case management as a critical component of the role of the rehabilitation counselor. There will also be an emphasis on the importance of community outreach and the rehabilitation counselor’s role in developing and maintaining effective working relationships with community agencies. This course will review the major stages of the rehabilitation process, and examine the case and caseload management issues and challenges associated with each stage. Topic areas will include: Referral and Intake; Client Evaluation and Assessment; Rehabilitation Plan Development, Job Placement Planning; and Termination/Case Closure and Follow-up Issues. Other topics covered will include scheduling and time management, caseload analysis and goal setting, case recording and documentation, and ethical case management decision-making.

RCP/L 550: Principles of Family and Group Process

Credits 3
This course focuses on the nature of groups in human services and rehabilitation and provides students with an understanding of group process and group dynamics, and the fundamental skills in group facilitation and group leadership. Family systems and family processes will also be examined. The course includes an experiential component in which students experience what it is like to be a member of a group.

RCP/L 599: Practicum Experience and Counseling/Ethics Seminar

Credits 3
The purpose of the clinical practicum is to provide a supervised practical experience in rehabilitation counseling in which students develop and practice counseling skills with actual consumers in an approved agency setting. The practicum requires a total of 100 hours over the course of one semester, 40 hours of which is in direct contact with individuals with disabilities. Students receive ongoing supervision by an approved on-site supervisor, and a faculty supervisor who conducts a weekly supervision seminar. Students will also examine common ethical and legal issues that present significant challenges in the field of rehabilitation counseling.

RCP/L 619: The Effective Use of Technology in Rehabilitation Counseling Practice

Credits 3
This course promotes awareness and understanding of the numerous forms of technology that impact the provision of services to a range of individuals with disabilities. The course also addresses the efficient and effective incorporation of these technologies into the rehabilitation process. Special emphasis is placed on various forms of assistive technologies that enable individuals with disabilities to achieve independent living goals and successful employment outcomes.

RCP/L 630: Advanced Counseling Practice

Credits 3
This course provides a deeper understanding of the counseling theories and evidence-based practices that have particular relevance in rehabilitation counseling and serving individuals with disabilities. Special emphasis will be on developing knowledge and skills in the areas of positive psychology and motivational interviewing.

RCP/L 631: Cultural Responsiveness in Counseling

Credits 3
This course promotes knowledge and understanding of the role of culture in counseling. Cultural influences will be considered as representing a wide range of diversity issues including ethnicity, race, religion, age, gender, geography and sexuality. Students will examine their personal experiences, biases, attitudes, values and beliefs about groups representing diversity. Focus is placed on the development of cultural competencies to ensure effective counseling services to all clients with compassion and sensitivity while valuing cultural backgrounds.

RCP/L 698/699: Internship and Internship Seminar I & II

Credits 6
The purpose of this course is to provide supervised practical experience in rehabilitation counseling and related rehabilitation services. The internship in Rehabilitation Counseling will require 600 clock hours over the course of two academic semesters. This course involves two types of clinical supervision: 1) supervised experience in an approved setting that provides services to individuals with disabilities; and 2) faculty supervision via individual and group consultation. The internship requires students to observe and participate in all aspects of the delivery of rehabilitation counseling services. The internship is an opportunity to further develop and refine skills required for effective practice in rehabilitation counseling.