This book is useful to a wide range of readers and can readily serve as a core textbook or resource to explain the history, development, and current practice of rehabilitation counselors (RCs) within the context of the contemporary practice of counseling. Although most clearly useful to counselors-in-training in an introductory course, people think that those RCs at the doctoral level or already in practice interested in the field and its broader positioning and potential will find this book appealing. The book consists of 22 chapters that are divided into parts that emphasize different themes important to understanding both the people and types of situations with which RCs work and the specific roles and skill sets that describe professional practice. It consists of basic information about the structure and professional practice of rehabilitation counseling, and serves the important role of introducing the readers to the RC’s most important partner in the counseling process, the person with a disability. The book also focuses on the professional practice of rehabilitation counseling and introduces the new work in the field that sharpens the emphasis on evidence-based practices and research utilization in the field. It describes in detail, the specific functions that constitute the work of rehabilitation counseling: assessment, counseling, forensic and indirect services, clinical case management and case coordination, psychiatric rehabilitation, advocacy, and career development, vocational behavior, and work adjustment of individuals with disabilities. Further, the book introduces the competencies that provide the types of skills, knowledge, and attitudes that must infuse the practice of rehabilitation counseling because of their pervasive and overarching importance in all aspects of practice.
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Clinical supervision is an important part of developing and enhancing counselor proficiency that begins during preprofessional training and continues throughout one’s career as a professional rehabilitation counselor. However, rehabilitation counselors and, in particular, their supervisors may have an underappreciation of its value to professional practice. In short, clinical supervision needs to be something not only applicable to the initial entry into the profession but continued throughout one’s professional career. This chapter defines clinical supervision and barriers to supervision in rehabilitation settings. It examines the developmental process in progressing from counselor to supervisor roles and reviews effective practices in group supervision. The chapter also discusses multicultural perspectives on supervision, and identifies clinical supervision strategies consistent with good ethical practice. It helps the reader to understand what is meant by ‘parallel/cross-progressive/cross-regressive’ supervision dyads as applied to racial identity and its impact on clinical supervision.
This chapter provides an operational definition of clinical supervision and examines initial considerations when seeking or providing clinical supervision. It describes a framework that exemplifies good clinical supervision and, in particular, one consistent with multicultural practice. As part of the clinical supervision process, rehabilitation counselor (RC) supervisors demonstrate appropriate ethical practices to promote counselor awareness, knowledge, and skills directed toward achieving successful rehabilitation outcomes. One of the most important considerations that counselors and supervisors address pertains to the basic understanding that supervision is provided in an ethical manner consistent with accepted standards of practice. Clinical supervision involves an evaluation process, which, by its nature, means that an unequal partnership exists with the supervisor usually having greater power. As a result, it can introduce anxiety, defensiveness, and tension for the supervisee. Supervisors have several options to review client–counselor interactions.