While the Multicultural Counseling Competencies (MCC) can be used for all populations, there is a gap between Awareness: Attitudes and Belief, Knowledge, Skills, and Application. As many underrepresented groups are increasingly becoming a major part of the demographic transformation, being culturally competent is critical. We examined the cognitive, behavior/action, and application categories in both the 1996 and 2016 MCC. Thus, we discovered more cognitive and behavioral/action than application statements in both the 1996 and 2016 MCC. Recommendations and implications are discussed.

Purpose: In this article, we examined how individuals with co-occurring psychiatric disabilities and substance use disorders encounter numerous challenges when it comes to the vocational rehabilitation (VR) process.

Method: A comprehensive review of the literature demonstrated barriers to service delivery (e.g., access to services, exclusionary eligibility requirements) and hindrances to VR planning (e.g., lack of training of VR counselors, lack of work-related skills) which all serve to create obstacles through which they must navigate. This article provides a brief overview of (a) the challenges that these individuals face in treatment and VR and (b) general considerations for providing more recovery-oriented VR services to increase their participation in the VR process, facilitate recovery, and improve VR outcomes.

Results: Our review highlighted that VR participation and successful outcome rates among this group as a whole are much lower than the rates of those with other types of disabilities. Researchers have suggested a myriad of strategies that have proven advantageous when working with these individuals all of which serve to increase rates of sustained recovery and employment success.

Conclusion: Additional research is still needed to substantiate the barriers to service delivery for this underserved VR population, evaluate how to implement more recovery-oriented practices within the VR system, and determine if such changes do indeed lead to improved outcomes for consumers with co-occurring disabilities.

Purpose: To examine the measurement structure of the Brief Adaptation to Disability Scale-Revised (B-ADS-R).

Measure: A 12-item measure of disability acceptance based on the four value changes (enlarging the scope of values, containing the effects of the disability, subordinating the physique, and transforming comparative-status values to asset values) postulated by Beatrice Wright.

Participants: 154 Taiwanese with spinal cord injury living in the community.

Results: The 4-factor intercorrelated model fits the data very well: χ²(48, N = 154) = 82.26, p < .01; χ²/df = 1.71; CFI = .95; RMSEA = .07 with 90% CI (.04, .09). The 4 B-ADS-R factors closely replicate the theoretical constructs of disability acceptance with acceptable reliability and validity.

Conclusion: The B-ADS-R was found to measure the four value changes postulated by Beatrice Wright in her disability acceptance theory in a sample of Taiwanese with SCI. It demonstrated adequate psychometric properties and can be used as a brief measure of disability acceptance in rehabilitation research and clinical practice.

Purpose: The purpose of this study was to validate the 10-item version of the HIV Stigma Scale (HSS-10) in a sample of African Americans with HIV/AIDS.

Method: One hundred and ten African Americans living with HIV/AIDS were recruited from 3 case management agencies in Baton Rouge, Louisiana. Measurement structure of the HSS-10 was evaluated using exploratory and confirmatory factor analysis.

Results: Factor analysis results support a 2-factor factorial structure for the HSS-10 (social stigma and self-stigma). The HSS-10 demonstrates good reliability and factorial validity, and it correlates moderately with related constructs in the expected directions.

Conclusion: HSS-10 is a brief, reliable, and valid instrument for assessing HIV stigma and can be used as a clinical rehabilitation and research tool to assess the contribution of stigma as a major cause of health disparities and outcomes in African Americans living with HIV/AIDS.

The 2004 Council on Rehabilitation Education (CORE) standards were revised to include Human Growth and Development (HGD) as a knowledge domain. The HGD domain introduces a significant amount of new content to the curriculum, including several topics that have not traditionally appeared in the rehabilitation counselor educational curriculum. Thus, this domain presents both an educational challenge and an educational and professional opportunity. Our purposes in this article are to review the place of HGD in the CORE curriculum and in rehabilitation counseling practice; to describe the HGD knowledge domain and its educational outcomes; and to discuss educational perspectives on this knowledge domain in the preservice curriculum. We propose that the inclusion of the HGD domain provides an opportunity for improving professional practice and for exploring our current and future professional roles.