The theoretical basis, implementation and utilization of the Individualized Written Rehabilitation Program (IWRP) are discussed and attention drawn to the importance of rehabilitation counselor's and supervisor's perceptions of the IWRP.. Data from a pilot study are presented and critical issues regarding the IWRP are raised.

This study describes the results of a national survey that focused on the (a) importance, (b) difficulty of learning, and (c) recommended learning modality of 30 rehabilitation counselor (RC) case management job skills. Subjects were 492 certified rehabilitation counselors who were listed in the Fall, 1983, Commission on Rehabilitation COUcnselor Certification roster. Factor analysis of items asking to what extent each skill was a part of aRC's job yielded sixfactors: Working with Clients, Planning, Working with Others on Clients' Behalf, Making Judgments, Working with Professionals, and Synthesizing and Processing Information. Most of the 30 skills were rated as approximately equivalent in difficulty of learning. “During Service” (i.e., on the job with supervision) was rated most often as the most preferred modality for learning these skills and “Inservice” (i.e., formal continuing education) was rated as leas/preferred. Implications for professional training, development, and practice are discussed.

Current and future changes in American society and the field of rehabilitation are highlighted in a demonstrated need for rehabilitation education to develop a more responsive, proactive, futuristic approach to the professional preparation and development of rehabilitation professionals. A proposed futuristic model of rehabilitation education, withfoci on identified learning modules and educational approaches, is offered in a learning continuum from bachelors degree level through continuing education.

The continuous growth and developemnt of Employee Assistance Programs (EAP) in American industry, the basic elements of EAP's, and the effectiveness of EAP's, are presented. Following a discussion of the rehabilitation process, and the knowledges, skills, expertise, and roles and functions of rehabilitation counselors, implications and recommendations offered within the proposition that professionally trained rehabilitation counselors are optimally prepared to provide and coordinate EAP services. Implications for education and training, structural considerations, and professionalism are also included.

The following highlights the importance and utilization of intake counselors in community-based counseling programs, documents reported relationships between alcohol and drug abuse and typically expressed problems for which clients come to community-based counseling centers, and supports the relevance and importance of intake counselors having high level alcohol and drug abuse awareness. Following a report of a clinical, field-based observation, conclusions and implications are offered as well as suggested recommendations for counselor education and research and demonstration projects.

Based on recommendations from current rehabilitation literature, a supervising counselor and four rehabilitation counselors, with the assistance of a student intern, surveyed rehabilitation clients dosed “26” (rehabilitated) within a 12-month period. The 31 respondents (39.2% return rate) used the Emener and Placido (1982b) “Counselor Evaluation Form” to evaluate their counselors on 15 items. Client demographics and the Clients' evaluations are presented and discussed. With the assistance of a rehabilitation counselor educator, a professional development seminar with a focus on the utilization of the clients' feedback evaluations in facilitating rehabilitation counselor professional development was conducted. The supervising counselor's, rehabilitation counselors', student intern's, and the rehabilitation counselor educator's evaluations of the seminar are presented as well as recommendations for the field of rehabilitation and the profession of rehabilitation counseling.

This manuscript: (a) briefly reviews critical, historical antecedents of the continuing developments and refinements of ethical standards for the professional practice of rehabilitation counseling; (b) demonstrates how ethical standards reflect the continuing, changing developments in American society, rehabilitation service delivery, and the actual practice of rehabilitation counseling; and (c) substantiates the veracity and validity of its assertion that overall, the development of ethical standards for the professional practice of rehabilitation counseling basically has constituted reaction-to-crisis, facade, and less-than-earnest activities. Recommendations for rehabilitation counseling's future initiatives and activities are offered.