This handbook is a supplement to the USC Rehabilitation Counseling Program Student Handbook. It has been developed to provide critical information to RSA scholars enrolled in the Rehabilitation Counseling Program. This manual is not a contract. The Program reserves the right to revise statements, policies, curriculum, and schedules as necessary. Additional information affecting students is contained in other University publications, such as the Graduate Bulletin and Carolina Community. It is the responsibility of students to become familiar with all pertinent University policies and procedures contained in those resources.
Description of RSA Scholarships
In 1998 the Rehabilitation Counseling Program at the University of South Carolina was awarded a long-term training grant by the Rehabilitation Services Administration (RSA). The purpose of the grant is to increase the number of professional rehabilitation counselors in the state of South Carolina who have specialized training to address the vocational and independent living needs of persons with long-term severe mental illnesses. This is accomplished by providing scholarships to qualified individuals. Scholars who receive support to complete their master's degree agree to work for four years in a public rehabilitation setting working with individuals with long-term severe mental illnesses.
Eligibility for RSA Scholarships
RSA scholarships are competitive scholarships administered by the Rehabilitation Counseling Program. Only those individuals with a bachelor's degree are eligible to apply for the RSA Scholarships to attend the Rehabilitation Counseling Program at the University of South Carolina. Scholars must not be in default of any student loans administered by the federal government. Scholars must sign a Certification of Eligibility for Federal Assistance Form (see Appendix A) prior to receiving any financial assistance. Scholars must also sign a Payback Agreement Form for Rehabilitation Counseling Scholarship Recipients, (see Appendix B) prior to receiving any financial assistance. Scholars must complete the Rehabilitation Counseling Program in four years. Upon graduation, scholars need to keep the program aware of their whereabouts and their employment until the payback agreement obligation has been met (see Exit Certification Form in Appendix C). Scholars should be thoroughly familiar with the Scholarship Information provided in Appendix D.
Application for RSA Scholarships
Individuals interested in applying for an RSA scholarship can obtain a graduate school application from either of the following offices:
| University of South Carolina Rehabilitation Counseling Program 3555 Harden Street Ext., Suite B-20 Columbia, SC 29203 (803) 434-4296 |
University of South Carolina School of Medicine Graduate Studies Office Columbia, SC 29208 (803) 733-3100 |
In addition to the application, the following documents must be submitted to receive consideration for admission. All correspondence should include the applicant's social security number.
(1) official transcripts of previous college-level work showing a baccalaureate or higher degree awarded by an accredited college or university, and any transcripts which list courses for which transfer credit may be requested. It is expected that applicants graduated in the upper half of their baccalaureate class, or have an Undergraduate Grade Point Average (UGPA) of at least 2.5.
(2) a minimum of two letters of recommendation. These letters should speak to the applicant's experience working with individuals with mental illness. If the applicant does not have any prior experience, the letters should address their level of interest and commitment to working with individuals with mental illnesses.
(3) Graduate Record Examination (GRE) scores. A total of 1500 in all three categories is a preferred score.
(4) Letter of Intent. This letter should address the reasons for pursuing a career in rehabilitation and the RSA scholarship. Relevant experiences (paid and/or volunteer), interest and commitment to working with individuals with mental illnesses should be addressed.
Individuals interested in receiving an RSA Scholarship are encouraged to submit their application materials by March 1.
Scholarship applications are reviewed by the Scholarship Selection Committee. The top applicants are invited for an interview with the selection committee. This committee consists of Program faculty, the Dean of Graduate Studies for the School of Medicine, the Director of Interdisciplinary Affairs for the School of Medicine, and representatives from the South Carolina Vocational Rehabilitation Department, South Carolina Department of Mental Health, South Carolina Commission for the Blind, National Alliance for the Mentally Ill of South Carolina (NAMI/SC), and South Carolina Self-Help Association Regarding Emotions (SCSHARE).
Scholarship awards are made at the discretion of the Scholarship Selection Committee. Typically scholarship for full time students are in the amount of 12 graduate credits of tuition and fees. Full time students also receive a monthly stipend of $400 to assist with school related expenses (books, conferences, computer, etc). Part time students receive support in the amount of 6 graduate credits of tuition and fees. Part time students receive a monthly stipend of $200 to assist with school related expenses.
Monthly stipend checks are available from the Program on the 15th of each month, beginning in the month of August for the new academic year.
Dr. Linda Leech, is the faculty advisor for student scholars.
Prior to the beginning of each semester students should meet with Dr. Leech to discuss their planned schedule for the upcoming semester. Students need to register for classes before they can apply their financial aid. Instructions for course registration are provided in the University of South Carolina Master Schedule of Classes. There is a lag time of a few days between the time students register for classes and when financial aid is available. Students need to apply financial aid using the University's TIPS phone system registration. If this procedure is not carefully followed students will be billed for their courses.
Rehabilitation Counseling Program
The training for scholars is comprised of two major components. Scholars complete the basic rehabilitation counseling master's degree curriculum as described in the Rehabilitation Counseling Student Handbook, together with specialized coursework concentrated around the development of the knowledge, skills, and attitudes essential to working effectively with persons with severe and persistent mental illnesses. The 48 credit hour program can be completed full time in 22 months. Students are accepted for fall semester (August). Additional information, including detailed course descriptions can be found on the Rehabilitation Counseling Program's website.
Psychiatric Rehabilitation Emphasis
Specialized preparation consists of two content courses, RHAB 755 The Fundamentals of Psychiatric Rehabilitation and RHAB 756 Vocational Implications of Psychiatric Disabilities and completion of a practicum and internship in rehabilitation settings serving persons with severe long-term mental illnesses.
RHAB 755 Fundamentals of Psychiatric Rehabilitation
This course addresses the psychosocial, vocational, and independent living problems that emanate from serious mental illnesses and the rehabilitation interventions that are being utilized to combat them. Students are introduced to a variety of issues related to living with a severe long-term mental illness.
RHAB 756 Vocational Implications of Psychiatric Disabilities
This course addresses the vocational needs of individuals with psychiatric disabilities. Students are introduced to the vocational assessment needs of individuals with psychiatric disabilities. Students will learn about transition from school to work, supported employment, transitional employment, clubhouse models, and job site accommodations for individuals with psychiatric disabilities.
RHAB 757 - Psychopathology (Required for Licensed Professional Counselors [LPC]
Provides the theoretical background for understanding the causes, symptomatology, and preferred treatment approaches for conditions identified in the DSM-IV. Prepares students to diagnoses and treat mental health conditions.
RHAB 758 - Classification and Assessment of Mental Disorders (Required for Licensed Professional Counselors [LPC]
As a follow-up to RHAB 757, this course provides an introduction to the classification of mental disorders using the DSM-IV and the use of formalized evaluations and appraisal techniques in achieving a differential diagnosis. (Prerequisite - RHAB 757)
RHAB 760 - Addictions Rehabilitation
Covers theories, treatments, and psychological aspects of addictions. Emphasis is placed on rehabilitative approaches. The purpose is to provide students with a basis for dealing with rehabilitants who are recovering from addictions.
RHAB 761 - Seminar in Dual Diagnosis
Exploration of research and state of the art models for rehabilitation of individuals with a substance abuse/dependency problem and other mental illness. The seminar is based on case studies. (Prequisites - RHAB 757 and 760)
Annual Schedule of Rehabilitation Courses
RSA Scholars are required to complete their field experiences (practicum and internship) in rehabilitation settings serving persons with long-term mental illnesses. Numerous sites are available within the South Carolina Vocational Rehabilitation and Mental Health Departments. During their field experiences students should gain exposure to work adjustment, psychosocial clubhouse programs, job clubs, supported employment projects, clinical rehabilitation team functioning and other service components critical to the rehabilitation of persons with long-term mental illnesses.
RHAB 880, Counseling Practicum, is the students' initial counseling practice experience. Students begin to apply their counseling skills and knowledge in rehabilitation settings. The purpose is to begin engaging students in actual counseling activities under close supervision to develop their basic competencies.
Additional information about Practicum requirements can be found in the Rehabilitation Counseling Program Student Handbook.
RHAB 883, Counseling Internship, is a full-time (40 hour per week, 600 hours total) experience in a rehabilitation setting. The purpose is to provide the student with sufficient supervised experience to develop their competencies to a level at which they are able to function independently.
Additional information about Internship requirements can be found in the Rehabilitation Counseling Program Student Handbook.
Student scholars are required to complete a variety of experiential activities outside of the classroom which help them gain insight into the experience of living with a mental illness. Scholars are required to document a total of 200 hours of participation divided among Experiential Programs, Conferences, Volunteer Work and Research.
The National Alliance for the Mentally Ill of South Carolina, the University of South Carolina School of Medicine, and the South Carolina Department of Mental Health have been collaborating since 1990, on providing a combination respite program and training opportunity for South Carolina Department of Mental Health employees, psychiatry residents and mental health professional graduate students. The Respite Program provides scholars an opportunity to interact with mental health service recipients as people, not clients, in a non-professional environment. The interdisciplinary approach to the respite program also provides students the opportunity to interact with other mental health professionals.
The Respite Program is a five day (104 hours) experience that typically takes place the last week of September. The Respite Program is located in a conference facility on Seabrook Barrier Island near Charleston. Scholars are required to participate in this experience during their first or second year.
Step Into My Shoes is a 48 hour experiential learning program designed to give participants some understanding of what a client in a state psychiatric hospital might feel and think. In this program, participants are checked into one of the Department of Mental Health's remaining residential facilities for a 48 hour period. During the experience participants follow the same procedures the patients are expected to adhere to, participate in a typical patient schedule, spend their nights on an open psychiatric ward. Throughout the two days participants meet regularly with the program coordinator to process the experience, discuss impressions of the hospital, patients, and staff and provide feedback. Scholars are required to participate in this experience during their first semester.
The opportunity to interact with consumers, family members and other rehabilitation professionals is critical to the professional development of scholars. Listed below are a variety of conferences that scholars participate in.
National Alliance for the Mentally Ill of South Carolina
The National Alliance for the Mentally Ill of South Carolina holds a large statewide conference each fall. NAMI/SC is an organization of family members of individuals with psychiatric disabilities. Attendance at this conference gives Scholars some insight into the experience of being a family member of an individual with a mental illness. Scholars are required to participate in this conference during their first or second year.
Cultural Competence in Mental Health
The Department of Mental Health's Cultural Action Council sponsors a number of programs throughout the year which are geared towards increasing the cultural competence of their employees. Attendance at these conferences gives Scholars some insight into how to gain cultural competence necessary for working with mental health consumers. Scholars are required to participate in one program during their training.
Scholars are encouraged to attend the following conferences and training throughout and following completion of their program.
The Department of Mental Health and the School of Medicine sponsor a series of Teleconsultation trainings geared at better equipping professionals to work with individuals with psychiatric disabilities. A number of these trainings are available throughout the year.
Alliance Professional Development Symposium
The Alliance for Rehabilitation Counselors (National Rehabilitation Counseling Association and the American Rehabilitation Counseling Association) sponsors an annual Professional Development Symposium in the spring. The Professional Development Symposium is an opportunity for students to interact with rehabilitation counselors and educators from across the country. Workshops presented by national leaders address a variety of timely topics.
American Counseling Association
The American Counseling Association (ACA) is the national umbrella organization for counseling division. ACA sponsors an annual training conference for counselors from all over the world. This conference is an opportunity for students to interact with counselors and counselor educators. Workshops presented by national leaders address topics related to the profession of counseling.
National Rehabilitation Association
The National Rehabilitation Association (NRA) is dedicated to improving the quality of life for persons with disabilities in the United States. Membership is comprised of rehabilitation professionals, including counselors, administrators, job placement specialists, vocational evaluators and students. NRA sponsors an annual training conference for rehabilitation providers across the nation. Workshops are provided by rehabilitation leaders and are related to providing rehabilitation services to individuals with disabilities.
South Carolina Vocational Rehabilitation Association
The South Carolina Vocational Rehabilitation Association is an association for persons who support the public vocational rehabilitation program and want opportunities to affiliate, interact, demonstrate support for and receive relevant education about the public vocational rehabilitation program. SCVRA sponsors an annual conference in South Carolina.
South Carolina Counseling Association
The South Carolina Counseling Association (SCCA) is the state division of the American Counseling Association. SCCA has an annual training conference for counselors in South Carolina.
Rehabilitation Counseling Student Association
The Rehabilitation Counseling Student Association is an official student association of the University of South Carolina. The association's purpose is to support the academic, professional and personal growth of its student members. The student members promote networking, and training, and consumer advocacy for individuals with physical and psychiatric disabilities, as well as participate in community projects. Scholars are encouraged to take a leadership role in the Rehabilitation Counseling Student Association.
The Rehabilitation Counseling Program faculty is engaged in on-going research projects related to individuals with psychiatric disabilities. Scholars are encouraged to participate in developing and carrying out research projects as well as participating in writing for publication and making presentations based on research findings. NRCA and ARCA sponsor an annual Student Paper Competition each fall. Scholars are encouraged to submit original works completed during their program to this competition.
Numerous volunteer placements exist which give scholars an opportunity to interact with mental health consumers and professionals. Scholars should meet with their advisor to discuss specific areas of interest.
I ____________________(print), certify that I am not in default on any federal student loans and am therefore eligible for Federal Assistance from the Rehabilitation Services Administration.
Signature_______________________ Social Security Number_______________ Date _______________
Appendix B
Rehabilitation Counseling Scholarship Recipients
As a condition of receiving financial support provided by this Federal grant funded program, the following requirements must be met:
Upon graduation from the training program, the scholar will seek and maintain employment:
(a) in a nonprofit rehabilitation agency or related agency or in a State rehabilitation agency or related agency, including a professional corporation or professional practice group though which the individual has a service agreement with the designated State agency that serves individuals with mental illnesses;
(b) on a full-time or part-time basis; and
(c) for a period of not less than the full-time equivalent of two years for each year for which assistance was received, within a period, beginning after the recipient completes the training for which the scholarship was awarded, of not more than the sum of the number of years in the period described and two additional years; and
(d) repay all or part of any scholarship received, plus interest, if the individual does not fulfill the requirements listed above, except as the Secretary by regulations may provide for repayment exceptions and deferrals.
By signing this document, I, ___________________________, (print) agree to fulfill the above described obligations. Additionally, I agree to keep the Rehabilitation Counseling Program at the University of South Carolina informed of my whereabouts and employment status until such time as I have provided evidence of having met all the requirements and have received notification that the information was received, verified, and accepted by the Program.
Signature____________________________ Social Security Number____________________ Date _____________
Witness Signature ____________________________
Instructions for Grantees/RSA Scholars:
This form is to be completed and signed by the Long-Term Training scholar and R.A. Project Director or other appropriate grantee official at the time the scholar exits the program, regardless of whether a degree is, obtained or all coursework has been completed.
As a training scholarship recipient, I, ____________________________, Social Security #_______________ , acknowledge the following information as being true and accurate.
(1) I received scholarship funds from the University of South Carolina Rehabilitation Counseling Program under U.S. Department of Education Grant # for training received in the Rehabilitation Counseling field.
(2) I understand that I must work four years in a setting that serves individuals with severe long-term mental illnesses in order to satisfy the work requirements of the Scholarship Agreement.
(3) The total amount of scholarship assistance received from this institution, under the Grant # above, that is subject to the work-or-repay provisions of Federal statutes and regulations is $(dollar amount).
(4) The work requirements must be satisfied within six years after completion of the training or after exiting the program, whichever comes first. In order to meet the full work obligation, appropriate employment must be obtained no later than date and completed no later than date.
(5) I understand that I must inform the institution that awarded the scholarship of any change in my name, address, and employment status and that I am responsible for documenting how I have satisfied the terms of my scholarship agreement until such time as the work obligation has been satisfied. My employment information will be supplied to the institution that provided the training.
(6) I also acknowledge that I have received a copy of my signed Scholarship Agreement and this Exit Certification Form, both of which outline the work-or-repay requirements stipulated in Federal regulations, and I understand my obligations as a scholarship recipient. Additional information on the work-or-repay provisions may be found in Part 386 of Title 34 of the Code of Federal Regulations and in the Long-Term Training Scholarship Manual, both of which have been made available to me, if requested, by the institution that provided the training.
Signature of Scholar ___________________________ Signature of Project Director ______________________
Date _______________ Date _______________
U.S. DEPARTMENT OF EDUCATION
OFFICE OF SPECIAL EDUCATION
AND REHABILITATION SERVICES
REHABILITATION SERVICES ADMINISTRATION
RSA LONG-TERM TRAINING
SCHOLARSHIP INFORMATION
OCTOBER 1996
***********
UNITED STATES DEPARTMENT OF EDUCATION
OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES
Dear Prospective RSA Scholar:
You are about to make an important decision regarding your future career. I encourage You to consider the field of rehabilitation. I also encourage you to apply to become an "RSA Scholar," and to reap the financial benefits associated with it.
Participation in the RSA Scholars program offers wide opportunities for you. In addition to the financial benefits, you have the satisfaction of knowing that your work will contribute to our society. An "RSA scholar prepares to work with the State-Federal system of vocational rehabilitation, a system with a long and proud history of serving people with disabilities. Ultimately, of course, scholars enrich the lives of people with disabilities through providing quality rehabilitation services that help them secure employment, and participate fully in society.
There is an acute need for qualified personnel in the field of rehabilitation. Specifically, State rehabilitation agencies, and the programs with which the State rehabilitation agencies make agreements to provide vocational, supported employment, and independent living services, have critical personnel needs. To ensure that the "RSA training program helps State agencies in filling these jobs, Congress added to the Rehabilitation Act a "payback" provision for "RSA scholars. This manual explains the payback requirements. Please read it carefully to understand your responsibilities.
RSA SCHOLAR! I hope that you will accept that designation proudly and consider it a privilege and an honor to serve in this exciting field. I also hope that the information in this manual will be helpful to you as you begin your career in rehabilitation.
Sincerely,
Fredric K. Schroeder, Ph.D.
Commissoner
*********
FREQUENTLY ASKED QUESTIONS
1. When in the scholarship award process must the scholar sign the payback agreement?
An institution receiving a Long-term Training grant from the Rehabilitation Services Administration (RSA), U.S. Department of Education, must ensure that any student receiving scholarship assistance from the grant signs and dates a "payback" agreement prior to the initial disbursement of any scholarship funds on his or her behalf, including the payment or crediting of tuition. The institution must fully disclose to the (RSA), scholar the terms and conditions of the payback requirement in the application for an (RSA), scholarship. The written agreement must contain the terms and conditions required by the regulations. [34 CFR 386.34]*
*CFR is a citation for CODE OF FEDERAL REGULATIONS. General and permanent rules published in the FEDERAL REGISTER are codified in the CFR. Tie CFR is kept up to date by the individual issues of the FEDERAL REGISTER. Title 34 is presently composed of volumes addressing education. including rehabilitation. Regulations are cited by volume title. part and section number.
2. What financial aid is included in the payback requirement?
The requirement applies to all (RSA), financial assistance to a scholar in an area of long-term rehabilitation training and includes payments for tuition, stipends, books, fees, and travel. [34 CFR 386.4]
3. How is an academic year defined for purposes of the payback requirement?
An academic year means a full-time course of study: (1) taken for a period totaling at least 9 months; or (2) taken for the equivalent of at least 2 semesters. 2 trimesters, or 3 quarters. The employment obligation of a part-time scholar is based on the accumulated academic years of training for which scholarship aid is received. If a scholar attends school from September to June, his/her payback obligation is two full years. Work requirements for portions of an academic year are prorated. [34 CFR 386.4; 34 CFR 386.34]
4. When a scholar receives partial funding, what are the payback requirements?
The amount of financial assistance disbursed, whether partial or full, does not affect the obligation of the scholar to meet an employment commitment. The employment obligation for a part-time scholar will be based upon the "accumulated academic years" of training for which the scholar received assistance. [34 CFR 386.84]
5. What is the relationship between the amount of time that a student receives a scholarship and the length of time that he/she must maintain employment to meet payback requirements? Also, how much time does the student have to meet the payback requirements.
As of June 1. 1992, the student must satisfy the following employment obligation:
(a) The student must work in a State vocational agency, a non-profit rehabilitation agency, or a related agency, including a professional practice group through which the individual has a service arrangement with the State vocational rehabilitation agency;
(b) The length of the employment obligation is the full-time equivalent of 2 years for each year of scholarship assistance provided:
(c) The period of time that the student has in order to satisfy the employment obligation begins immediately upon the completion of the training and lasts for the duration of the employment obligation plus a grace period of two more years:
(d) The student may work on a part-time basis as long as the employment obligation is satisfied during the period of time referred to in paragraph 3.
6. If a scholar is dismissed or drops out of a program for academic or non-academic reasons, to what degree will he/she be liable for payback?
The scholar is liable for repayment of the costs received if he/she is dismissed or voluntarily leaves the program for academic or non-academic reasons. If he/she seeks to meet the obligation through employment, the employment must be in a position as defined in the regulations. Circumstances for deferrals and exceptions are described in the regulations. [34 CFO 386.41]
7. Must scholars work on a full-time in a qualifying agency?
No. A scholar may work on a full- or part-time basis for either the State rehabilitation agency or a related agency, facility, or qualifying organization. If a scholar works part-time, he/she still has an obligation to work the full-time equivalent of two years for each year for which assistance was provided within a period of not more than the sum of the number of years owed and two additional years. [34 CFO 386.34]
8. What is meant by a "related agency"?
The State-Federal programs of vocational rehabilitation, supported employment, and independent living are the programs intended to benefit from the payback provision. Congress recognized, however, that State rehabilitation agencies often accomplish their mission through agreements with other programs. Thus, the employment obligation may be met by obtaining and maintaining employment in the field in which the scholar was trained. in a nonprofit or related agency providing services under an agreement with a State rehabilitation agency.
When seeking employment an RSA scholar should first check with his/her appropriate training institution to obtain a listing of employment sites that meet the statutory and regulatory definition of "acceptable employment." Second. the student should determine if the potential employer meets the definition of acceptable employment (public or non-profit, or related agency, facility, or service provider). The employer should also be able to provide information regarding whether the program, agency or facility provides services to clients of the State vocational rehabilitation (VR) agency, or whether it has a cooperative working agreement regarding the referral or provision of services to VR clients. If additional information is needed, an RSA scholar may wish to contact the State VR agency to obtain additional information. In instances where these questions cannot be clarified, scholars may wish to contact the appropriate RSA regional office (listing at the back of this manual).
Note: The grantee (training institution) is required to document that the State rehabilitation agency has an agreement with the RSA scholar's employer in the area of specialty. An agreement may be an arrangement by a related agency to accept referrals and provide services to rehabilitation clients, or a purchase of service or contractual arrangement with a service provider. [34 CFR 386.4: 34 CFR 386.34]
9. Does volunteer -work count towards the payback requirement?
No. Volunteer work does not count towards the payback work requirement.
10. Does the payback requirement apply to residency programs in Physical Medicine and Rehabilitation (PM&R)?
Yes. Residency programs receiving grants under the Rehabilitation Long-term Training program in the field of PM&R must adhere to the final Rehabilitation Long-term Training regulations published in the FEDERAL REGISTER on June 16. 1992. (RSA-PPD-88-8, May 5, 1988)**
**RSA-PPD-88-8 is a citation for RSA Program Policy Directive number 8 in FY 1988. The Program Policy Directive provides additional information on the application of the payback provision to residency programs. Contact the residency training advisor or the appropriate RSA regional office (see attached listing) for further information, on this PPD or ways that an RSA scholar may satisfy the payback provision when he/she is a practicing rehabilitation physician.
11. Must scholars serve State rehabilitation clients exclusively in full- or part-time employment in a qualifying agency?
If a scholar works for a related agency, he/she is not required to serve only rehabilitation clients of the State-Federal programs of vocational rehabilitation, supported employment, or independent living in his/her job. Rather, the requirement can be met if he/she is employed on a full- or part-time basis by the qualifying organization. and the work is on a continuing basis as a consultant or practitioner serving rehabilitation clients under an agreement with a State vocational rehabilitation agency. For example. if a rehabilitation physician works for a qualifying organization whose clientele includes individuals receiving services through programs funded under the Rehabilitation Act. the work would meet payback requirements. [34 CFR 386.4: 34 CFR 386.34]
12. If a scholar engages in employment for a State agency or related rehabilitation agency while in training, will that count toward payback?
Rehabilitation employment while in training for which the scholarship was awarded does meet the work requirement. Regulations state that the scholar will maintain --employment in a qualifying agency "beginning aft= the recipient completes the training for which the scholarship was awarded." (emphasis supplied) [34 CFR 386.34]
13. Why is June 1, 1992, a significant date in relation to the payback requirement?
The Rehabilitation Act Amendments of 1992 (Pub. L. 103-569) revised the payback requirements that were enacted by the Rehabilitation Act Amendments of 1986. The information in this manual and the regulations published on June 16, 1994, apply to individuals receiving scholarships for any academic year beginning after June 1, 1992.
14. What information in addition to this manual will help an RSA scholar and the granting institution to understand their responsibilities in complying with the payback requirements?
Scholars and institutions must become familiar with the final regulations published in the FEDERAL REGISTER on June 16, 1994. [59 FROM 31060]. As a condition of receiving this grant. scholars and institutions are required to comply with the rules. The regulations spell out the payback provisions and the scholar's requirements to comply with them. Training institutions should identify additional rehabilitation information. such as names and addresses of qualifying employers, for use in assisting scholars.
15. What is the "exit certification" that the grantee must provide in writing when a scholar completes his/her program?
According to 386.34(for), the granting institution is required to maintain the following information on file for each scholarship:
(a) The scholar's name and identifying information on the Federal grant that provided the scholarship;
(b) The scholar's field of study;
(c) The number of years the scholar needs to work to satisfy the work requirement in 386.34(c)(1)(i)(C);
(d) The total amount of scholarship assistance provided subject to the work-or-repay provision in 386.34(c)(1)(ii).
(e) The time period during which the scholar must satisfy the work requirements in 386.34(c)(1)(i)(C).
(f) All the other obligations the scholar must meet in 386.34. such as the need to inform the training institution of any change of name. address, employment status, and information documenting how he/she has satisfied the terms of his/her scholarship agreement.
The exit certification must include written verification from the scholar acknowledging that the information in his/her file is accurate and that he/she is aware of his/her work-or-repay obligation.
16. Does RSA specify the geographical location in which the work requirement must be satisfied?
Regulations implementing the payback requirement do not specify the geographical location in which the work requirement must be satisfied. An RSA scholar may select where he or she wishes to seek and maintain employment, provided that within the required period of time following the completion of his or her training, the employment obligation is fulfilled with a State agency or related program. [34 CFR 386.34]
17. Will an RSA scholar be able to fulfill the payback employment requirement if the private, for-profit, business for which he/she works provides services to State agency rehabilitation clients?
A for-profit organization may qualify as a professional corporation or professional practice group provided it meets the applicable definition in the Federal regulations. Professional corporations and practice groups are not limited to non-profit status organizations. If questions arise as to whether a particular organization qualifies to meet an RSA scholar's work requirement, the grantee or scholar should write a letter to the appropriate RSA regional office representative (listed at the back of this manual) to request an official reply to the question of whether the organization is qualified. [34 CFR 386.4(b)]
18. Under what circumstances may a scholar receive an exception to the payback requirements?
Before disbursement of a scholarship, grantees are required to obtain documentation that the individual has expressed interest in a career in the provision of rehabilitation services and that the individual expects to maintain or seek employment in an approved agency. [34 CFR 386.33]
Scholars are not required to repay if they are unable to continue their course of study or complete their employment due to a severe disability that is expected to continue indefinitely or result in death, or if, in fact, they should die. [34 CFR 386.41(a)]
19. Under what circumstances may repayment of a scholarship be deferred?
Repayment of a scholarship may be deferred during the time the scholar is:
(a) engaging in a full-time course of study at an institution of higher education:
(b) serving. not in excess of three years, on active duty as a member of the armed services of the United States:
(c) serving as a volunteer under the Peace Corps Act:
(d) serving as a full-time volunteer under Title I of the Domestic Volunteer Service Act of 1973:
(e) temporarily totally disabled, for a period not to exceed three years: or
(f) unable to secure employment as required by the agreement by reason of the care provided to a disabled spouse for a period not to exceed twelve months. [34 CFR 386.41(b)]
20. How would a scholar obtain a deferral or exception for one of the reasons listed above?
The scholar, or when necessary the legally responsible person acting on his/her behalf, must submit a written application and documentation (as provided in 386.42) to the Commissioner, Rehabilitation Services, U.S. Department of Education, 600 Independence Avenue. S.W., Washington. D.C.20202. [34CFR386.42]
21. To whom must the scholar report his/her whereabouts, jobs, or noncompliance with the terms of his/her agreement?
The academic institution which administered the RSA training grant is responsible for keeping track of the location of scholars supported under the training grant, and their employment, until the payback requirements are met. Regulations state that the individual scholar is responsible for notifying the granting institution about changes in his/her address, employment. or other significant facts related to completion of the payback requirement. A reasonable approach that would comply with the institution's tracking responsibility would be to contact each former scholar once a year, with a follow-up mailing if he/she does not respond. If an institution experiences difficulty in locating a scholar, it is required to check with existing tracking systems operated by alumni organizations. [34 CFR 386.34(c)(3) and 386.34(g)]
22. What types of reports must institutions that accept RSA training grants make to the Department of Education about scholars?
Training institutions (grantees) are required to file the RSA Training Payback Reporting Form" within 30 days after the end of each project budget period for which the training institution is funded. This form will allow RSA to obtain sufficient information in order to determine whether the Long-term Training program meets its broad purpose and to submit reports to Congress on whether scholars meet their work requirements. The PaybackReporting Form must be submitted by the grantee each year until all scholars have completed their work obligations in order for the grantee to receive Federal scholarship funding. Thus. forms will be submitted for a number of years beyond which the project is supported with Federal funds. Training institutions must report ALL scholars to whom scholarships have been provided since 1987. Failure to report scholars may result in a cost disallowance found through an audit and may affect their ability to receive future grants.
23. When does a scholar enter financial "repayment" status?
Financial repayment status begins when it is apparent that all or part of the employment obligation will not be fulfilled by the payback completion date. Specifically, financial repayment status begins on the first day of the first calendar month after the earliest of the following dates, as applicable: (1) the date an RSA scholar informs the Commissioner of RSA (copy to training institution) that he/she does not plan to fulfill the employment obligation under the agreement-, 2) any date when the RSA scholar's failure to begin or maintain employment makes it impossible for him/her to complete his/her employment obligation within the number of years required in section 386.34(c)(1). If an RSA scholar partially meets his/her employment requirements, he/she must repay a prorated sum based upon the years/months of unmet employment in the payback agreement. As noted, the scholar should send a notice pursuant to repayment status to the Commissioner of the RSA in the U.S. Department of Education, 600 Independence Avenue, S.W., Washington, D.C. 20202. [34 CFR 386.43(e)]
24. What happens if an RSA scholar's employment obligation is not completed?
According to the terms and conditions of the RSA scholar's written agreement with his/her training institution, he/she must repay the amount of scholarship not satisfied through employment. as well as the interest on the unpaid balance of the scholarship owed, and reasonable collection costs. as determined by the Secretary of Education. Interest charged is variable and is based on language contained in 34 CFR 386.34 and 34 CFR 386.43: 31 U.S.C. 3717.
25. Who collects the funds if a scholar does not fulfill the payback requirement through qualifying employment?
The Secretary of the Department of Education is responsible for collecting the funds if a scholar does not comply with the regulations. [34 CFR 386.43]
26. What recourse will a scholar have to appeal a finding of noncompliance with the regulations for the payback provision?
Appeals should be directed to the Commissioner of RSA U.S. Department of Education, 600 Independence Avenue, S.W., Washington. D.C. 20202. The Commissioner will acknowledge all such appeals in writing.
NOTE: If you need assistance with the information in this manual, or the provisions of the Rehabilitation Training program, you may contact the RSA regional office nearest you for help. The RSA regional office representatives are listed at the back of this manual.
CITATIONS IN LAW: Sections 12(c), 302 (b)(3)(A), and 302(b)(3)(B) of the Rehabilitation Act of 1973, as amended; 29 U. S. C. 711 (c) and 771 (a).
CITATIONS IN REGULATIONS: 34 CFR 386.4, 34 CFR 386.34, 34 CFR 386.40, CFR 386.41. 34 CFR 386.42. 34 CFR 386.43.
Course Syllabus, Fall 1998
RHAB 755
Fundamentals of Psychiatric Rehabilitation
Instructor: Linda L. Leech Ph. D., CRC
Rehabilitation Counseling Program
School of Medicine
3555 Harden Street Ext., Suite B20
Columbia, SC. 29203
Fax: 803-434-4231
E-Mail: Ileech@npsy.ceb.sc.edu
Office Hours:
Monday 3:00-5:00
Tuesday 1:00-4:00
Wednesday 1:00-4:30
Thursday 2:00-4:00
Friday 12:00-2:00
Course Description: This foundational course provides an overview of the philosophy, process, and technologies employed in modern psychiatric rehabilitation programs. The course emphasizes the elements of the psychiatric rehabilitation process focusing on those elements which make it different from rehabilitation with other populations. Students participate in lecture, small group work, and experiential activities which are designed to acquaint them with the psychiatric population, personnel, system, and programmatic approaches utilized in modern mental health programs.
Assumptions and Expectations: All students enrolled in this course are adult learners with a personal and experiential background relevant to the class. Further, many students at the graduate level have prior vocational experience in fields related to vocational rehabilitation, counseling, or the populations discussed in this course. Each individual enrolled in this class also has a personal agenda of information which he/she would like to acquire. Therefore, each student is expected to be an active participant in all class projects and discussions. Graduate level performance on all projects is expected as is graduate level initiative, curiosity, and personal responsibility. Coursework will be highly challenging but also highly applicable to each student's personal situation. Instructor assistance is available upon request. Students may schedule individual appointments at any time and can expect to find the instructor available during posted office hours. A professional level of courtesy and mutual respect is expected both on the part of the student and instructor at all times.
Goal: The purpose of this course is to provide rehabilitation counselors, vocational/mental health personnel, and others in the rehabilitation-related professions with a base of information necessary for understanding the rehabilitation process with individuals experiencing psychiatric disabilities, the technologies in use, and the roles/functions of personnel working with this population.
Course Objectives:
1. Students will be able to recognize and discuss issues pertaining to the rehabilitation of
individuals with psychiatric disabilities.
2. Students will be able to identify key factors unique to the rehabilitation process of
individuals with psychiatric disabilities.
3. Students will become familiar with rehabilitation program models currently in use
with the psychiatric population.
4. Students will demonstrate an understanding of the mental health system in South
Carolina, its relationship to federal programs, and the funding streams which
influence the delivery of services to individuals with mental illness.
Textbook:
Anthony, W. & Spaniol, L. (1994). Readings in Psychiatric Rehabilitation.
Assignments:
Principle Project: Students will prepare a paper which compares and contrasts the rehabilitation of individuals with psychiatric disabilities and the rehabilitation of any other selected population (i.e. the rehabilitation of individuals who are chemically dependent, the rehabilitation of individuals with physical disabilities, the rehabilitation of criminal offenders, etc.). Students will explore the similarities and differences in terms of
The underlying philosophies
The desired or expected outcomes of rehabilitation
The nature of the population served
The structure of the service delivery systems involved
The nature of the rehabilitation process
The rehabilitation technologies employed
The roles of rehabilitation specialists working with the chosen populations
Conclusions drawn from the comparison
These papers should be no more than fifteen pages in length exclusive of the reference list and should be submitted in APA style. POINTS WILL BE DEDUCTED FOR PAPERS WHICH EXCEED 15 PAGES. Papers are due on the last night of class and shall constitute 50% of the grade for the course. Each topic listed above must be addressed, including comments and information about each type of rehabilitation being contrasted. Care should be taken to explore both similarities and differences. A maximum of four points may be earned for each of the nine subheadings with an additional four points for style and format. A total of forty points are possible.
Research for this project will include:
1. Small Group Project: Students will work in small groups to conduct a series. of interviews with mental health workers and vocational rehabilitation workers to identify their understanding of the psychiatric rehabilitation process, their roles and job functions, their relationship to the functions of other individuals engaged in the rehabilitation process, particular challenges and concerns about the effectiveness of the process with the individuals they serve. Each group will generate a list of relevant questions on an assigned topic based on readings, research, and class discussion. A class survey will be produced which will serve as the consistent format for these interviews. Each student will identify and interview three individuals involved in some way in the rehabilitation of individuals with mental illness using the survey. Each small group will then review the responses related to their topic and present the findings to the class. Participation and completion of presentation shall constitute 25% of the grade for the course. Small groups will meet five times prior to the presentation. Each student will earn one point for each session in which they participate. The presentation can earn students a maximum of five points. Point awards will be based on the overall interest of the presentation, the relevance of the presentation to overall course objectives, and the creativity shown by students in identifying and formulating important and relevant questions for their sections of the survey.
2. Site Visits: Each student will visit a program specifically addressing some portion of the psychiatric rehabilitation process. Students may elect to locate and visit a site independently OR they may coordinate and organize a group visit to a selected facility. Each student will prepare a reaction paper of no more than two pages in length which describes the new learning and insights acquired from the visit. Participation shall constitute 10% of the grade for the course. Completion of the interviews and submission of the reaction paper will earn 10 points. Note class agenda for deadline.
3. Literature Review: Each student will review and BRIEFLY summarize five recent journal articles other than those designated as class reading assignments on a topic area related to psychiatric rehabilitation. These articles and their summaries will be discussed in the small groups and incorporated into the class presentations and final papers. Completed summaries shall constitute 10% of the grade for the course. Students successfully completing the literature review will receive 10 points. Note class agenda for deadline.
4. Classroom presentations, selected readings, and lectures. Each student will complete reading assignments, attend class and participate in class discussions. Students will receive .30 points for each class they attend and actively participate in.A student may earn five points for perfect attendance and involvement. Participation shall constitute 5% of the grade for the course.
Grading Policies: All students completing all minimum requirements for the course and submitting projects of acceptable quality in a timely manner may receive a grade of B+ for the course. The "A" is reserved for those students who submit EXCELLENT work showing initiative, interest, and excellent understanding of the subject matter. Grades below B+ may be chosen by students who are unable to complete the required work or prefer to produce products of lesser quality. Grades shall be determined by the number of points earned. Students may schedule a meeting with the instructor to discuss a point award on a particular project. Students are also encouraged to discuss that progress on their projects prior to submitting them for a grade. Students availing themselves of this help should have no problem acquiring the grade they choose for the course.
Class Agenda
The following schedule is tentative since this course relies heavily on the availability of guest speakers and lecturers. All listed topics will be covered but adjustments may be made. Advance notice of all changes will be announced whenever possible.
Mental Illness: Its Effects on the Individual
Aug. 26th Introduction to the course
The nature of mental illness
Small group planning
Sept. 9 The causes and diagnosis of mental illness
Dr. Leech
Biopsychosocial factors Read Jansen article
Adjustment factors
Cultural factors
Small group planning
Sept. 16 Assessment of mental illness and
psychiatric disabilities Dr. Leech
DSM Diagnosis Read Slomka article.
Behavioral assessment
Functional assessment
Small group planning
Sept. 23 The treatment of mental illness Dr. Leech
Psychological interventions Read Mcvoy article.
Pharmacological interventions
Small group planning
Sept. 30 No Class
Oct. 7 The experience of having mental illness
Guest Panel
Personal and family issues Read Chapter One in Anthony & Spaniol
Mental Illness: The Service Delivery System
Oct. 14 (Fall break but this meeting will be scheduled for another day)
The experience of having mental illness Dr. Leech
Psychosocial factors Read Dincin article
Oct 21 Historical Perspectives Dr. Leech
Group Presentations
Oct. 28 The structure of the mental health system
Public Policy Issues Dr. Leech
South Carolina's mental health and VR systems Read Chapter 7 & 8 text.
Guest Speakers
Nov. 4 The mental health professions Guest
Speakers
Psychiatry Read Chapter 5 text.
Psychology Reaction papers due.
Professional Counselors
Social Workers
Nursing Professionals and Other Medical Personnel
Case Managers
Vocational Rehabilitation professionals
Others
Clubhouse personnel
Mental Illness: Assisting in the Return to a More Functional Lifestyle
Nov. 11 The philosophy and process of psychiatric
rehabilitation Dr. Leech
Read Chapter 3 text.
Nov. 18 Psychiatric rehabilitation in residential
and social settings Guest Speaker
Family education and support Read Chapter 4 text.
Prevention and Outreach Article summaries due.
Community residential programs
Supported living programs
Respite Care
Clubhouse models
Nov. 24 Psychiatric rehabilitation in educational settings Guest Speaker
Read Chapter 6 text.
Final Papers Due.
Dec. 1 Psychiatric rehabilitation in vocational
settings Guest Speaker
Vocational assessment/evaluation Read Anthony, Cohen. & Danley article
Supported employment
Transitional employment
Job placement
Job site accommodations
RHAB 756
The Vocational Implications-of Psychiatric Disability
3 credit hours
To be offered Fall, 1999
This course is the second in a series of introductory courses designed to prepare students to provide vocational rehabilitation counseling services to individuals with severe, long term mental illness. Fundamentals of Psychiatric Rehabilitation, the prerequisite for this course, introduces students to the nature of psychiatric disability, the population, the philosophy behind rehabilitation of individuals with chronic mental illness, the principles of psychiatric rehabilitation, and the programs and techniques shown to be most effective with this population. Vocational Implications of Psychiatric Disability focuses on the state of the art philosophy and practice of integrating and/or re-integrating individuals with chronic long term mental illness into the work force. Students will explore the commonalities and differences between the vocational rehabilitation process with individuals experiencing other types of disabilities and those experiencing mental illness. A comprehensive vocational rehabilitation model which focuses on the development and implementation of highly individualized treatment planning and team participation will be presented. Students will become familiar with vocational assessment techniques, transitional and supported employment models, the use of natural and community support networks in locating and maintaining community employment, innovative program models, and reasonable accommodations for individuals with psychiatric disabilities.
Tentative Course Agenda
Session 1: Introduction to Course
Review of Syllabus and requirements.
The Effects of Psychiatric Disability on Vocational Ability.
Session 2: The Importance of work in the Overall Wellness of Individuals: A Holistic Approach to Vocational Rehabilitation.
Session 3: The Effects of "Stigma" and Internal Beliefs about Mental Illness on Vocational Ability.
Session 4: Systemic and Legal Barriers to Vocational Rehabilitation of Individuals with Psychiatric Disability.
Session 5: Comprehensive Vocational Assessment of Individuals with Psychiatric Disability using an "ability" identification model.
Session 6: Evaluation of community/natural support networks.
Session 7: Models for Empowering Individuals to Direct and Control their Vocational Re-entry: Developing Vocational Maturity.
Session 8: Developing the Individualized Vocational Rehabilitation Plan.
Session 9: Work adjustment models for individuals with severe, long term mental illness.
Session 10: Job training: educational issues including identifying job preferences, matching preferences to abilities, accommodating differing learning styles, job training techniques, evaluation of job readiness. (Part 1)
Session 11: Job Training (Part 2)
Session 12: Selection of appropriate job placement model. Introduction to sheltered employment, transitional employment, supported employment, competitive employment with differing levels of support, and self employment. (Part 1).
Session 13: Job Placement Models (Part 2). Supported Employment: In depth look at model, evaluation of pros and cons. Other Options.
Session 14: Dealing with the Chronic Nature of the Illness: Follow along, evaluation, funding issues, the dual diagnosis dilemma.
Session 15: Dealing with Stress within the Individual's Support Networks- Taking Care of Yourself
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