Providing Rehabilitation Education for the Global Community
Contents:
About the Program
Course Information
Practicum/Internship Policies and
Procedures
Class
Schedule
Admissions Information
Computer Policy
CCRC Exam Review
Link
Faculty & Staff
Scholarships
Distance Education
Distance Education
Courses
PROGRAM MISSION
The Rehabilitation Program has as its stated mission, "the enhancement of the quality of life of disabled and disadvantaged persons." As part of a state university system, the Program efforts reflect a major concern for the needs of South Carolinians; however, because of the universality of disability and disadvantagement, many of the Program activities have regional, national, and international implications.
To accomplish its mission, the Program faculty carry out a spectrum
of educational, scholarly, and service activities. Educational efforts are
directed at training professionals to engage in (1) counseling, (2) educational,
vocational, and psychosocial assessment, (3) case management, (4) advocacy, and
(5) community program development activities, within an interdisciplinary team
framework. Scholarly activities are centered around advancing and dissemination
knowledge and understanding of disability and disadvantagement-related issues.
Service activities are primarily focused on providing support for others
involved in delivering services to persons who have physical or mental
disabilities, including addictions, or who are disadvantaged by cultural
differences and educational and economic impoverishment, throughout the state,
nation, and international community,
REHABILITATION COUNSELING PROFESSION
Rehabilitation counseling is a systematic process which assists persons with physical, mental, developmental, cognitive and addiction-based disabilities to achieve their personal, career, and independent living goals through counseling activities. The counseling process involves communication, goal setting, and facilitating personal growth or beneficial change through advocacy, psychological, vocational, social, and behavioral interventions.
Rehabilitation counselors help individuals deal with personal, interpersonal, and societal problems, plan careers, and find and maintain appropriate employment. Counselors work with individuals, organizations, and advocacy groups that address the environmental and social barriers that create obstacles for people with disabilities. They also collaborate with physicians, psychologists, therapists, and others in assisting rehabilitants in pursuing their vocational and independent living goals. Because employment is a major problem of persons with disabilities, rehabilitation counselors work closely with employers and representatives of the business community to identify job opportunities and to make work environment more accommodating.
In effect, rehabilitation counselors build bridges between persons with disabilities and their families, communities, and work places. Although other health and human service providers serve persons with disabilities, it is rehabilitation counselors who are uniquely qualified to provide vocational guidance and adjustment counseling to them and their families.
Rehabilitation is committed to facilitating the independence,
integration and inclusion of people with disabilities in the community,
respecting the dignity and worth of all people. It is dedicated to promoting
equal justice based on a model of accommodation. This includes providing and
equalizing the opportunity to enjoy the rights and privileges afforded
non-disabled Americans. Rehabilitation counselors are committed to supporting
persons with disabilities in advocacy activities to enable them to empower
themselves and achieve full citizenship.
Training
Rehabilitation counselors must have knowledge of the rehabilitation process and a comprehensive set of rehabilitation skills and techniques. Interdisciplinary team work is emphasized in training, as well as a holistic view of rehabilitants. Counseling activities are learned within a systems framework that considers individuals in the context of their family and communities.
To help persons with disabilities, the rehabilitation counseling profession draws on knowledge from several fields, e.g. psychology, medicine, psychiatry, social work, sociology, education, law, and business. This broad knowledge base is key to developing and implementing rehabilitation plans that enable persons with disabilities to successfully cope with their disabilities. A detailed description of the full scope of practice has been prepared by the Commission on Rehabilitation Counselor Certification (CRCC):
CRCC
1835 Rohlwing Road, Suite E.
Rolling Meadows, IL 60008
(708)394-1785
Rehabilitation counselors serve as team members and leaders in physical restoration, mental health, addictions treatment, and other settings. In South Carolina, the Departments of Vocational Rehabilitation and Mental Health, and the array of addictions treatment programs are among the major employers of rehabilitation counselors. Rehabilitation counselors also serve as consultants to insurance companies, industry, and educational institutions.
Recently, rehabilitation counselors have begun to coordinate and
arrange for rehabilitation and transition services for children with
disabilities who are in school. Also, geriatric services are now being provided
to older persons who are experiencing changing lifestyles and health problems.
Increasingly, industrially disabled workers are receiving rehabilitation
counseling services through private rehabilitation companies and employers' own
in-house disability management and employee assistance programs. Persons who
have severe disabilities that limit opportunities for full-time competitive
employment may also be assisted through independent living service programs and
supported employment arrangements developed and provided by rehabilitation
counselors.
PROFESSIONAL DEVELOPMENT
Professional development is an ongoing process. The student's graduate studies are only the beginning of a career-long learning experience. Professional development activities include participation in in-service training programs, attending professional conferences, and reading professional publications to up-date knowledge and skills. To lay a foundation for professional development, the Program requires that the students join at least one of the two major related professional organizations and their rehabilitation counseling sub-division. Student memberships are available at nominal rates. In addition to providing newsletters, journals, and other benefits, membership makes students eligible for organization sponsored professional liability insurance which is required before engaging in practicum and internship clinical activities. Membership applications are available in the Program office. A description of the professional organizations follows:
National Rehabilitation Association
Founded in 1925, NRA is dedicated to improving the quality of life for persons with disabilities in the United States. Membership is comprised of rehabilitation professionals, including administrators, counselors, job placement specialists, secretaries, vocational evaluators, instructors and independent living providers, business and industry representatives. Also represented are physiatrists and other physicians, nurses, physical and occupational therapists, social workers, psychologists, speech pathologists, specialists serving blind and deaf persons, hospital administrators, workshop and rehabilitation facility personnel, nursing home personnel, persons with disabilities, family members and other interested citizens.
NRA is the oldest, largest and strongest advocate for persons with disabilities. It is often called the "Voice of Rehabilitation."
The Journal of Rehabilitation is the organization's major publication.
National Rehabilitation Counseling Association
The National Rehabilitation Counseling Association (NRCA) is a subdivision of the NRA and is a professional association for rehabilitation counselors. NRCA strives to accommodate the professional interests and needs of all rehabilitation counselors regardless of their work setting or job title. NRCA also dedicates itself to the pursuit of self-fulfillment of all persons with disabilities.
NRCA provides opportunities for students to participate in professional activities and to interface with experienced practitioners in the field of rehabilitation counseling.
NRCA provides its membership with professional opportunities on the local, regional, and national levels, an annual Professional Development Symposium, legislative information advocacy, and a Certification Maintenance Plan (CRC, CIRS, NCC). NRCA publishes the Journal of Applied Rehabilitation Counseling.
American Counseling Association
With nearly 60, 000 members, the American Counseling Association is the world's largest non-profit organization for professional counselors. Student membership is available to those enrolled in a graduate counseling program. Dedicated to growth and enhancement of the counseling profession, ACA offers many benefits and services, including the following:
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American Rehabilitation Counseling Association
The American Rehabilitation Counseling Association is a sub-division of the ACA. It promotes the advancement of the rehabilitation counseling profession through its publications, conferences, and other development activities. It also serves as an advocate for persons with disabilities. The major publication of the ARCA is the Rehabilitation Counseling Bulletin.
Rehabilitation Student Association
The Program faculty sponsors a Rehabilitation Counseling Student
Association. 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
mental disabilities, as well as participate in community projects. The
association also facilitates the development of collegiality with faculty and
serves as a peer support group.
DEGREE DESCRIPTION
The Program offers a Master of Rehabilitation Counseling (M.R.C.) Degree, which is officially awarded by the University of South Carolina School of Medicine. The M.R.C. is a 48 credit-hour professional degree and does not require a thesis. Thirty-six of the hours consist of classroom-based course work directed at knowledge and skill development. Six of these credit hours of study consist of elective courses selected on the basis of student interest and relevance to career objectives.
The remaining 12 hours include a clinical practicum and internship that consist of field placements and University-based seminars. These activities are intended to facilitate the development and enhancement of the spectrum of counseling activities within the context of real practice settings, assuring adequate competency to fulfill appropriate professional roles upon graduation.
The program is accredited by the Council on Rehabilitation Education
(CORE). Students successfully completing the degree requirements are eligible to
take appropriate state licensure and national certification exams, which are
prerequisites to becoming a Licensed Professional Counselor (L.P.C.) and a
Certified Rehabilitation Counselor (C.R.C.) It is pointed out that successful
completion for the degree program is only the first step in becoming
credentialed. Other requirements, for example, supervised work experience, vary
with each credentialing organization.
ANNUAL SCHEDULE OF REHABILITATION COURSES
The rehabilitation counseling practicum and internship experiences provide the students opportunity to develop and refine their counseling skills. They consist of a coordinated set of field placements designed to progressively engage students in counseling practice beginning with basic interviewing and organizational activities and culminating in the assumption of the full range of responsibilities typically carried out by rehabilitation counselors. The field experiences are served under dual supervision of Program-approved field supervisor and Program faculty supervisor.
Ordinarily, students will complete both their practicum and internship
experiences at the same site. Attempts will be made to place students at Program approved
sites consistent with their interest or career objectives. However, a "perfect"
match is not always possible because of the availability of a limited number of sites or
other circumstances. It is emphasized that the primary purpose of the experience is
development of basic rehabilitation counseling skills. That can be accomplished at all
approved sites.
Prior to enrolling in Practicum (RHAB 880), students must obtain professional
liability insurance. This can be purchased through professional counseling associations,
which offer insurance to students at nominal rates. In order to qualify for the insurance,
however, students must be a member of the sponsoring professional organization. Because of
the time required for processing by the organizations, application for membership and
insurance should be made several months prior to the practicum semester. Students not
providing evidence of insurance will not be permitted to enroll in RHAB 880 and 883
(Internship).
For reasons of hardship or other compelling circumstances, a student's
practicum and internship experiences may be served at separate sites or at sites other
than those on the pre- approved list. When exceptions are sought, a written request must
be submitted to the student's advisor by mid-term of the semester preceding the placement.
The advisor must then present the case to the Program faculty for approval before any
other action is taken. Evidence supporting the appropriateness of the alternative site and
qualifications of the potential site supervisor must also be made available to faculty
before request will be considered.
By mid-point of the semester preceding the practicum, students must submit a completed Practicum Application form to the Program Secretary. Forms are available in the Program office. All pre-requisite courses listed on the form should be taken before the Practicum semester. In some instances, an exception may be granted, for example, if a student can provide evidence of course knowledge acquired during work or other experience. Consideration will be given only if the student follows the "Request for Exception" procedure described above.
When completed Practicum applications are received, copies will be provided to the applicant's advisor and Program Director. At that time, the advisor will guide the student in exploring possible placement sites. Unless a Request for Exception has been approved, sites will be chosen from the Program's list of approved sites. A current approved list will be provided by the student's advisor.
No commitments are to be made during the exploration stage. When 2-3
potential placements are identified, the advisor will submit the student's request for
placement to the Program Director or designated faculty coordinator for approval. Only
after written approval has been granted should the student proceed with the final, formal
agreement with the placement site/supervisor. As indicated earlier, it may not be possible
to grant the student's first choice.
Overview
The rehabilitation counseling practicum provides students their initial supervised clinical practice experience. It consists of field placement activities and Program faculty conducted seminar sessions.
Field experiences are carried our under the direction of a field site supervisor in collaboration with designed Program faculty. Students are familiarized with the field site facilities, mission, programs, policies, and clients. They observe service activities and interact with staff. Following orientation, students work with select clients, providing services assigned by the supervisor. Activities may include, but are not limited to, intake interviewing, test administration, individual and group counseling, case documentation, case management, and follow-up. Students may have the opportunity to participate in staff conferences, in-service training, research, and other activities.
Field experiences are augmented by seminars conducted by faculty. Experiences are shared, problems explored, and consultation and guidance provided. Audio tapes of student-client sessions, are used to facilitate learning. A minimum of seven tapes are required from each student. Additional tapes maybe required depending on student progress.
In accordance with Program accreditation standards, students must participate in a minimum of 120 hours of Practicum activities during the semester-long experience. Students are required to maintain a detailed log of their field experience to serve as a basis for seminar discussion and to verify practicum time use. The time must be documented in the student's log. Field experience time must be verified by the field site supervisor.
Students are required to meet at least one hour per week with the field supervisor and one hour per week with their faculty supervisor. The individual sessions with the faculty will include reviewing the audiotapes.
Necessary forms and related materials are contained in Practicum packets available in the Program office. At mid-term and semester end, the field supervisor will complete a student evaluation form to be returned to the faculty supervisor. Following completion of their experience, students must complete an Agency Placement Evaluation form.
Specific student objectives
Become knowledgeable about:
Gain knowledge and experience in the following areas:
Students who are employed either full-or part-time in a situation in which they
can perform the required practicum activities may be able to use their workplace as their
practicum site if approved by their employer and supervisor. Some graduate assistant
situations may qualify as practicum sites. A signed agreement form from the authorizing
agent at the field site must be obtained by the student and returned to the Program
faculty supervising the practicum. The site must be approved by the Program faculty in
accordance with the procedure for requesting exceptions. Students who choose to fulfill
the requirements in this manner must participate in all practicum activities,
including taping counseling sessions, individual sessions with faculty, and attending the seminars conducted by Program faculty.
All candidates for a Master's Degree in Rehabilitation Counseling at the University of South Carolina are required to complete a supervised Rehabilitation Internship. The internship course for the Rehabilitation Counseling Program (RCP) adheres to the requirements of the national accrediting body, the Council on Rehabilitation Education (CORE). Briefly, the standards require a minimum of six hundred (600) clock hours of supervised field experience. The RCP meets this minimum within the normal semester time frame (15 weeks at 40 hours per week). Deviations from this schedule can be arranged when special situations arise, but the 600 hour requirement must be met.
Typically, a student enrolls in RHAB 883 for nine (9) credit hours upon completing all other required courses including their practicum. Students should contact their faculty advisor regarding their readiness for the internship experience. In general, internships are designed to provide students the opportunity to demonstrate and improve both foundation knowledge and skills developed in the classroom and practicum, and advanced competencies representative of the role and functions of professional rehabilitation counselors.
Students employed as rehabilitation counselors/workers may petition the Program
faculty for permission to develop an alternative on-site internship. Work-Study Internships
must be designed with the endorsement of appropriate agency administrative staff with RCP
faculty approval. The student enrolls in the same RHAB 883 for nine (9) semester hours
credit.
Ordinarily, students will continue their internship at the site where their practicum was completed. In this circumstance, only approval of the student's advisor is needed. When an exception is sought, total faculty approval must be obtained following the established procedure.
During Training:
1. At the onset of the internship, the student, faculty, and field supervisor will meet together to develop the objectives for the internship experience. In those instances in which travel to the site is prohibitive, telephone conferences may be utilized.
2. Attend scheduled seminars and/or scheduled appointments periodically throughout the semester with the Program faculty supervisor.
3. Maintain a daily log of your activities including time spent on the various assigned tasks. Copies of the log must be provided to the faculty supervisor on a weekly basis.
4. Prepare and mail to the Program faculty supervisor all periodic reports requested.
5. Request that your internship setting supervisor mail an evaluation to the faculty supervisor at mid-term and have the final one completed for a meeting conducted during the last week of the scheduled experience.
6. Complete an Agency Placement Evaluation form at the end of the semester and return it to the faculty supervisor.
7. At the end of the internship, the student, faculty, and field supervisor will meet to review the internship and the student's performance.
A final grade will not be reported until all internship evaluation forms have been received by the faculty supervisor.
Internship packets containing two copies of the Internship Evaluation form (for
mid-term and final evaluation of interns), and a copy of the Agency Placement Evaluation
form are available in the Program office. Packets should be of obtained by students at the
time they are ready to begin internship planning.
The internship experience for Work/Study students will involve the final semester of enrollment but will not require the student to be on campus except to meet with the faculty supervisor. Students are classified "Work/Study" if they are currently working full-time in a rehabilitation services agency setting and have direct contact with clients involved in the rehabilitation process.
The internship, upon approval, will take place in the student's home office in his or her own job setting. The specific projects to be completed in the internship should reflect the thinking and mutual agreement of the student's immediate supervisor, representative of the USC Rehabilitation Counseling Program, and the student. The projects should be realistic in that they will serve a practical need as indicated by the student's home office. Preliminary planning for internship on the part of the student should begin as early as possible, e.g., the beginning of the semester before the actual enrollment semester of internship. The student should begin considering projects including the thinking and suggestions of her or his immediate supervisor.
Work/Study Internship Projects
1. Research Study
A study will be completed during the semester of internship meeting a need expressed by the student's home office. The study may be completed during the semester or represent a segment or phase of a planned longitudinal study involving two or more students from the same office. The study may be a data gathering effort, a survey effort, a comparison study, or any one of a number of different possibilities. The selection of type and topic of study should be done in collaboration with the student's immediate supervisor.
2. Teaching Role
The student will be expected to be placed in a teaching role (minimum of four clock hours) during the during the internship semester through the presentation of a topic needing attention as indicated by the student's immediate supervisor. The topic may be medical, occupational information, placement, an aspect of counseling, or any other topic that would be informative for the office staff.
3. Public Relations and/or Publicity Project
A public relations and/or publicity project will be completed theat may or may not actually be used depending upon its clearance. The project could, for example, involve the creation of a slide presentation telling the story about one particular aspect of rehabilitation, a series of newspaper articles about a client's rehabilitation from the public interest standpoint, a prepared talk for a civic club, or any other project ideas that would assist, in general, to achieve favorable publicity or achieve better public relations. Project selection should be done in conjunction with the student 's immediate supervisor.
Application Information
Procedure and Requirements
Admissions Criteria
Timetable
Non-Degree Admissions
Advisement
Financial Aid
Enrollment in Courses
Program of Study
Policies
Program application packets can be obtained from:
School of Medicine
Graduate Studies Office
University of South Carolina
Columbia, SC 29208
or the
Rehabilitation Counseling Program
University of South Carolina
3555 Harden Street Ext. Suite B20
Columbia, SC 29203
An electronic application form is located at the University of South
Carolina Graduate School application
page.
Please note that completed applications for fall admission to the Rehabilitation Counseling Program will be processed beginning on March 1 each year. The process will continue until the available slots are filled or July 1, whichever occurs first. Thus, there is no guarantee that applications received after March 1 will be considered. Because of the sequential curriculum structure, students are only admitted for the fall semester.
In addition to the application, the following documents must be submitted to receive consideration for admission. All correspondence should contain the applicant's social security number.
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Admissions Criteria
Several criteria are used in determining qualification for admission. Factors include undergraduate grade point average (GPA) and GRE scores, relevant experience, letters of recommendation, and personal attributes ascertained through an interview.
Applicants are ranked according to academic potential and relevant
background/experience. Only those with indication of strong academic and career
potential are invited for interviews. Faculty then rate applicants' personal
qualifications. Those with the highest combined scores are admitted.
Because the number of students who can be accommodated in the Program is
limited, admission is on a competitive basis. Therefore, invitation to the
interview session is not indication of acceptance. Applicants are notified
of the admission review outcome in writing 2-4 weeks following completion of the
interviews.
Some applicants not offered admission will be informed that they are an
alternate list and may be offered an appointment if one of the admitted
applicants cancels enrollment prior to the beginning semester. An
application may be held for consideration for one additional year.
Applicants being reconsidered must compete with applicants at the time of
review.
Non-Degree Admissions
The Rehabilitation Counseling Program will consider the following applicants for non-degree admission:
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Timetable
Currently, applications are reviewed only during the Spring semester for Fall admission. All required materials must be received by the Graduate School Office before March 1st if consideration for Fall admission is being sought. Interviews are scheduled for eligible applicants during the last two weeks of March.
Following admission, students are assigned a Program faculty member who will serve as his or her advisor. Students are encouraged to regularly confer with their advisor to discuss progress, plan schedules, etc. Students are urged not to attempt to be their own academic advisors.
Financial Aid
A number of fellowships and scholarships are available to qualifying students at the University of South Carolina. Other sources of financial aid include graduate assistantships, work-study programs, and loans. These are described in detail in the Graduate Bulletin. Additional information can be obtained from the Financial Aid Office and the Student Employment offices on the Columbia campus.
The Rehabilitation Counseling faculty can provide guidance for students in need of financial aid. Notices of assistantships are posted in the Program office and faculty can direct students to other departments and programs that seek out rehabilitation counseling students to fill assistantships that involve counseling and disability-related duties.
The Rehabilitation Counseling Program has been awarded two long-term grants by the Rehabilitation Services Administration (RSA). The purpose of these grants is to increase the number of professional rehabilitation counselors in South Carolina who have specialized training to address the vocational and independent living needs of persons with long-term severe mental illness or who are interested in serving rural South Carolinians with any type of severe disability. Scholars who receive support to complete their master's degree, agree to work for four years in a non-profit rehabilitation setting working with persons in either of the two grant categories.
RSA scholarships provide support for a minimum of five students per academic year. Scholarships are available for both full- and part-time students. Typically, awards for full-time students cover 12 credits of tuition and fees each semester. Full-time students also receive a monthly stipend of $400 to assist with school-related expenses. Part-time students receive support covering 6 credits of tuition and fees per semester and a monthly stipend of $200. Individuals interested in receiving an RSA scholarship are encouraged to submit their application materials by March 1st.
Enrollment in Courses
If students do not enroll in courses within a calendar year following admission, they are dropped from the University rolls.
PROGRAM OF STUDY
Every degree student must file a Program of Study in the Graduate School Office for approval by the Graduate Dean. The Program of Study should be filed at the earliest convenient date. Program of Study forms may be obtained from the Director of Graduate Studies. A Program of Study worksheet is included in Appendix D. Candidates for the master's degree may file their programs during their first semester of study and should in no case file them later than the semester following the completion of their first 12 hours of course work.
Making Adjustments in Approved Programs
A need to revise an approved Program of Study may arise because of
A change in a student's program requires the agreement of all those who
approved the original program. The "Request for Adjustment in Graduate
Program" form (GS 43) should be initiated by the student after consultation
with his/her advisor and before any new course is taken. The request should
specify the change being proposed (addition, deletion, substitution) and the
course(s) involved. The reason for the request should be clearly stated. The
modified program must still satisfy all degree requirements. The approval of the
candidate, the major professor, the Graduate Director, and the Graduate Dean are
necessary for the change to be enacted.
Changes in The Program of Study should be made as soon as the need is realized, not
at the time of clearance for degree.
Grades
Courses graded "D+" or lower cannot be applied to degree programs. Thus, any required courses receiving a "D+" or lower must be retaken and a "C" or higher grade attained.
Four C's Rule
The "4 C's Rule" states that any master's candidate who accumulated 12 graduate credits with grades less than B (four 3-credit coursed, e.g.) within a six year period becomes academically ineligible to continue in any degree program. All graduate courses taken, whether included in the Program of Study or not, affect the application of the 4 C's rule. The University computer monitors each graduate student's academic record and automatically blocks further registration when below-B credits reach 12 hours.
A student who has maintained a B average despite receiving 4 C's may, with the approval of his/her academic unit, appeal to the Graduate Dean for reinstatement as a degree candidate. A student whose average is less than 3.0 must not only have the support of the academic unit but must also show extenuating circumstances in appeal for reinstatement. Appeals may be addressed to the Graduate Dean's office.
The reinstated student can proceed toward the degree provided no additional grade below B is received.
Courses which are more than 6 years old are out of date and no longer affect the application of the 4 C's rule or the overall graduate credits average.
Incomplete Grades
The grade of I, Incomplete, is assigned at the discretion of the professor when, in the professor's judgement, a student is prevented from completion of some portion of the assigned work in a course because of an unanticipated work-related responsibility, family hardship, illness accident, or verified disability. The student should notify the professor without delay that one of these condition exists or has arisen; notification must be given prior to the end of the term. The professor will determine, according to the nature of the interruption and the uncompleted requirements, what additional period of time will be allowed for completing the work before a permanent grade is assigned. An Assignment of Incomplete Grade form (AS-5) must then be completed by the professor (with copy to student) and submitted to the Office for the Registrar, specifying the justification for I, conditions for make-up, and deadline for completion. Re-enrolling in a course will not make up an Incomplete grade. A grade of I is not computed in the calculation for a student's grade point average.
After 12 months an I which has still not been replaced with a letter grade is changed permanently to a grade of F unless the I was erroneously recorded, or to the backup grade if one was indicated by the faculty member on the Assignment of Incomplete Grade form. If the professor believes there is academic justification for an extension beyond the one year limit, a request for extension should be submitted to the Dean of the Graduate School before the expiration of the year, specifying the justification and specific duration of extension requested (GS-47 form "Extension of Incomplete Time Period Authorization").
Revalidation of Outdated Courses
Outdated USC graduate courses (taken more than 6 years prior to completion of master's program), may be revalidated if the department concerned accepts revalidation for the particular course. Revalidation of a course requires that the student demonstrate a contemporary knowledge of the course content by passing an examination administered by a faculty member who currently teaches the course. Outdated transfer courses cannot be revalidated.
Permission to take a revalidation examination is secured on a Permit for Revalidation (GS-04) form by obtaining the approval of the head of the college or department concerned and the Graduate Dean. The prevailing fee must be paid to the Treasurer's Office before the exam is administered.
Transfer Courses
The Program will accept up to 12 credit hours of course work from other
accredited universities if determined to conform to curriculum requirements.
Written requests to use transfer credits should be directed to the student's
faculty advisor along with the course syllabus or other detailed description.
Only faculty approved courses can be used in the student's Program of Studies.
Note that transfer courses cannot be revalidated or considered
for substitution if they will be more than six years old at the student's
graduation date.
(Photographs of the staff are incorporated in the graphics version of this web page.)
(Photographs of the faculty are incorporated in the graphics version of this web page.)
Dr. Leech completed her Ph.D. in Counselor Education at Ohio University in 1998, where she previously earned a master's degree in counselor education with an emphasis in rehabilitation counseling. She has more than twenty-five years of experience working with people of all ages with physical, cognitive, and psychiatric disabilities. Past responsibilities included clinical service, program development, and administration. Her undergratuate education centered around nursing and social work, providing a uniquely relevant foundation for her rehabilitation counseling career. Dr. Leech has also worked as an interpreter and teacher of American Sign Language, and has been a foster parent for hard to place children, such as juvenile offenders. Prior to coming to Carolina, she was a member of a private counseling and psychotherapy practice in Ohio. She is an avid activist for the rights of individuals with disabilities and was a co-founder of a Center for Independent Living in Columbus, OH. Several of the grant-funded programs she implemented have received awards and other special recognition. Her current research and publicatioan interests include the effects of psychological disabilities on vocational functioning, and the development and implementation of community-based services which facilitate the return to work of individuals experiencing mental illness.
Dr. Chubon received both an M.Ed. and Ph.D.in Rehabilitation Counseling from
the University of Pittsburgh. He assumed his academic position at Carolina in 1980.
Previously, he was the administrator of the rehabilitation medicine department in St.
Francis Medical Center, Pittsburgh, Pennsylvania, where he began his professional career
as a rehabilitation counselor. He has published a book titled Social and Psychological
Foundations of Rehabilitation, several book chapters, and numerous professional
journal articles. Dr. Chubon is currently on the editorial board of the Journal of
Applied Rehabilitation Counseling and has held editorial positions on several other
professional journal staffs. His research interests include quality of life assessment of
persons with disabilities and the use of high technology in rehabilitation-related
activities. His professional practice activities include the preparation of life care
plans and medical costs analyses for use in disability litigation. In addition to his
professional background, he has extensive personal experience as a person with a
disability, having sustained a spinal cord injury in 1954. Although Dr.
Chubon officially retired in January, 2001, he continues to be actively involved
with the Program.
Dr. Kress-Shull earned M.A. and Ph.D. degrees in Rehabilitation Counseling from Michigan State University. Previously, she taught in the rehabilitation counseling program at Michigan State University. She also has served as a consultant to schools regarding the development of school-to-work transition programming for special education students. Prior to embarking on her academic career, she held positions as a rehabilitation counselor for the State of Michigan and as the vocational director of a head injury rehabilitation facility. Dr. Kress-Shull's research interests include the effects of gender, race, and disability on career self-efficacy, and disability management. She has published articles on disability management, women and alcoholism, and cultural diversity and ethics. She has served on state, regional, and national boards of the National Rehabilitation Counseling Association. She is a member of the Commission on Rehabilitation Counselor Certification. Dr. Kress-Shull has recently been awarded a grant by the Rehabilitation Services Administration intended to assist the implementation of a psychiatric rehabilitation specialization in the Program. The grant provides for student scholarships, as well as operational funds.
Dr. Froehlich received his Ed.D. in Counseling (emphasis in rehabilitation leadership) from The George Washington University in 1999. He received an M.S. in Rehabilitation Counseling from the University of Scranton. Previously he taught in the Rehabilitation Counseling Programs at The George Washington University and at Coppin State College. Prior to joining the USC faculty, Dr. Froehlich provided rehabilitation services and conducted research for Brain Injury Services of Fairfax, VA. He has held clinical, research, and administrative positions in community mental health, private rehabilitation (both non-profit and for-profit), and state vocational rehabilitation programs. His research interests include ethics in counseling, brain injury rehabilitation, and rehabilitation counselor education issues. He has published articles on ethical dilemmas in counseling and on state vocational rehabilitation counselor training issues.
Dr. Rubin joined the Rehabilitation Counseling Program faculty in 1999. She received her Ph.D. in Child and Family Studies from the University of Wisconsin, Madison in 1984. Her teaching experience includes courses in child and human development, family relations, counseling, and addiction rehabilitation. She has conducted numerous professional training programs and workshops. Dr. Rubin has more than 10 years of experience working in t addictions field, and integrating this work with counseling in the criminal justice system. She designed, implemented, and directed a long-term residential treatment program for incarcerated women who were substance abusers in South Carolina Department of Corrections facilities. She is a national consultant on addictions programs in prison and is and expert in the therapeutic community treatment model. Presently, she is a therapist and clinical supervisor in private practice, specializing in addictions treatment.
Robert Froehlich, Ed.D., Assistant Professor rfro@medpark.sc.edu (803)
434-4296
Linda L. Leech, Ph.D., Assistant Professor/Director lleech@medpark.sc.edu (803)
434-4296
Robert A. Chubon, PH.D., Distinguished Professor Emeritus rchubon@medpark.sc.edu (803) 434-4296
Manuela K. Kress-shull, Ph.D., Assistant Professor mkress@medpark.sc.edu (803)
434-4296
Phone: (803) 434-4296 Fax: (803) 434-4231
This page updated 01 July, 2001 . This page copyright © 1999, The Board of Trustees of the University of South Carolina URL http://129.252.124.240:94/rehab.htm
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