This guide has been developed to assist master’s degree students in the Rehabilitation Counseling program to understand the steps and program requirements which must be met as they proceed through the program. It is impossible, however, to address or anticipate every question concerning the program. Therefore, it is mandatory that students read and understand the policies and procedures outlined in the USU General Catalog, especially pp. 72-78. Other sources of information are the student’s assigned advisor, the program director, Dr. Julie Smart, the graduate programs secretary in the Department of Special Education and Rehabilitation, and/or the School of Graduate Studies. The USU General Catalog can be accessed on the web at the following site: www.usu.edu/ats/generalcatalog/

Procedures related to practica and internships and professional conduct are particularly important. At the end of this document is a work page that specifies activities required of the student from the admission applications to the request for graduation. Because many of these activities require written procedures, students should check off the items as they are accomplished. At least once each semester students should review their progress with their major professor.

Utah State University does not discriminate on the basis of race, color, creed, sex, national origin, disability, or age in the recruitment or admission of students, the recruitment and employment of faculty and staff, or the operation of any of its programs and activities, as specified by federal and state laws and regulations.

Utah State University reserves the right to revise, amend, or change items set forth in this handbook from time to time. Accordingly, readers of this handbook should inquire as to whether any such revisions, amendments, or changes have been made since the date of publication.

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Program Mission and Objectives

The program mission is to promote quality rehabilitation services for individuals with disabilities through the education of rehabilitation professionals, provision of rehabilitation continuing education, and through research related to rehabilitation.

Program objectives include:

* Preparation of master's level rehabilitation counselors
* Promotion of the Code of Professional Ethics
* Advancement of the basic philosophical tenets of rehabilitation, including the value and worth of all individuals, a belief in human dignity, and the right of all persons to fully participate in society.

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Commission on Rehabilitation Counselor Certification (CRCC)
Code of Professional Ethics

Students are expected to adhere to the tenets of the Commission on Rehabilitation Counselor Certification Code of Ethics throughout their master’s degree program, including their clinical experience in the practica and internship. This 24 page Code of Ethics may be accessed at www.crccertification.com
The standards of this mandatory code are intended to assure the community that the rehabilitation counseling profession accepts its responsibility to provide caring services to people with disabilities. The sections of the Code are:

1. SECTION A: THE COUNSELING RELATIONSHIP
2. SECTION B: CONFIDENTIALITY
3. SECTION C: ADVOCACY AND ACCESSABILITY
4. SECTION D: PROFESSIONAL RESPOSIBILITY
5. SECTION E: RELATIONSHIPS WITH OTHER PROFESSIONALS
6. SECTION F: EVALUATION, ASSESSMENT, AND INTERPRETATION
7. SECTION G: TEACHING, TRAINING, AND SUPERVISION
8. SECTION H: RESEARCH AND PUBLICATION
9. SECTION I: ELECTRONIC COMMUNICATION AND EMERGING APPLICATIONS
10. SECTION J: BUSINESS PRACTICES
11. SECTION K: RESOLVING ETHICAL ISSUES

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Degree Offered

The Rehabilitation Counselor Education Program offers the MRC degree in Rehabilitation Counseling. This degree program is offered in two formats, a traditional on-campus program and a distance program. All requirements for both formats are identical. In fact, there are both distance students and on-campus students in the same classes. However, the distance program is designed for professionals working in the field and therefore it is a half-time program that typically takes 2 ½ years to complete. The on-campus program, in contrast, is a full time program and can be completed in 18 months.

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Accreditation

The program has been fully accredited by the Council on Rehabilitation Education (CORE) since 1991. As such, the program adheres to all of the standards of the accreditation process. This professional/academic accreditation includes evaluation of faculty, curriculum offered, the quality of student clinical experiences and the faculty supervision provided, and the quality of students and graduates. Such accreditation facilitates the licensing/certification of RCE students and graduates, and allows the program to apply for federal grants which, in turn, provide scholarship monies for students. In sum, professional/academic accreditation of a graduate program enhances the value of the degree.

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Admission Requirements

To apply for admission to the master’s degree program in rehabilitation counseling, go to the School of Graduate Studies webpage (http://www.usu.edu/graduateschool/) and complete and return all application information as requested. The information required includes (a) a baccalaureate degree from an accredited college or university, (b) good standing in the institution last attended, (c) a GPA of 3.0 on a 4-point scale for the last two years of undergraduate work (90 quarter hours or 60 semester hours), (d) a score in the 40th percentile on either the Miller Analogies Test or the Graduate Record Examination (GRE), (e) three letters of recommendation, and (f) approval by the department in which concentration is sought.

Program Admission Requirements

The requirements for admission to the Rehabilitation Counselor Education program in the Department of Special Education and Rehabilitation include personal qualifications as outlined in (a) an autobiographical statement including professional goals and objectives and (b) a current resume. The autobiographical statement and resume must be sent to:
Director, Rehabilitation Counselor Education program
Department of Special Education and Rehabilitation
2865 Old Main Hill, Utah State University
Logan, Utah 84322-2865.

When possible, students should be available for a campus interview with the rehabilitation counseling faculty. However, alternatives to the campus interview are available.

Students are admitted during any of the three semesters; however fall semester is recommended. Both part-time and full-time students are admitted.

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Financial Assistance

Students seeking financial assistance are encouraged to write to the Office of Financial Aid, Utah State University, Logan, Utah 84322-1800, or call 435-797-1023.

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RSA Scholarships

The Rehabilitation Counselor Education program has granted a limited number of Rehabilitation Services Administration (RSA) scholarships. The philosophy of the Rehabilitation Counselor Education program is to assist as many students as possible with the scholarship money that is available.

The Rehabilitation Services Administration guidelines for scholarships state: “The purpose of scholarship awards is to attract and train students who, upon graduation, enter employment in the rehabilitation field for which the scholarships are provided.”

There are two RSA scholarships provided to qualified students. One, the CSPD scholarship is provided for distance students and the other, the Long-Term Training Scholarship, is intended for on campus students. Each of these scholarships has the same payback agreements, but different eligibility criteria. Generally speaking, the two scholarships have the following guidelines.

On Campus (Long-Term Training)

Eligibility: On campus student
Payback: Two years of work (after graduation) for every one year of scholarship funds

Distance (CSPD)

Eligibility: Must be employed as a rehabilitation counselor in the state/federal VR
System
Payback: Two years of work (after graduation) for every one year of scholarship funds

A candidate for the rehabilitation scholarship must:

• Be a citizen of the United States or a foreign national lawfully admitted to the
  United States for permanent residence;
• Take the training at the education institution or agency designated in the
  scholarship award;
• Not be an employee of the federal government;
• Not concurrently receive education allowances from any other federal, state, or
  local public or voluntary agency when the allowance is conditional on a
  conflicting employment obligation incurred by the scholar, except for federally
  assisted student loans or educational allowances or benefits payable under any
  state or local program;
• Be enrolled for full-time academic study in the grantee institution;
• Express interest in a career in administration, supervision, teaching, research, or
  clinical practice in the rehabilitation of individuals with physical disabilities, especially those with the most severe disabilities;
• Indicate an expectation to seek employment in a state vocational rehabilitation
  agency or in another rehabilitation agency or facility from which the state agency
  secures services;
• Make use of all resources available to him/her for support of the educational
  programs; and
• Meet requirements established by the grantee institution which do not negate
  federal requirements.

The eligibility requirements of the Rehabilitation Counselor Education program at Utah State University are as follows:

• Students must be fully admitted to graduate status to work toward the Master of
  Science degree in rehabilitation counseling;
• Students must complete the Application for Rehabilitation Services
  Administration Scholarship in order to be considered for a scholarship;
• Students must maintain a “B” average each semester.

The program, in keeping with RSA’s Comprehensive Plan of Human Resources Development intentions of the scholarship program, considers attendance in the program on a continuous basis a high priority. In addition to all of the other criteria for awarding scholarships, faculty give higher consideration to students who demonstrate a commitment to consecutive terms of on-campus study followed by a full-time internship. Individual, special, and/or extenuating circumstances are reviewed in each student’s application. Nonetheless, a student’s commitment to the field of rehabilitation and a desire to complete the program in the most timely and expeditious manner are considered relevant.

A student’s commitment to the field of rehabilitation is extremely important. Each year the program’s grant application must list the names of all students who have received a scholarship, their work setting, and their certification number. To ensure support for other students, it is imperative that students who receive a scholarship commit to supplying the necessary information.

The l986 Amendments to the Rehabilitation Act of l973 require those students who receive scholarships from RSA to work in state vocational rehabilitation agencies or those agencies from which services are purchased, or pay back the scholarship at the rate of two years for each year of scholarship support.

Additional financial support is available through the campus work-study program, as well as other contract and grant activities of the faculty. No assistantships are offered until a student has been officially admitted to the graduate program.

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Advisement

When they are admitted to the program, students are assigned an advisor who will assist them in selecting courses for their first semester. During the first semester, each student selects a major professor, who will continue as the student’s advisor throughout the master’s degree program. In consultation with the major professor, the student selects a supervisory committee and develops a program of study. The supervisory committee must have a minimum of a major professor and two additional faculty members. The Supervisory Committee Form and the Program of Study form are available from the secretary in the Department of Special Education and Rehabilitation. Both forms are signed by the department head; the Program of Study is also signed by all members of the supervisory committee. These forms must be submitted to the School of Graduate Studies. The major professor will forward this information to the School of Graduate Studies.

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Course Requirements

The master’s degree program requires 52 semester credits. This generally involves five semesters of full-time enrollment.

On-campus (Full-time) recommended sequence

Fall Semester

• Reh 6100 Introduction to Rehabilitation Counseling (2)
• Reh 6110 Medical Aspects of Disability (3)
• Reh 6190 Introduction to Assessment in Rehabilitation (2)
• Reh 6200 Theories of Counseling Applied to Persons with Disabilities (3)

Spring Semester

• Reh 6230 Introduction to Rehabilitation Research (3)
• Reh 6120 Psychosocial Aspects of Disability (3)
• Reh 6150 Rehabilitation Services and Resources (3)
• Reh 6160 Job Analysis, Development, and Placement for Persons with
  Disabilities (3)
• Reh 6180 Rehabilitation for Persons with Severe Mental Illness (2)

Summer Semester

• Reh 6130 Rehabilitation Counseling Skills Development (3)
• Reh 6140 Practicum in Rehabilitation (3)
• Reh 6210 Advanced Assessment (2)
• Reh 6220 Culturally Relevant Rehabilitation Practices (3)
• Independent Study (1)

Fall Semester

• Reh 6240 Ethical Decision Making in Counseling (2)
• Reh 6170 Internship in Rehabilitation (9)
• FCHD 6060 Theories of Human Development (3)
• PSY 6220 Group Counseling and Psychotherapy (3)

TOTAL: 52 SEMESTER HOURS

Distance (Part-time) recommend sequence

Note: Since the distance MRC program was designed for working professionals it requires 3 ½ to 4 years of study. It is recommended that distance students take two courses each semester. Please note that the following courses have pre-requisites:

• Reh 6130 Rehabilitation Counseling Skills Development (3)
• Reh 6210 Advanced Assessment (2)
• Reh 6240 Ethical Decision Making in Counseling (2)
• Reh 6140 Practicum in Rehabilitation (3)
• Reh 6170 Internship in Rehabilitation (9)

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Course Descriptions

• REH 6100 Introduction to the Profession of Rehabilitation Counseling (2 credits)
  Overview of the history, philosophy, and legal basis of rehabilitation programs; the roles of the rehabilitation counselor; and the process of rehabilitation. Also includes organizational structure of public and private rehabilitation systems; societal trends in rehabilitation; professional issues related to the role of the rehabilitation counselor; and skill development including literature use, writing, and professional organizations.
• REH 6110 Medical Aspects Of Disability (3 credits)
  Overview of basic medical information essential to understanding the vocational implications for persons with disabling conditions.
• REH 6120 Psychosocial Aspects of Disability (3 credits)
  The psychological and sociological aspects of disabilities, including the adjustment factors in living with disabilities, knowledge of community attitudes, and strategies to change these attitudes. Includes group counseling applications for persons with disabilities.
• REH 6130 Rehabilitation Counseling Skill Development (3 credits)
  Utilizes role playing of simulated interviews and rehabilitation counseling sessions to develop the basic skills necessary to function as a human service helper. Must be taken with REH 6140.
• REH 6140 Practicum in Rehabilitation (3 credits)
  A minimum of 100 hours of firsthand experience working with persons with disabilities in a rehabilitation agency or facility under faculty supervision. Must be taken the first time with REH 6130. May be repeated for credit with faculty approval.
• REH 6150 Rehabilitation Services and Resources (3 credits)
  The integration of community resources, individual assessment information, ethical issues, development of individualized rehabilitation programs, and time and caseload management skills for persons with disabilities.
• REH 6160 Career/Vocational Issues, Job Analysis, Development and Placement for Persons with Disabilities (3 credits)
  The application of vocational and career development theories to the job placement process. Models for job placement that enhance employment outcomes for persons with disabilities will be discussed. Job analysis and job development skills will be developed.
• REH 6170 Internship In Rehabilitation (9 credits)
  Direct provision of rehabilitation services in a community facility or agency. Three hundreds hours of direct service are required for each six semester credits.
• REH 6180 Rehabilitation of Individuals With Severe Mental Illness (2 credits)
  Overview of unique problems associated with rehabilitation of persons with severe mental illness as well as the methods and models of successful rehabilitation. Included is information on the rehabilitation of persons with substance abuse issues and severe learning disabilities.
• REH 6190 Introduction to Assessment for Persons With Disabilities (2 credits)
  Addresses vocational assessment for persons with disabilities. Includes an overview of traditional vocational assessment, but will focus on contemporary methodology developed for individuals with severe disabilities. Functional assessment and ecological assessment issues will be discussed.
• REH 6200 Theories of Counseling Applied to Persons With Disabilities (3 credits)
  Theories of counseling as they apply to persons with disabilities. Includes theories of vocational development and theories of group counseling as applied in rehabilitation settings.
• REH 6210 Advanced Assessment (2 credits)
  Introduction to vocational evaluation principles and their application in using commercially available vocational evaluation systems. Actual practice with the systems (including integrated report writing) in the rehabilitation services clinic.
• REH 6220 Culturally Relevant Practices in Rehabilitation (3 credits)
  Investigation and analysis of the effect of cultural background in the rehabilitation counseling setting.
• REH 6230 Introduction to Research in Rehabilitation (3 credits)
  Provides introduction to research design, statistical methodology, and the interpretation of empirical studies found in rehabilitation journals.
• REH 6240 Ethical Decision Making In Counseling (2 credits)
  This course is primarily for students pursuing a master’s degree in rehabilitation counseling. It is designed to align with the Council on Rehabilitation Education (CORE) competencies which include: Professional identify, social and cultural diversity, counselor roles in social justice, advocacy, conflict resolution, cultural self-awareness, processes of intentional and unintentional oppression and discrimination, integration of technological strategies and application, and research and program evaluation.
• REH 6900 or 6910 Independent Study or Independent Research (1 credits)
  Students may register for Independent Study credit any semester they wish; however, most students register in one of the last two semesters of their program. Typically, the student’s academic advisor is the instructor for the Independent Study. The four pre-packaged Independent Studies are:

  Family Systems
  Transition
  Assistive Technology
  Life Care Planning

• FCHD 6060 Human Growth and Development (3 credits)
  Overview of major developmental theories, including contributions from philosophical, personality, and learning theories. Explores epistemology, ethology, and systems theories related to human development.
• PSY 6220 Group Work (3 credits)
  Introduction to theory of group counseling with illustrative experiences to show how theory may be applied.

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USU Policies

Students with Disabilities Policy

Students with ADA-documented physical, sensory, emotional or medical impairments may be eligible for reasonable accommodations. Veterans may also be eligible for services. All accommodations are coordinated through the Disability Resource Center (DRC) in Room 101 of the University Inn, (435)797-2444 voice, (435)797-0740 TTY, or toll free at 1-800-259-2966. Please contact the DRC as early in the semester as possible. Alternate format materials (Braille, large print or digital) are available with advance notice.

Incomplete Policy

Incomplete (I) Grade. Students are required to complete all courses for which they are registered by the end of the semester. In some cases, a student may be unable to complete all course work because of extenuating circumstances, but not due to poor performance or to retain financial aid. The term “extenuating” circumstances includes: (1) incapacitating illness which prevents a student from attending classes for a minimum period of two weeks, (2) a death in the immediate family, (3) financial responsibilities requiring a student to alter course schedule to secure employment, (4) change in work schedule required by employer, or (5) if there are other emergencies that students think necessitate an incomplete grade, then students will need approval from both the instructor and the department head. Documentation of the circumstances cited to justify am incomplete grade is required. If an incomplete is approved, two grades will be given, an “I” and a letter grade for the course computed as if the missing work were zero. The student is required to complete the work by the time agreed upon, or not longer than 12 months. If no change of grade is submitted by the instructor within the prescribed period, the “I” will be removed and the letter grade originally submitted with the “I” will remain as the permanent grade for the course. Arrangements to complete the missing coursework are to be made directly with the instructor awarding the “I” grade, and in accordance with departmental policy. In the absence of the original instructor, special circumstances must be handled by the department head. Documentation of required work to be completed in order to remove the “I” grade must be filed with the department office. The “I” grade should generally not require a complete repeat of the course. A student should not reregister for the course. Research and thesis courses taken for graduate work are exempted from this policy. All “I” grades must be changed to letter grades prior to graduation, regardless of whether or not the course is required for the degree.

Waiver Policy

Graduate Courses Taken at Another College/University. Courses may only be waived when course work with a similar content has been completed at another accredited college or university. The decision to waive a course may be made only by the major professor. After discussing the content with the student and reviewing course materials, the major professor will decide if the course is equivalent. If determined to be equivalent, the student uses the procedure described in the Utah State University Catalog to apply for a transfer of the course work to Utah State University.

Transfer Credit Policy

Typically, a maximum of 12 semester credit hours of transfer credit from other accredited institutions are acceptable. The student's supervisory committee may recommend transfer of course or research credits earned at another accredited institution that has a graduate program if it is a B grade or better, taken within the past 6 years, and has not been used for a previous degree. Credits with P grades will not be accepted as transfer credits. Transfer credits cannot replace required residency credit.

Program Planning Guidelines

1. A maximum of 12 hours credit as a non-matriculated student may be submitted for approval by the student's supervisory committee. Such approval must be sought prior to submission of the student's program of study.
2. Courses taken more than 8 years prior to graduation may not be used toward the degree.
3. Credit hours for courses with grades below C will not apply toward the degree, but are computed in the graduate grade point average (GPA).
4. Courses below the 5000 level may not be included in the program of study without committee approval. In no case will more than 6 hours of 3000- or 4000-level courses be counted toward the degree.
5. Transfer credit, maximum of 12 hours (for students with a 48-hour program) must be posted during the first semester of course work at Utah State University and must be approved by the student's committee.
6. Work toward a degree must be completed within 8 years. To revalidate outdated coursework, the supervisory committee and the major professor must sign a statement of procedures taken to update such credits. Procedures may be testing, or requiring the work to be taken over again. This statement must be submitted to the Graduate Dean for approval. The 8-year time limit also applies to transfer credits, and the procedures for validation are the same as above.
7. Credit earned by special examination (e.g. in challenging a course) cannot be used for satisfying the requirements for a graduate degree or used to meet the resident requirement for graduation.
8. Students whose semester GPA falls below a 3.0 will be notified that the semester’s grades were below acceptable standard for a graduate degree program. Students who se accumulated GPA falls below 3.0 for tow consecutive semesters will be reduced to non-matriculated status. This removes the student from the degree program and requires a special application to regain matriculation.
9. All graduate students must be in continuous registration until they complete all requirements for the degree. For more information regarding this important requirement, please refer to the information provided in the Utah State University Catalog.

Student Retention

1. Students must have a 3.0 average to graduate from the master's program. Students who are unable to maintain a 3.0 average for two consecutive semesters will not be allowed to continue in the program.
2. Students must demonstrate the interpersonal skills and behavior necessary for entry-level functioning as a professional rehabilitation counselor to remain in the program. In the event that a student is unable to acquire the necessary skills and behavior, the student will receive written notice from the faculty. Following such notification, the student will be given one-additional semester to demonstrate the necessary skills and behavior. If sufficient progress is not made, the student may be terminated from the program.
3. Students must conduct themselves in an ethical and professional fashion at all times. Termination may be recommended if, in the opinion of the rehabilitation faculty, the student is found to lack qualities which are desirable in a counselor or if the student engages in improper behavior. This decision may be appealed through university grievance procedures. The Rehabilitation Counseling Program expects students to adhere to the guidelines of the USU Honor System.
4. The rehabilitation program uses the Code of Ethics for Certified Rehabilitation Counselors, published by the Commission on Rehabilitation Counselor Certification. Students may be terminated from the program if they violate rules or practices of the internship site.

USU Honor System: Academic Dishonesty

The Student Code defines academic dishonesty as acts of cheating, falsification, and
plagiarism. Cheating is defined as:

• using or attempting to use or providing others with any unauthorized assistance in
  taking quizzes, tests, examinations, or in any other academic exercise or activity,
  including working in a group when the instructor has designated that the quiz, test,
  examination, or any other academic exercise or activity be done “individually.”
• depending upon the aid of sources beyond those authorized by the instructor in
  writing papers, preparing reports, solving problems, or carrying out other
  assignments.
• substituting for another student, or permitting another student to substitute for
  oneself, in taking an examination or preparing academic work.
• acquiring tests or other academic material belonging to a faculty member, staff
  member, or another student without express permission.
• continuing to write after time has been called on a quiz, test, examination, or any
  other academic exercise or activity.
• submitting substantially the same work for credit in more than one class, except with
  prior approval of the instructor.
• engaging in any form of research fraud.
• Falsification is defined as:
  • altering or fabricating any information or citation in an academic exercise or activity.
    Plagiarism is defined as:
  • representing, by paraphrase or direct quotation, the published or unpublished work of
    another person as one's own in any academic exercise or activity without full and
    clear acknowledgment. It also includes the unacknowledged use of using materials
    prepared by another person or by an agency engaged in the selling of term papers or
    other academic materials.

USU Classroom Civility Code

1) Utah State University supports the principle of freedom of expression for both faculty and students. The University respects the rights of faculty to teach and students to learn. Maintenance of these rights requires classroom conditions that do not impede the learning process. Disruptive classroom behavior will not be tolerated. An individual engaging in such behavior may be subject to disciplinary action.

• Faculty members of Utah State University have the responsibility and authority to determine, maintain, and enforce an atmosphere in their classrooms that is conducive to teaching and learning, in accordance with University policy and practice.
• “Disruptive classroom behavior” involves physical actions, verbal utterance, or other activities which interfere with either the faculty member’s ability to conduct the class or the ability of other students to profit from the instructional program.

2) Disciplinary Procedures for Disruptive Classroom Behavior.

• A faculty member has the right to demand and secure the immediate removal of any student from the classroom whenever it is the faculty member’s belief that such student has compromised the faculty member’s right to teach or the students’ right to learn. The faculty member will inform the student whether the removal is for the current classroom meeting only or the removal also includes subsequent classroom meetings. If necessary, the faculty member may call upon the University Police for assistance.
• When the removal is for the current classroom meeting, the faculty member responsible for the class or activity will inform the student that the student’s behavior has been inappropriate and describe to the student the necessary changes in the student’s behavior. By the second classroom meeting following the one-time removal, the faculty member will give to the student a written, dated summary of the discussion, and the faculty member will retain a file copy of this summary. The student will be provided an opportunity to modify his/her behavior in accordance with the changes identified. Paragraphs 2.a.ii. and 2.a.iii. above shall apply.
• A student may not be permanently removed from a class in which the student is enrolled without a formal review. When the faculty member has removed the student from the current classroom meeting and from subsequent classroom meetings, the faculty member will inform the student that to be considered for reinstatement into the class the student must meet with the head of the department offering the course, or the dean of the college if the instructor is the department head. The student is entitled to a conference with the department head, or the dean, before the second classroom meeting after the temporary removal. Before the third classroom meeting after the temporary removal, the department head, or dean, may either:

  (a) approve an agreement of expectations between the student and the faculty member and reinstate the student to the class, or
  (b) extend the temporary removal of the student from the class and refer the matter to the Vice President for Student Services for disciplinary action. Permanent removal of a student from the class, or reinstatement to the class, shall be effected according to the procedures for discipline of students.

These policies may be accessed in their entirety on www.usu.edu, “The Code of Policies for Students at Utah State University.”

USU Program Policies

1. Policy on Joint Faculty-Student Publication

Students writing papers or conducting research during their program are encouraged to submit their work for publication. Publication credit is assigned to those who have contributed to a publication in proportion to their professional contribution. Major contributions of a professional character made by several persons to a common project are recognized by joint authorship, with the individual who made the principal contribution listed first. Therefore, the student will retain first authorship status in any and all publications or presentations where only his/her data are presented by the student or any faculty members. The student will be awarded second, third, or fourth authorship status in any publication or presentation where the student's data are presented in addition to other authors' data.

2. Policy on Authorship Guidelines

Authorship is reserved for persons who receive primary credit and hold primary responsibility for a published work. Authorship encompasses, therefore, not only those who do the actual writing, but also those who have made substantial scientific contributions to a study. Publication credit is assigned to those who have contributed to a publication in proportion to their professional contribution. Major contributions of a professional character made by several persons to a common project are recognized by joint authorship, with the individual who made the principal contribution listed first. Major professional contributions may include formulating the problem or hypothesis, structuring the experimental design, organizing and conducting the statistical analysis, interpreting the results, or writing a major portion of the paper. Those who so contribute are listed in the by-line. Smaller contributions, which do not constitute authorship, may be acknowledged in a note. These contributions may include such supportive functions as collecting the data, arranging for research subjects, or advising about statistical analysis. Combinations of these tasks, however, may justify authorship. In any case, the writer should always obtain a person's consent before including that person's name in a by-line or in a note. Authors are responsible for determining authorship and for specifying the order in which two or more authors' names appear in the by-line. The general rule is that the name of the principal contributor should appear first, with subsequent names in order of decreasing contribution.

USU Grievance Procdures

It is expected that students will try to resolve disagreements or problems with the persons involved (other students, faculty, staff, or administration). If this is not successful, their advisor should be consulted. If this process proves unsatisfactory, the student has the option to present his/her concerns in writing to the Program Coordinator, who will then attempt to mediate and/or solve the concern. If satisfaction is not achieved, the Department Head is contacted. Following these steps, if the student still feels his/her case has not been equitably resolved, the student may petition the Department Head in writing to form an Appeals Committee which consists of three faculty members. If the student desires to appeal further, the student may petition in writing the Dean of the College of Graduate Studies.

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Internships

Note: All clinical experience guidelines have been developed in accordance with accreditation mandates (Council on Rehabilitation Education) and eligibility requirements of the national certifying body, Commission on Rehabilitation Counselor Certification.

The internship is a 40-hour per week experience for 15 weeks (600 clock hours) during the last semester of a student's program. The internship represents the culmination of graduate training in rehabilitation counseling and a final opportunity for supervised experience before the student begins work as a fully functioning professional.

The agencies cooperating with the Rehabilitation Counselor Education program have been identified as settings which are integrally involved in the rehabilitation process and therefore can offer the student an invaluable opportunity of reality testing and professional and personal growth.

A. Student Requirements and Expectations

1. The internship should be regarded as a concentrated, brief work experience, rather than observation or orientation. Students should be considered a member of the staff and afforded the opportunity to carry a caseload.
2. Students will adhere to the work schedule and rules and regulations of the agency. The agency rather than the university, holiday schedule will be observed by students.
3. Students are expected to conduct themselves in a professional manner.
4. Students will maintain confidentiality of client information under agency guidelines.
5. Students’ caseloads should represent a cross section of clients served by the agency. Emphasis on case assignments should focus on a student’s specialty area, where possible.
6. Students will maintain a daily log of hours spent in the agency, activities experienced, and personal reactions. This log will be submitted to both the agency and the university supervisor on a bimonthly basis for the purpose of assistance and evaluation. The format of the log is left to the student's discretion. However, recommended areas include:
   a. administration issues;
   b. personal development as a professional;
   c. activities.
7. Students will be required to write case reports, making use of the standard forms of the agency, to:
   a. keep informed of clients' rehabilitation progress;
   b. allow feedback from supervisor to student regarding counseling and case management performance;
   c. develop report-writing skills. Reports will be submitted to the faculty supervisor and the agency supervisor.
8. Students will complete a final self-evaluation at conclusion of the internship.
9. Students are required to write a final internship report covering the internship experience.

B. Agency Requirements and Expectations

The supervising agency expects students to report as a professional staff member and to behave in all respects as a professional throughout the internship. Students are expected to dress and act professionally and to call the agency if they will be late or absent for any reason. The emphasis for the agency will be on getting the student involved and participating in the agency setting from the first day of the internship experience. The agency performs the following:

1. Provides sufficient time to supervise the student. The day-to-day supervision must be by persons who meet the qualifications and are willing to perform the requirements described below.
2. Provides adequate facilities, equipment, and materials to enable the student to function on a professional level.
3. Provides an atmosphere whereby the student has an opportunity to work with and benefit from the experience of other members of the staff.
4. Should provide the student information and experience in areas such as:
   a. concepts of history and philosophy of the agency;
   b. counseling and interviewing sessions with clients;
   c. evaluation of case materials;
   d. clerical and administrative procedures in caseload management;
   e. relating medical, psychological, economic, and social know-ledge to rehabilitation;
   f. utilization and interaction with the community and professionals;
   g. placement of rehabilitation clients.
5. Provides work rules and guidelines to the student as part of an overall orientation to the agency,

C. Agency Supervisor Requirements and Expectations

The agency supervisor, acting as a teacher and consultant to the student, plays a critical role in the internship.

1. The supervisor must be a person who:
   a. has a master's degree, preferably in rehabilitation counseling;
   b. has worked in the setting for at least a year;
   c. is interested in supervising students;
   d. is a certified rehabilitation counselor or eligible for such.
2. A supervisor may expect as a result of his/her role:
   a. assistance from the university in designing the internship experience;
   b. assistance from the student in carrying a caseload.
3. The agency supervisor will be expected to set aside a minimum of one hour each week, so that the student's progress can be evaluated. In addition, the student should have informal access to the supervisor during the week as the need arises.
4. The agency supervisor will complete an evaluation report at the conclusion of the internship. This report should be discussed with and signed by the student prior to submission to the internship coordinator.

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Internship Procedures

At the beginning of the semester prior to internship, the student should meet with his/her major professor to discuss the most appropriate internship site. Prior to this meeting, the student may wish to review the descriptions of various sites which are contained in the Internship Book in the Internship Coordinator's office.

The student may wish to formally or informally meet and interview with potential site supervisors prior to finalizing the selection. When the student has selected his/her primary site (and possibly a second choice), the student completes the Internship Application and the Student Data Form. The student completes three copies of each form. One copy is submitted to the Internship Coordinator, another copy is submitted to the agency supervisor and the third copy is kept in the student file. (It is permissible for students to have the agency supervisor complete the Supervisor Form during an initial meeting.)

The Internship Application and Supervisor Form must be submitted by midterm of the semester preceding the internship.

The student will be notified when the internship has been approved. A faculty supervisor will be assigned during the first week of the internship. Questions that arise prior to the assignment of a faculty supervisor may be directed to the student's major professor or the internship coordinator. The internship coordinator will contact the agency supervisor. A minimum of two meetings of the student, the agency supervisor, and the faculty supervisor will be arranged for persons interning near Logan/Salt Lake City. For students interning outside of the Logan/Salt Lake City area, university supervision may occur by telephone by a faculty member from a local rehabilitation program.

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Support Services/Student Affiliations

Rehabilitation Counselor Certification

The Rehabilitation Counselor Education program encourages all master's students to become certified rehabilitation counselors; some employers require certification as a condition of employment. Applications, for certification are available from the rehabilitation faculty or may be requested from: I

The Commission on Rehabilitation Counselor Certification
1835 Rohlwing Road
Rolling Meadows, Illinois 60008

Students who take the examination will not be sent their test results or certification number until they have submitted to CRCC a copy of their final transcript showing the awarding of the master's degree in rehabilitation counseling.

Student Organizations

Student National Rehabilitation Association (SNRA) and Student National Rehabilitation Counseling Association (SNRCA), is composed of graduate students in the Rehabilitation Counselor Education program. Officers are elected in the fall. The activities of the group vary with student interests. Officers of the SNRA and SNRCA become members of the board of the Utah Chapters of the National Rehabilitation Association and National Rehabilitation Counseling Association respectively.

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Master's Checklist

1. Fill out and submit application from School of Graduate Studies (Grad School). Include:

• GRE or MAT scores
• three letters of recommendation
• transcripts
• letter of intent

2. Upon acceptance to Grad School you will be assigned an advisor. Contact your advisor and schedule an interview. As part of the discussion:

• Plan your first semester's coursework;
• If required/possible, arrange to transfer credits (transfers must be approved by your advisor, then the Graduate Dean).

3. Contact RCE secretary at kris.wengreen@usu.edu or 435-797-3246.

• If eligible, apply for RSA scholarship;
• Arrange to receive a copy of the Graduate Student Handbook

4. Submit autobiographical statement and resume to:

Program Director, Rehabilitation Counselor Education Program
Department of Special Education and Rehabilitation
2865 Old Main Hill
Utah State University
Logan, Utah 84322-2865

5. Read the Graduate Student Handbook.

6. Attend New Student Orientation before fall semester begins regardless of the semester you start the program. (You'll receive notification of the orientation.)

7. Complete course registration each semester.

8. At the end of your program complete the Program of Study form.

9. Occassionally, review progress with your advisor.

10. Semesters Prior to Practicum and Internship:

• Contact Practicum/Internship Coordinator to discuss practicum site selection.
• Obtain appropriate applications/forms from Practicum/Internship Coordinator at Barbara Wheelwright (barbara.wheelwright@usu.edu) or mail:

  RCE Practicum/Internship Coordinator
  Department of Special Education and Rehabilitation
  6520 Old Main Hill
  Utah State University
  Logan, Utah 84322-6520

11. Final semester the Grad School will forward to you the appropriate graduation forms. The forms include:

• Commencement Data Card
• Questionnaire for Hometown News Release
• Alumni Card.

Return them with the fee to the Grad School office:

0900 Old Main Hill
Utah State University
Logan, UT 84322