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REHABILITATION COUNSELOR MENTOR GUIDE (pdf)
Introduction You
have agreed to take on a task that will be both challenging and rewarding.
Although it will take a great deal This
guide outlines the basic competencies a new counselor is expected to master
prior to independently There is no set time frame for completing the guide.
Individuals learn in different ways and at different rates. This
guide includes the “New Counselor Competency Checklist” which is to be
utilized throughout the initial This
guide may also be used to assist staff who is supervising vocational
rehabilitation practicum or internship The
word mentor derived from Greek mythology. It
was used to describe a person who was in charge and who As
a mentor with the Department of Vocational Rehabilitation, you will not only
assist a new counselor in PURPOSE
OF VOCATIONAL REHABILITATION The
Department’s primary goal is employment for persons with disabilities.
This goal can benefit other entities ·
Assisting individuals with disabilities in
obtaining and maintaining employment that reaches their highest ·
Assisting employers in fulfilling their
on-going needs for qualified employees. This includes helping ·
Decreasing the taxes paid to support Social
Security and other social agencies. When
individuals work, ·
Values, mission, and purpose of VR ·
Emphasis on serving individuals with the most
significant disabilities ·
Emphasis on abilities, choice, and inclusion ·
Employment as a right ·
Appropriate Employment to the individual’s
potential ·
Review the philosophy, mission and values
statements of the Department ·
Review the preamble to the 1992 Amendment of the
Rehabilitation Act ·
Share personal experiences regarding how each of
these identified areas has been applied in a caseload Suggested Resources ·
Counselor’s Manual ·
Internet: http://kydvr.state.ky.us/ ·
Intranet: http://kygovnet.state.ky.us/protected/dvr/DVR ·
Journal of Applied Rehabilitation Counseling ·
DVR Consumer Guide ·
Department Staff ·
The Rehabilitation Act of 1973, as amended ·
Skills Enhancement Training (SET) All
consumers have the right to privacy. The
Department is responsible for safeguarding the personal ·
Informed
written consent for release of personal information ·
Disclosure
to prevent clear and imminent danger to self and/or others ·
Disclosure
to a third party of a contagious and fatal disease (differences may vary among
state laws) ·
Court
ordered disclosure ·
Limited
disclosure to subordinates, assistants and other professionals working with the
individuals The
confidentiality laws must be explained to consumers when the relationship is
initiated and throughout the rehabilitation process.
All confidential information obtained is to be used for professional
purposes only and accessed only by Department
personnel who require the information to perform specific job duties. The
Department expects all counselors to demonstrate the highest ethical standards
in the delivery of rehabilitation services. KEY POINTS ·
The
principles of ethical behavior ·
Procedures
and guidelines for obtaining and sharing personal information ·
Release of
information to entities involved in carrying out the rehabilitation program (CRPs,
colleges, etc). ·
Protecting
confidentiality within the office ·
Use of
e-mail ·
Services to
family members and friends ·
Gifts ·
Boundaries
of the counselor relationship Suggested Teaching Techniques ·
Review the
CRCC Code of Ethics with the new employee ·
Give sample
scenarios regarding confidentiality issues, allow new employee to state what
their actions would be and discuss for accuracy of choice ·
Provide
examples of how ethics and confidentiality should be reflected in case files ·
Review the
Release of Information forms utilized by the Department SUGGESTED
RESOURCES
·
DVR’s Counselors Manual ·
Commission on Rehabilitation Counselor
Certification http://www.crccertification.com ·
National Rehabilitation Counseling/Kentucky
Rehabilitation Counseling Associations ·
Department Staff ·
American Counseling Association ·
Skills Enhancement Training (Segment on
Confidentiality and Ethics) TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ REFERRAL
AND APPLICATION Obtaining
appropriate referrals and conducting successful initial interviews are vital to
the success of the rehabilitation process.
KEY POINTS
SUGGESTED
TEACHING TECHNIQUES
·
Have the new counselor discuss
referral and application with field administrator
· Have the new counselor observe the mentor and other counselors during the referral and application process · Role-play a referral and application process. Provide the new counselor with the opportunity to play the role of a counselor as well as a consumer in order to give them both perspectives · Video or audio tape role-play sessions as a learning tool · Encourage the new counselor create a personal journal regarding ideas and concepts that they observed which they would to like utilize or replicate · New counselor may create a script in order to role-play the "explanation of services" to a consumer · Provide a sample of completed forms that may be utilized in the referral and application process · Have the new counselor work with assistant on data input into CMS SUGGESTED
RESOURCES
· Counselor Manual · Skills Enhancement Training (SET) · Department staff TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ASSESSMENTS A
thorough assessment to determine eligibility and vocational rehabilitation needs
is the key to developing an appropriate rehabilitation program.
The assessment process uncovers the consumer’s unique strengths,
interests, abilities, limitations and life circumstances which establish the
foundation of the counseling process. KEY POINTS ·
Use of existing information
(medical/psychological/school reports) ·
Vocational assessments (when & where) ·
Appropriate procurement of formal assessments ·
Assessment for eligibility versus assessment of
rehabilitation need ·
Assessment of need for rehabilitation technology ·
Assessment resources (CRPs, manuals, on-line
resources, etc.) ·
Ongoing assessment ·
Informed choice ·
Documentation of assessment ·
Person Centered Planning ·
Accommodation for Assessment Suggested Teaching Techniques ·
Emphasize the importance of assessment as a
continuous process through case examples ·
Reinforce the use of vocational guidance and
counseling through shadowing and observation of counselors that are strong in
these skills ·
Provide examples of medical documents that might be
found in case files and have new employee review and interpret ·
Assist the new employee in creating or obtaining a
list of acceptable diagnostic resources from outside resources ·
Establish a list of community resources for
vocational assessment and evaluation purposes that the new employee can utilize
for a reference in their geographical location ·
Review acceptable practices for outsourcing the
formal assessment and provide a list of services and service providers for the
geographical location of the new employee ·
Provide a mock case with basic information and have
new employee outline process for assessment Suggested Resources ·
Counselor Manual ·
Dictionary of Occupational Titles ·
Occupation Outlook Handbook ·
Guide for Occupational Exploration ·
JIST Career Curriculums ·
Rehabilitation Technology Consumer Guide ·
“Common Sense Approach to Assessment Manual” ·
Supported Employment Branch ·
IHDI ·
CDPCRC TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ GUIDANCE AND
COUNSELING
Vocational
rehabilitation guidance and counseling is a helping process in the
rehabilitation program to assist eligible individuals in analyzing,
understanding, and using their assets (e.g., capacities and abilities) to
overcome their social, emotional, educational, vocational, and/or physical
limitations. Counseling includes
the use of interpersonal contact and specialized professional functions such as
assessment, adjustment counseling, coordination of services, identification and
mobilization of resources, placement, and follow‑up. These elements are not separate steps in a sequence but they
are interrelated parts of a whole. KEY POINTS ·
Career Exploration ·
Disability awareness ·
Acceptance of disability and development of coping
skills ·
VR role vs. therapist role (when to refer to
another professional) ·
Strengths and abilities ·
Realistic goals (with or without accommodations) ·
Empowerment ·
Self-advocacy ·
Family education ·
ADA ·
Informed choice ·
Documentation of guidance and counseling ·
Intensive Guidance & Counseling SUGGESTED
TEACHING TECHNIQUES
·
Observation of mentor in counseling session ·
Observation of other counselors in counseling
sessions ·
Role-playing ·
Mentor observation and guidance of new counselor ·
Video-taping counseling session for review ·
Reinforce the use of vocational guidance and
counseling through shadowing and observation of counselors that are strong in
these skills SUGGESTED
RESOURCES
·
Counselor’s Manual specifically sections on
Consumer Choice, ADA, and Guidance and Counseling ·
ONET Online.htm ·
State ADA Coordinator ·
“Common Sense Approach to Assessment” manual ·
Handbook of Severe Disability ·
Merck Manual ·
DSM-IV ·
CDPCRC ·
Local resources such as Comprehensive Care Centers,
Community Rehabilitation programs, One-Stop Centers, Assessment Centers TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ ELIGIBILITY
An
individual is eligible for vocational rehabilitation services if he/she: 1)
has a disability.
That is, has a physical or mental impairment, which for that individual
constitutes a substantial impediment to employment and can benefit from
vocational rehabilitation services in terms of an employment outcome and 2)
requires vocational rehabilitation services to
prepare for, secure, retain, or regain
employment. KEY POINTS ·
Definition of disability ·
Substantial limitations of functional capacities ·
Expanded definitions ·
Requires VR services ·
Attendant factors ·
Agreement of Understanding ·
Disability does not equal eligibility
(coding/priority codes/order of selection) ·
Ineligibility decisions/referral and information ·
Presumptive eligibility ·
Trial work experience ·
No single service ·
Informed choice ·
Documentation of eligibility in case record SUGGESTED
TEACHING TECHNIQUES
·
Work through an eligibility which needs to be
processed (explaining worksheet, CMS process, and progress notes) ·
Service Corps of Retired Executives ·
Give examples of cases which are ineligible if none
are available on new counselor's caseload ·
Work through example of Trial Work Experience case ·
Review eligibility through SSI/SSDI and what is
needed before IPE ·
Review authority/regulations SUGGESTED
RESOURCES
·
781 KAR 1:030 (DVR Intranet http://kygovnet.state.ky.us/protected/dvr/DVR.html) ·
CITE:
34CFR361.42 (http://www.access.gpo.gov/nara/cfr/waisidx_00/34cfr361_00.html) ·
Internet websites:
(http://www.makoa.org,
http://www.halftheplanet.org,
http://www.rarediseases.org) to name
a few. ·
Merck Manual (http://www.merck.com/pubs/mmanual/sections.htm) ·
DSM IV (http://www.psychologynet.org/dsm.html) ·
Disability Handbook published by the University of
Arkansas ·
Counselor's Manual (found on DVR Intranet) ·
Disability Handbook published by the Nebraska
Department of Education TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Appeal RIGHTS AND Mediation
Every
individual applying for or receiving services from the Department must be
informed of the appeals opportunities available. The Client Assistance Program and the mediation process as
well as other, more formal, appeal processes play an important role in
protecting the rights of consumers. Most disagreements are the result of
miscommunication or a misunderstanding and are handled informally, however, most
counselors will experience this process sometime in their career. KEY POINTS ·
Informed Choice ·
It is okay to say no ·
Appeal rights and time frames ·
Client Assistant Program ·
Mediation ·
Informal/Formal Reviews ·
Hearings ·
Documentation of appeal rights and mediation Suggested Teaching Techniques ·
The Mentor may provide personal examples of
situations that required a "no" answer, CAP involvement,
informal/formal reviews, hearings and informed choice ·
Have other counselors share experiences with the
above listed items ·
Utilize role-play regarding instances that might
involve saying "no", CAP interaction, etc ·
Contact CAP representative for additional
information ·
Reinforce documentation through examples SUGGESTED
RESOURCES ·
Counselor Manual ·
CAP Representative ·
781 KAR 1:010 ·
Skills Enhancement Training ·
KRS 13B ·
Rehabilitation Act, as amended TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ Services
provided by the Department will enable an individual with a disability to obtain
and maintain employment. The
services provided are based upon the individual’s needs, informed choice,
capability, resources, strengths, and abilities. These services to be provided are a joint decision between
the counselor and consumer. KEY POINTS ·
Local Services
·
CRP’s
·
Supported Employment
·
Rehabilitation Technology ·
Driver Evaluation ·
CDPCRC ·
Comparable Benefits (private insurance, medication,
loans, grants, etc.) ·
Job Placement Professionals ·
Post Employment ·
P.A.C.E Program ·
Core vs. Ancillary Services ·
Attendant Care ·
Employment Follow-Up ·
CBWTP/Transition ·
Comprehensive Care ·
Mental and Physical Restoration ·
Assessment ·
Guidance and Counseling ·
Documentation ·
Informed Choice SUGGESTED
TEACHING TECHNIQUES
·
Make appointments to visit local service providers ·
Create a "Hotlist" of contact names and
numbers ·
Shadow other Department staff to learn specific job
duties (ERS, Rehab Tech, etc.) ·
Show examples of cases where a particular service
was provided SUGGESTED
RESOURCES
·
Consumer Guide ·
Counselor’s Manual ·
Internet ·
Intranet ·
Resource material available in your district ·
Forms (i.e. a referral form for a particular
service) ·
CDPCRC Catalog ·
Skills Enhancement Training (SET) TEACHING
NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ SELF-EMPLOYMENT
For many DVR consumers, self-employment is a viable option. The DVR counselor need not be an expert in small business development or in the intricacies of business administration. What is crucial to success, however, is willingness on the part of the counselor to coordinate closely with the consumer and all available resources. KEY POINTS
SUGGESTED
TEACHING TECHNIQUES
SUGGESTED
RESOURCES
·
The Rehabilitation Act of 1973, as amended (found
on DVR Intranet)
CITE: 34CFR361.45-46
(http://www.access.gpo.gov/nara/cfr/waisidx_00/34cfr361_00.html) · DVR internet and intranet websites · Counselor's Manual (found on DVR Intranet) · Small Business Administration (http://www.sba.gov) · Small Business Development Centers TEACHING NOTES
______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ IPE/Plan Development
The
Individualized Plan for Employment (IPE) is a pathway for the individual with a
disability to reach the desired vocational goal. KEY POINTS·
Negotiation ·
Needs vs. wants related to Vocational Goal ·
Informed choice ·
Developing an appropriate vocational goal and time
frame ·
Eligibility and expanded definition as related to
the IPE ·
Non purchases services ·
Amendments ·
Documentation ·
Reviews ·
Use of IPE for supported employment, trial work
experience, and post employment SUGGESTED
TEACHING TECHNIQUES
·
Introduce IPE and accompanying instructions ·
Work through IPE's which need to be processed
(explaining IPE, CMS process, and progress notes) ·
Review key points in Counselor's Manual ·
Give examples of different plans which may not be
available on new counselor's caseload ·
Work through example of Trial Work Experience case ·
Review authority/regulations ·
Review local services and comparable benefits ·
Observe counselor interview SUGGESTED
RESOURCES
·
The Rehabilitation Act of 1973, as amended (found
on DVR Intranet)
CITE: 34CFR361.45-46
(http://www.access.gpo.gov/nara/cfr/waisidx_00/34cfr361_00.html) ·
DVR internet and intranet websites (forms and
descriptions of services) ·
Counselor's Manual (found on DVR Intranet) ·
IPE Instructions TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________________ Managing
a caseload budget can be one of the many challenges of the rehabilitation
counselor role. Understanding
available resources, method of payment, and budgetary constraints is a key to
fiscal management. KEY POINTS ·
Comparable benefits ·
Services fees ·
Caseload budget units—how to manage ·
Reports ·
Sign off list ·
Economic need ·
Imprest cash ·
Catastrophic fund ·
Fiscal year—state and federal ·
Authorizations ·
Non-pay authorizations ·
DVR-10 SUGGESTED TEACHING TECHNIQUES
·
Meet with field administrator ·
Gather information from assistant, central office
personnel, CMS ·
Reinforce the use of vocational guidance and
counseling through shadowing and observation of counselors that are strong in
these skills ·
Compile community resources for consultation,
assistance and guidance SUGGESTED RESOURCES
·
Local resource directories ·
CMS ·
Counselor’s manual (Available on Intranet) ·
Skills Enhancement Training ·
Intranet ·
DVR Hotlist ·
State Plan 6.9(c)(2) ·
Internet ·
IHDI Resource TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Managing
a caseload can be overwhelming at times. Utilizing
resources and developing organizational skills can assist in this task.
KEY POINTS·
“Statuses” (Applicant status, eligible status,
plan status, etc.) ·
Prioritizing, organizing, flexibility, scheduling ·
CMS Reports ·
Delegating and utilizing Rehabilitation Assistant ·
Manage the caseload, not just the case SUGGESTED
TEACHING TECHNIQUES
·
Show examples of good casework ·
Make outline of what a good case may include ·
Shadow different counselors to get ideas of
casework strategies and styles ·
Give helpful hints to assist with developing
individual style ·
Time management class SUGGESTED
RESOURCES
·
GSC Classes *Be
sure to include the importance of documentation and informed choice in this
area. TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ JOB DEVELOPMENT/PLACEMENT/RETENTION/FOLLOW-UP Placement
is a joint effort between consumer, counselor, DVR support staff, family and
other representatives that are involved in the individual’s rehabilitation.
Employment must be consistent with their capacities, abilities, and
informed choice. KEY POINTS·
This is our job ·
Choice/Documentation ·
Accommodations ·
ERS/PACE/other help ·
Marketing to employers ·
Confidentiality ·
Lost customer skills SUGGESTED
TEACHING TECHNIQUES ·
Provide sample documentation and forms as a guide ·
Have the new employee present dialogue explaining
each area in a role-play setting ·
Role-play marketing to an employer ·
Meet with or ask for input and assistance from the
Marketing Director ·
Develop written scenarios involving issues of
confidentiality and have new employee explain what he/she would do and provide
feedback ·
Confer with rehabilitation technology staff for
ideas, input and suggestions on accommodations ·
Provide resource contacts for ERS/PACE and other
community assistance SUGGESTED
RESOURCES ·
Counselor Manual (Available on the Intranet) ·
Skills Enhancement Training TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ Case Closure/Post Employment
Closing
an individual’s case at the appropriate time can effect the successful outcome
of the individual in employment. Communicating
with the individual during closure and offering support through resources can
assist in maintaining employment. KEY POINTS·
Forms/Procedures
·
Documentation ·
90 days does not equal success always ·
Unsuccessful closures ·
Closing SE cases ·
Informing about post-employment ·
Job hopping ·
Informed choice SUGGESTED
TEACHING TECHNIQUES ·
Provide examples of completed forms and
documentation for case closures, post employment, etc. ·
Have new employee observe case closures ·
Role-play case closure/post employment scenarios ·
Provide examples of potential unsuccessful closures
made successful to spur creative thinking ·
Assist the new employee in developing a systematic
method of assuring that all processes have been completed prior to closing case SUGGESTED
RESOUCES ·
Counselor Manual ·
Supported Employment Manual TEACHING NOTES ______________________________________________________________________ ____________________________________________________________________________________________________________________________________________ ______________________________________________________________________ SPECIALITY CASELOADS To
better meet the needs of individuals with specific disabilities, some counselors
are assigned a caseload that requires extensive knowledge in the specific
disability. Although training is
received through the Department, guidance during the first month prior to
receiving any training is crucial. KEY POINTS ·
Transition ·
Mental Health ·
Communication Specialist ·
Rehabilitation Counselor for the Deaf ·
Most Significant Disabilities ·
School ·
Traumatic Brain Injury ·
Spinal Cord SUGGESTED
TEACHING TECHNIQUES
·
Observation of other counselors in counseling
sessions as they work with consumers of specialty cases ·
Interview counselors working with consumers of
specialty caseloads ·
Provide sample copies of any required forms or
documentation suggestions ·
Meet with Program Administrator for Transition
Services ·
Talk with Director of Deaf and Hard of Hearing
Services ·
Shadow an RCD ·
Gather data from Director of the Human Development
Institute at University of Kentucky SUGGESTED
RESOURCES
·
Counselor’s Manual specifically section on
disability types, transition, CDPCRC ·
Handbook of Severe Disability ·
Merck Manual ·
Internet Resources: ·
http://www.nmha.org
(National Mental Health Association) ·
http://www.mhsource.com
(Mental Health Infosource) ·
http://www.spinalcord.org
(National Spinal Cord Injury Association) ·
http://www.handspeak.com
(Sign Language) ·
http://www.biausa.org
(Brain Injury Association) ·
DSM-IV ·
CDPCRC ·
Transition Manual ·
Communication Specialist Manual TEACHING NOTES ______________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ Relationship with Your Assistant The assistant provides a great amount of support for
the consumers and counselors. A
positive relationship that includes open communication between a counselor and
their assistant is vital to the successful rehabilitation of consumers.
Together the assistant and counselor ensure that the necessary elements
are included in the case records and services provided in a timely manner. Key Points
·
Understanding the role of the
assistant. ·
Identifying areas of excellence. ·
Communication Assistants’ Duties May Include
Suggested Teaching Techniques
SUGGESTED RESOURCES
TEACHING NOTES ______________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________ Ongoing Responsibilities of Mentors
Although
the first few weeks of mentoring will be the most intensive, mentoring is an
ongoing process. After the basic
competencies have been mastered, the new counselor will continue to need months
of guidance and support to development into a capable and confident counselor.
The following are suggestions for making long term
mentoring successful. 1) Make
the new counselor feel that you welcome questions and opportunities to discuss
issues. 2)
Have regularly scheduled, one-on-one, mentoring sessions.
Encourage the new counselor to collect cases or make lists of questions
to be discussed. As the new
counselor becomes more confident, gradually extend the time between sessions
from once a week to every two weeks, then a month, and eventually as needed. 3)
Recruit other sources of support at the new counselor's worksite.
Help the new counselor develop meaningful, supportive relationships with
his/her coworkers, supervisor and assistant. 4)
Assist the new counselor in establishing professional relationships with
other service providers, employers, etc. in the area. The most important aspect of the mentoring process is the
relationship. Hopefully, you will
establish a relationship with the new counselor that will last throughout your
professional careers. You might be
surprised how soon you will be asking the counselor for advice on your
difficult cases! APPENDIX COMPETENCY CHECKLIST
Competency
Date Completed
Purpose of Vocational Rehabilitation
____________________
Confidentiality and Ethics
____________________
Referral and Application
____________________
Assessment
____________________
Guidance and Counseling
____________________
Eligibility
____________________
Appeals & Mediation
____________________
Self-Employment
____________________
Plan Development
____________________
Fiscal/Budget Responsibility
____________________
Case Management
____________________
Retention/Follow-up
____________________
Case closure/Post employment
____________________
Specialty Caseloads
____________________
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