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Rehabilitation and Counselor Education

The Department of Rehabilitation and Counselor Education prepares students to facilitate human development across the life span, to advocate for clients and students, and to serve local, national, and international communities through the delivery and creation of state-of-the-art counseling services. The department achieves these goals by advancing knowledge, skills, and attitudes appropriate for effective and ethical professional counseling practice and by conducting and disseminating related research.

The department prepares practitioners and scholars primarily at the graduate level, through degree programs in counselor education and supervision, rehabilitation and mental health counseling, rehabilitation counselor education, and school counseling. It also offers basic courses in interviewing and interpersonal skills for students in other professional and graduate programs. In addition, it offers an undergraduate minor.

Undergraduate Program

• Minor in human relations

Minor

The minor in human relations is open to all University of Iowa students enrolled in undergraduate degree programs.

The minor in human relations requires a minimum of 15 s.h. of credit, including 12 s.h. earned at The University of Iowa and 12 s.h. earned in courses numbered 100 and above. Students must maintain a g.p.a. of at least 2.50 in the minor. Courses for the minor may not be taken pass/nonpass (unless they are offered only pass/nonpass). Transfer credit must be approved by the chair of the Department of Rehabilitation and Counselor Education in order to count toward the minor.

Course work for the minor must include 07C:199 Counseling for Related Professions. Students earn the remaining 12 s.h. for the minor in courses chosen from the following list. Registration in 07B:180 Human Relations for the Classroom Teacher requires special permission for students not admitted to the College of Education's Teacher Education Program.

Contact the Department of Rehabilitation and Counselor Education for more information about the minor.

Graduate Programs

• Master of Arts in rehabilitation and counselor education
• Doctor of Philosophy in rehabilitation and counselor education

The department offers graduate degree programs in four major areas within rehabilitation and counselor education:

Counselor education and supervision (offered in the Ph.D.);
Rehabilitation and mental health counseling (offered in the M.A.);
Rehabilitation counselor education (offered in the Ph.D.); and
School counseling (offered in the M.A.).

Each degree program is described below.

Upon completing a degree in the department, students are evaluated and are expected to have awareness, knowledge, and skills in the following areas:

• current definitions, professional standards, and appropriate professional practices regarding multiculturalism;
• what it means to be a multiculturally competent helping professional;
• integration of feedback into practice and professionalism in interpersonal interactions;
• personal limitations and strengths that could ultimately support or harm a client or student;
• a personal plan for future practice in the field regarding multicultural relationships.

Prospective students must meet admission requirements for the individual programs as well as the department's general admission requirements (see "Admission" toward the end of this section). Criminal background checks may be required. Applicants also must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog.

REQUIRED Ph.D. RESEARCH COURSES

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site).

Ph.D.: Counselor Education and Supervision

The Doctor of Philosophy program in counselor education and supervision requires 96 s.h. of graduate credit. The program prepares students with knowledge and skills related to general counseling (including mental health and school counseling), teaching, consulting, supervising counselors, and conducting research. Graduates enter professional work as counselors, counselor supervisors, counselor educators, researchers and/or consultants, or work in other positions requiring expertise in human relations. Students may choose an emphasis in gifted and talented education, school counseling, professional leadership, or other area agreed upon by faculty advisors.

Counselor education and supervision graduates are prepared to teach the knowledge and skills required of professional counselors and to supervise beginning and advanced counselors; perform counseling interventions with individuals and groups; and teach human relations skills in colleges or universities. They provide professional consultation with counseling practitioners and policy makers about counseling program development and evaluation. They also may perform research that contributes to knowledge about counseling, supervision, and counselor education.

The program is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The American Counseling Association (ACA) and the Association for Counselor Education and Supervision (ACES) are the professional organizations most related to program activities.

The Ph.D. curriculum includes required courses in counseling and in research tools and applications, a minor outside the department, and a dissertation.

Most students complete their course work in three years and take a fourth year to complete the dissertation. Students who have not completed a master's degree program approved by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) may need to remedy deficiencies by taking appropriate master's-level course work.

The Ph.D. program in counselor education and supervision requires the following work.

Required Courses

All of these:

Research Tools and Applications

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with the research tools and applications required for the degree.

The following are minimum requirements. Students are expected to master research tools and applications beyond the minimum requirements in order to develop research skills consistent with their professional goals.  

At least one course in quantitative research methods chosen from these (at least 3 s.h.) and one additional course in qualitative research: 

Minor Area

Students take a series of courses (typically a minimum of three) in an area of study outside the Department of Rehabilitation and Counselor Education. They select course work in collaboration with their minor area advisor, a faculty member from the area, and with approval of the curriculum plan committee.

Master's Thesis Project or Equivalent

Students are required to submit a previously conducted master's thesis for faculty review and approval or to complete a new supervised experiential research project before taking comprehensive exams.

COMPREHENSIVE EXAMINATION

The comprehensive examination consists of three 3-hour exams and an oral defense, including a department comprehensive exam, a counselor education and supervision program comprehensive exam, and an exam on the minor area. The comprehensive exam may be taken during the student's final semester of course work, which typically includes internship.

DISSERTATION

The major research project culminating in the doctoral thesis may be on any topic related to counseling and counselor education. The thesis advisor and the examining committee approve the topic and procedures at a formal prospectus meeting. The final oral examination on the thesis is conducted by the examining committee. Students usually earn 10 s.h. for dissertation work, but in some instances they may earn up to 15 s.h.

ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" toward the end of this section. In addition, applicants to the Ph.D. program in counselor education and supervision must provide evidence of successful experience in counseling or a closely related profession. Applicants without experience may be admitted if their credentials indicate exceptional strengths.

Students may be admitted for fall, spring, or summer entry, but the department strongly advises application for fall entry. Consideration of applications begins January 15 for fall entry; all application materials should be received at the University by this date.

M.A.: Rehabilitation and Mental Health Counseling

The Master of Arts program in rehabilitation and mental health counseling requires a minimum of 60 s.h. of graduate credit. The program prepares professional counselors to provide assistance in employment, independent living, and personal or economic development to persons with disabilities and other individuals who encounter barriers in meeting their functional needs. It also prepares counselors in mental health counseling/psychiatric rehabilitation to obtain licensure as professionals who provide services in community mental health settings.

Rehabilitation and mental health counselors work in a variety of settings, including public agencies such as state vocational rehabilitation programs and Veterans Affairs vocational rehabilitation programs; independent living centers; community-based rehabilitation centers and supported employment programs; private for-profit worker's compensation and insurance rehabilitation agencies; and mental health agencies. They provide interventions designed to help persons with disabilities adapt to the demands of their environments. They also prepare the environments to accommodate the individual's needs. Assessment, personal and vocational counseling, development of rehabilitation and treatment plans, case management, service coordination, psychosocial adjustment, job development, placement, and follow-up are typical services that rehabilitation and mental health counselors provide.

The M.A. program in rehabilitation and mental health counseling is accredited by the Council on Rehabilitation Education (CORE). The program also is accredited in community counseling by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).

Graduates of the M.A. program are eligible for certification by the Commission on Rehabilitation Counselor Certification (CRC) and the National Board for Certified Counselors. By completing the program's course work, students also complete the courses they must take in order to apply for licensure as mental health counselors in Iowa.

Full-time students can complete the program in two academic years (four semesters plus two summer sessions, approximately 21 months).

The M.A. curriculum blends academic work with supervised clinical experiences. Students take three semesters of practicum concurrently with academic courses. The program concludes with a full-time internship (40 hours per week) during a spring semester. Students are assigned to rehabilitation and community mental health agencies or facilities that meet CORE and CACREP accreditation standards and that have programs or clientele who match the student's interests and educational objectives. Clinical placements require criminal background checks.

Supervised practicums, internships, and comprehensive examinations are not offered during summer sessions.

The M.A. program in rehabilitation and mental health counseling requires the following work.

Department Requirements 

All of these:

Program Requirements

All of these:

Clinical Practice

All of these: 

One of these:  

COMPREHENSIVE EXAMINATION

In addition to the departmental comprehensive examination, a three-hour written examination on the process and practice of rehabilitation and mental health counseling is required. Exams are offered only during fall and spring semesters.

ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" toward the end of this section.

No specific undergraduate major area of study is required for the M.A. program in rehabilitation and mental health counseling, but a major in one of the social sciences is considered good preparation. Applicants should have a good academic record and relevant experience, such as assisting individuals with disabilities. Postbaccalaureate work experience relevant to the field of rehabilitation and mental health counseling is preferred. The program encourages applications from persons traditionally underrepresented in the field, particularly those with a disability and/or members of minority or ethnic groups. Applicants also must meet the department's admission requirements (see "Admission" later in this section). A personal interview is required, either in person or by telephone.

Applications for full-time study are accepted for summer session (June) entry. Application deadline for full-time study is April 1 for U.S. applicants, March 1 for international applicants. Applications for part-time study are accepted for fall and spring semesters. 

Students pursue a sequenced plan of study that begins in summer session. Although students may be admitted for any semester, the program highly recommends that full-time students begin in summer.

Ph.D.: Rehabilitation Counselor Education

The Doctor of Philosophy program in rehabilitation counselor education requires a minimum of 90 s.h. of graduate credit. The program prepares professionals for leadership roles in rehabilitation counselor education, research, administration, and service delivery systems. It provides rehabilitation counselors the opportunity to master knowledge; clinical, teaching, and supervisory skills; and research competencies at the most advanced levels.

Ph.D. students focus on three areas of advanced development: rehabilitation counselor education and supervision, research, and professional practice. The program is flexible, permitting students to pursue individualized plans of study within the required curriculum. Ph.D. graduates are expected to have sufficient knowledge and skill to teach at colleges and universities, supervise other professionals, and provide clinical services to clients. They also should have competencies to engage in and evaluate theoretical, qualitative, and quantitative research.

Each student is required to submit a curriculum plan. The rehabilitation counseling faculty reviews each student annually. Students must meet the department's requirements in order to continue in the program.

The 90 s.h. required for the degree may include credit for relevant course work completed for a master's degree. Students who have not completed a master's degree in rehabilitation counseling must take appropriate masters-level courses or their equivalents. This combination of master's and doctoral course work ensures exposure to vocational rehabilitation as well as to independent living rehabilitation and community-based counseling processes, concepts, programs, and services.

Most students complete their course work and comprehensive exam in three years and take a fourth year to complete the dissertation.

The Ph.D. program in rehabilitation counselor education requires the following work.

Department Core

All of these:

Program Requirements

Students are expected to have completed core rehabilitation counseling requirements during master's degree work (see "M.A.: Rehabilitation and Mental Health Counseling" above). The advisor and program faculty determine which master's-level courses must be taken to correct deficiencies. Students also must complete the following. 

Statistics and Research Design

All College of Education Ph.D. students must complete 07X:150 Introduction to Educational Research during the first year of their Ph.D. program. They also must complete an additional minimum of 15 s.h. in qualitative and quantitative course work, with at least 9 s.h. from one area (qualitative or quantitative) and at least 6 s.h. from the other. Courses to meet this requirement must be chosen from Required Ph.D. Research Courses (see Course Information in the A-Z directory on the college's web site). Course selections must be consistent with the following statistics and research design requirements and with the student's dissertation research.

All of these:

MINOR AREA

Students plan a minor area in collaboration with their major advisor and curriculum plan committee. The minor area must be outside the department. Students select a minimum of 9 s.h. of course work in the minor area, in collaboration with their minor advisor and with the approval of their curriculum plan committee.

COMPREHENSIVE EXAMINATION

The comprehensive examination consists of three exams that total nine hours. They cover the department core (three hours), rehabilitation counseling—theory, practice, and research (three hours), and the minor area (three hours).

DISSERTATION

The dissertation is a major research study planned in collaboration with the student's major advisor. At least two rehabilitation counseling faculty members serve on the dissertation committee; one of them chairs or co-chairs the committee. 

ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" toward the end of this section.

Applicants to the Ph.D. program in rehabilitation counselor education should have a master's degree in rehabilitation counseling or a related area and a graduate g.p.a. of 3.00 or higher. One year of full-time work experience in rehabilitation or a related field is strongly encouraged. Applicants should submit a written statement of purpose for pursuing the Ph.D. in rehabilitation counselor education and a statement of personal career objectives, official score on the Graduate Record Exam (GRE) General Test, and three letters of recommendation. A personal interview is required.

Applications are accepted for fall, spring, or summer entry; fall entry is strongly advised. Faculty consideration of applications begins January 15 for fall entry, November 15 for spring entry, and April 1 for summer entry.

M.A.: School Counseling

The Master of Arts program in school counseling requires a minimum of 54 s.h. of graduate credit. The program prepares individuals to work effectively as counselors in K-12 school settings. It is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Successful graduates are eligible for K-12 school counselor licensure in Iowa. Students may apply to the National Board for Certified Counselors at the completion of their programs.

School counseling students are strongly encouraged to earn an endorsement in talented and gifted education or a certificate from the Belin-Blank Center for Gifted Education. Most course work required for the endorsement also is required for the M.A. program.

The M.A. program in school counseling emphasizes gifted education. During the first few semesters, students take core cognate courses, including course work on gifted education, and the microcounseling clinical skills laboratory. Then they enter a counseling practicum followed by an internship. Students who enter without teaching licensure are required to take additional course work in education, 07E:100 Foundations of Education, 07U:100 Foundations of Special Education, and 07P:200 Educational Psychology or equivalent) to meet school counselor licensure standards. Students are expected to complete at least 100 clock hours in practicum and 600 clock hours in internship activities in an approved school setting, under the supervision of an experienced licensed school counselor and a University faculty supervisor.

Students must complete program and department core courses as outlined on the Department of Rehabilitation and Counselor Education web site before enrolling in 07C:300 Practicum in School Counseling for the summer session of their last year in the program. All students are required to complete a background check the spring before they enroll in the practicum. Students who are not licensed teachers must complete course work in education before enrolling in the practicum.

Each student's progress is reviewed periodically by the program faculty. Students who have successfully completed all prerequisites for 07C:300 Practicum in School Counseling are reviewed in the semester before they take the practicum course, to assure that they are prepared for it. During the summer, students are evaluated to assure their readiness for the internship 07C:321 Internship in Elementary School Counseling or 07C:322 Internship in Secondary School Counseling, which requires assignment in approved schools for the fall and/or spring semesters.

The M.A. program in school counseling requires the following work.

Required Courses

The following schedule of required courses reflects a three-year program of study. Students who do not have teacher licensure are required to complete at least three additional courses in education before the third year of classes.

COMPREHENSIVE EXAMINATION

All students are required to take comprehensive exams for the departmental core and for school counseling during their final semester of internship. Comprehensive exams include a written six-hour exam in the departmental core and school counseling. An oral exam also is required unless waived by the comprehensive exam committee.

ADMISSION

Applicants to any of the department's graduate programs must meet the department's general admission requirements; see "Admission" toward the end of this section. Applicants to the M.A. program in school counseling should have an undergraduate g.p.a. of 3.00 or higher. The department prefers that applicants have one year of teaching experience or successful experiences with children and/or adolescents, which they must document in a written statement. Graduate Record Examination (GRE) General Test scores must be on file at the University.

Applications are accepted for summer entry. Applications should be submitted by March 1 for U.S. applicants, February 1 for international applicants.

Admission

Applicants to any of the department's degree programs must satisfy the following admission requirements. Applicants also must meet the admission requirements of the Graduate College; see the Manual of Rules and Regulations of the Graduate College or the Graduate College section of the Catalog.

Applicants must submit the following:

a completed graduate application form;

copies of official transcripts of all previous undergraduate and graduate college work;

official report of Graduate Record Examination (GRE) General Test verbal and quantitative scores;

a statement of the applicant's reasons for seeking an advanced degree in the department, including a statement of personal career objectives;

three current letters of recommendation from persons qualified to assess the applicant's prospects for completing the M.A. or Ph.D. and to assess the applicant's commitment to the profession.

The department may request a personal or telephone interview.

The following admission standards are considered for individual program admission decisions.

M.A. applicants should have an undergraduate g.p.a. of at least 3.00.

Ph.D. applicants should have a graduate g.p.a. of at least 3.00; those who have not been granted a graduate degree should have an undergraduate g.p.a. of at least 3.00.

International applicants must score at least 550 (paper-based), 213 (computer-based), or 80 (Internet-based) on the Test of English as a foreign language (TOEFL). The department may require applicants with lower TOEFL scores to complete University of Iowa course work in English language fluency. TOEFL scores must be submitted with the application for admission.

Typically, doctoral students are not admitted unless they have completed a master's degree in counseling or a related field. Relevant work experiences are important. Students who are accepted without a related master's degree must complete core master's-level course work before taking advanced Ph.D. courses. Required remedial courses and experiences are determined in consultation with the advisor and are included in a student's curriculum plan.

Visit the Department of Rehabilitation and Counselor Education web site for details about admission and program requirements.

FINAL DECISION, SPECIAL REQUIREMENTS

The criteria listed above are minimum standards for admission. Final admission decisions are made by faculty committees. Some of the department's degree programs have additional admission requirements; see the descriptions of the individual degree programs above.

CONDITIONAL ADMISSION

Applicants who do not meet the requirements for regular admission may be admitted on conditional status if they show sufficient strengths and promise, as determined by the faculty. In order to achieve regular status, students admitted on conditional status must complete at least 12 s.h. of core courses (approved by an advisor) over two consecutive sessions and earn a cumulative g.p.a. of at least 3.00.

MAINTAINING GOOD STANDING

All graduate students must meet the following standards in order to remain in their degree programs and advance to candidacy and remain a candidate for a degree:

maintain a g.p.a. of at least 3.00;

successfully complete a practicum, internship, or equivalent professional experience;

maintain professional behavior consistent with the American Counseling Association code of ethics and any additional code of professional ethics adhered to in any agency in which the student completes a practicum or internship;

demonstrate progress toward the degree through successful completion of semester hours specified in the curriculum plan and active registration each session (exceptions may be approved by the advisor).

Each student's academic and professional progress is reviewed annually. A written report is provided to the student and a copy is placed in his or her department file.

PROBATIONAL STATUS

M.A. and Ph.D. students who earn a cumulative g.p.a. lower than 3.00 are placed on probational status and are notified in writing. Students on probational status have two consecutive sessions to raise their grade-point average to the established standard. If that requirement is not met, the student may be removed from the program. Each student is allowed one probational status during his or her program of study.

APPLICATION

For application materials, visit the Department of Rehabilitation and Counselor Education web site.

Applications must be complete before they can be reviewed. Applicants are responsible for providing a complete application dossier; to check on whether an application dossier is complete, contact the College of Education Office of Education Services. Application forms are available on the web.

Applicants are notified in writing after their applications have been reviewed. Applicants who are accepted must reply in writing in order to maintain their admission status.

Financial Support

Students in the department may apply for a wide variety of graduate assistantships. For example, many of the University's student service units award graduate assistantships. Applicants for assistantships should contact the department or the coordinator of the particular graduate program they plan to enter.

Applicants seeking fellowships or assistantships should complete their applications as early as possible.

Facilities

An on-campus counseling suite serves as a laboratory for training. In addition, a wide variety of supervised clinical experiences are available in community agencies, schools, and colleges, as well as throughout the University. Internships may be completed at approved sites nationwide.

Courses