Case work

social work in which the worker investigates a case of personal or family maladjustment and gives advice and guidance

casework Definition

case·work (kās′wʉrk′)

noun

social work in which the worker investigates a case of personal or family maladjustment and gives advice and guidance

Related Forms:

• caseworker case′·work′er noun

casework Usage Examples

Converse of object

• undertake: We will only undertake direct casework by mutual consent.
• handle: The majority of advisers handle casework from their home or their office, by letter or telephone or both.
• relate: The problems encountered by the Charity Commission in casework related to mergers are consistent with those identified by charities in our consultation process.
• plan: This reflects the wider range of planning casework handled by district planning authorities.
• include: The NO WIN FEE litigation service includes all casework, less than 1 % of cases proceed to hearing.
• support: Direct Case Work When you have a complex case we will normally work on it with you through supported casework.

Adjective modifier

• statutory: Due to its statutory nature determination casework has priority above non-statutory work carried out by DVs.
• serious: The Area has also dealt with a significant quantity of serious casework.
• direct: We will only undertake direct casework by mutual consent.
• related: Planning Inspectorate Deals with the processing of planning and enforcement appeals, holding inquiries into local development plans and other planning related casework.

Modifies a noun

• directorate: Casework Directorate will instruct Counsel to draft the Petition of appeal.
• decision: RESULTS We met the quality standard for casework decisions in 97.4 % of advice cases.
• officer: A planning casework officer is appointed to process the case.
• team: You can join online They have a legal casework team who deal with DLA claims.
• management: Spectra may be retained in document records under the VSC 5000's general casework management system.
• action: Casework action plan update 11.1 EB noted the latest position in relation to the action plan.

Noun used with modifier

• constituency: Michael said: I know from my own constituency casework that waiting times for audiology appointments are far too long.
• planning: A planning casework officer is appointed to process the case.
• building: The implications of monitoring listed building consent casework in the same way that conditions for archeological work are scrutinized cannot be quantified.
• quality: We can then bring further improvements to the delivery of high quality casework for the people of Central London.

Telephone counseling

Telephone counseling refers to any type of psychological service performed over the telephone. Telephone counseling ranges from individual, couple or group psychotherapy with a professional therapist to psychological first aid provided by para-professional counselors. In-person therapists often advise clients to make use of telephone crisis counseling to provide the client with an avenue to obtain support outside of therapy if they cannot be reached in an emergency or at the conclusion of a therapeutic relationship.

Contents [hide] 1 Professional counseling by telephone 2 Crisis hotlines 3 Quitlines 4 Advantages over in-person therapy 5 Disadvantages over in-person therapy 6 Examples of nonprofit telephone counseling services 7 See also 8 References

[edit] Professional counseling by telephone

Researchers have begun observing a growing trend^[clarify] in which licensed psychotherapists and psychologists are now seeing at least some of their clients via the telephone^[1]. A body of research exists comparing the efficacy of telephone counseling to in-person counseling and to no treatment. A recent study found that more than half of clients (58%) who had experienced both in-person and phone counseling preferred phone counseling^[2]. A 2002 study found that phone counseling clients rate their counseling relationship similarly to in-person clients^[3]. Phone counseling has been established as an effective treatment for diagnoses ranging from depression ^[4] to agoraphobia ^[5].

[edit] Crisis hotlines

Main article: Crisis hotline

"Crisis" hotlines also provide telephone support services. These are typically state-funded, and often serve the primary function of suicide prevention. However, many lines also accept calls from people who are not in active suicidal crisis. The term "emotional support helpline" is sometimes used to avoid the implication that a caller must be in crisis to use services. Some newer emotional support services employ email & messaging technologies.^{[citation needed]}

[edit] Quitlines

Main article: Quitline

Quitlines are helplines that offer advanced treatment for addiction and behavior change. Quitlines should not be confused with centralized call centers offering advice in a wide spectrum of fields for the purpose of receiving and transmitting a large volume of requests.

[edit] Advantages over in-person therapy

Unlike other forms of counseling, telephone counseling is potentially free of certain constraining factors that affect traditional therapy, including geography, time, duration, and cost, making this form of counseling more accessible for a number of people who would be unable to attend traditional psychotherapy. It also provides a degree of anonymity that is comforting to some callers, reducing the intimidation that some people may feel at the prospect of seeking treatment with a traditional in-person therapist and encouraging disclosure.

[edit] Disadvantages over in-person therapy

Being physically present with your counselor may help you feel more connected with him or her; the telephone may contribute to "distance" in the therapeutic relationship. Some people feel safer letting themselves become emotional in the physical presence of another person.

Because the client often calls from a location that is part of their day-to-day life, calls often center around, or are interrupted by, situational pressures that the person is currently immersed in. This can have both positive and negative effects on the counseling provided; by allowing the counselor some insight into the person's situation, the counselor can be more objective. Conversely, the disruptions and pressures of situational factors may make it difficult for the client to adopt a reflective state or maintain full focus on the counseling session.

In the case of para-professional counseling (meaning a non-licensed therapist), there may not be guaranteed privacy; the electronic technologies involved make it difficult to prevent multiple phone connections, loudspeakers, or recording of the interactions. This fact may present a problem to a paranoid personality who suspects that others are monitoring his or her calls.

If the counseling is provided by an organization staffed by a number of employees or volunteers, a repeat caller cannot develop a relationship with a counselor in the same way as in traditional therapy, which may impede progress. These organizations typically limit calls in time and frequency, preventing deeper analysis and thus the use of therapeutic modalities that depend on it (i.e. psychoanalysis).

Phone counseling is not appropriate for people who are homicidal, suicidal, self injuring, or requiring more care than one session per week. Phone counselors are less likely to be acquainted with your local emergency service options.^[1] This is not true of locally operated suicide hotlines, whose counselors are trained in emergency services and acquainted with local resources.

[edit] Examples of nonprofit telephone counseling services

The Volunteer Emotional Support Helplines (VESH) is an organisation representing helplines in 61 countries. It has been formed by

• Befrienders Worldwide (maintained by Lifelink Samaritans UK)
• IFOTES - International Federation of Telephone Emergency Services, and
• Lifeline International
• New Zealand has a community-based, youth-oriented Telephone counseling service, Youthline. Based in 11 local centers around the country, Youthline enlists 1100 volunteers nationwide (100 of whom are working in an online context).
• Australia has a national Telephone counseling service, Lifeline. Also, the larger cities in Australiah have other specialised Telephone counseling services, for example: domestic violence, war-victims, youth, gambling, finances, substance abuse, parenting or child care.
• The United States has a government-funded suicide prevention hotline called the National Suicide Prevention Lifeline, which provides 24/7 crisis intervention counseling to suicidal callers. It involves thousands of volunteers at over 120 crisis centers nationwide.
• In the United Kingdom, well known helplines include ChildLine, learndirect and The Samaritans.
• In Canada Naseeha is the first muslim youth helpline.
• In India, Childline India Foundation: CHILDLINE "1098" is a non-profit helpline for children.

Suicide intervention

Suicide
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Suicide intervention or suicide crisis intervention is direct effort to stop or prevent persons attempting or contemplating suicide from killing themselves. Current medical advice concerning people who are attempting or seriously considering suicide is that they should immediately go or be taken to the nearest emergency room, or emergency services should be called immediately by them or anyone aware of the problem. Modern medicine treats suicide as a mental health issue. According to medical practice, severe suicidal ideation, that is, serious contemplation or planning of suicide, is a medical emergency and that the condition requires immediate emergency medical treatment.

In the United States, individuals who express the intent to harm themselves are automatically determined to lack the present mental capacity to refuse treatment, and can be transported to an emergency department against their will.^{[citation needed]} An emergency physician there will determine whether or not inpatient care at a mental health care facility is warranted. This is sometimes referred to as being "committed." If the doctor determines involuntary commitment is needed, the patient is hospitalized and kept under observation until a court hearing is held to determine the patient's competence.

Individuals suffering from depression are considered a high-risk group for suicidal behavior. When depression is a major factor, successful treatment of the depression usually leads to the disappearance of suicidal thoughts.^{[citation needed]} However, medical treatment of depression is not always successful, and lifelong depression can contribute to recurring suicide attempts.

Medical personnel frequently receive special training to look for suicidal signs in patients. Suicide hotlines are widely available for people seeking help. However, the negative and often too clinical reception that many suicidal people receive after relating their feelings to health professionals (e.g. threats of institutionalization, increased dosages of medication, the social stigma) may cause patients to remain more guarded about their mental health history or suicidal urges and ideation.^{[citation needed]}

Contents [hide] 1 First aid for suicide ideation 2 Mental health treatment 2.1 Suicide prevention 2.2 Research on suicide prevention 3 References 4 External links

[edit] First aid for suicide ideation

Medical professionals advise that people who have expressed plans to kill themselves be encouraged to seek medical attention immediately. This is especially relevant if the means (weapons, drugs, or other methods) are available, or if the patient has crafted a detailed plan for executing the suicide. Mental health professionals suggest that people who know a person whom they suspect to be suicidal can assist him or her by asking directly if the person has contemplated committing suicide and made specific arrangements, has set a date, etc. Posing such a question does not render a previously non-suicidal person suicidal^{[citation needed]}. According to this advice, the person questioning should seek to be understanding and sympathetic above all else since a suicidal person will often already feel ashamed or guilty about contemplating suicide so care should be taken not to exacerbate that guilt.

Mental health professionals suggest that an affirmative response to these questions should motivate the immediate seeking of medical attention, either from that person's doctor, or, if unavailable, the emergency room of the nearest hospital.

If the prior interventions fail, mental health professionals suggest involving law enforcement officers. While the police do not always have the authority to stop the suicide attempt itself, in some countries including some jurisdictions in the US, killing oneself is illegal.

In most cases law enforcement does have the authority to have people involuntarily committed to mental health wards. Usually a court order is required, but if an officer feels the person is in immediate danger he/she can order an involuntary commitment without waiting for a court order. Such commitments are for a limited period, such as 72 hours – which is intended to be enough time for a doctor to see the person and make an evaluation. After this initial period, a hearing is held in which a judge can decide to order the person released or can extend the treatment time. Afterwards, the court is kept informed of the person's condition and can release the person when they feel the time is right to do so. Legal punishment for suicide attempts is extremely rare^{[citation needed]}.

[edit] Mental health treatment

Treatment, often including medication, counseling and psychotherapy, is directed at the underlying causes of suicidal thinking. Clinical depression is the most common treatable cause, with alcohol or drug abuse being the next major categories^{[citation needed]}.

Other psychiatric disorders associated with suicidal thinking include bipolar disorder, schizophrenia, Borderline personality disorder, Gender identity disorder and eating disorders. Suicidal thoughts provoked by crises will generally settle with time and counseling. Severe depression can continue throughout life even with treatment and repetitive suicide attempts or suicidal ideation can be the result.

Methods for disrupting suicidal thinking include having family members or friends tell the person contemplating suicide about who else would be hurt by the loss, citing valuable and productive aspects of the patient's life, and provoking simple curiosity about the victim's own future^{[citation needed]}.

During the acute phase, the safety of the person is one of the prime factors considered by doctors, and this can lead to admission to a psychiatric ward or even involuntary commitment.

According to a 2005 randomized controlled trial by Gregory Brown, Aaron Beck and others, cognitive therapy can reduce repeat suicide attempts by 50%.^[1]

[edit] Suicide prevention

Main article: Suicide prevention

Various suicide prevention strategies are suggested by Mental Health professionals^{[citation needed]}:

• Promoting mental resilience through optimism and connectedness.
• Education about suicide, including risk factors, warning signs, and the availability of help.
• Increasing the proficiency of health and welfare services in responding to people in need. This includes better training for health professionals and employing crisis counseling organizations.
• Reducing domestic violence and substance abuse are long-term strategies to reduce many mental health problems.
• Reducing access to convenient means of suicide (e.g., toxic substances, handguns).
• Reducing the quantity of dosages supplied in packages of non-prescription medicines e.g., aspirin.
• Interventions targeted at high-risk groups.

[edit] Research on suicide prevention

Research into suicide is published across a wide spectrum of journals dedicated to the biological, economic, psychological, medical and social sciences. In addition to those, a few journals are exclusively devoted to the study of suicide (suicidology), most notably, Crisis, Suicide and Life Threatening Behavior, and the Archives of Suicide Research.

School counselor

A school counselor is a counselor and educator who works in schools, and have historically been referred to as "guidance counselors" or "educational counselors", although "Professional School Counselor" is now the preferred term.^[1]

Most school counselor occupations or equivalent occupations (e.g. career counselor) are comparable to the U.S. high school counselor in terms of duties and services. Historically, the need for high school counselors has been emphasized more so than school counselors in lower grades(Schmidt^[2], 2003). Many countries vary as to whether school counseling services are provided.

Contents [hide] 1 History 1.1 United States 2 Theoretical framework and services 2.1 Elementary/Primary school counseling 2.2 Middle school counseling 2.3 High school/Secondary school counseling 3 Education and training 4 Job growth and earnings 5 School counseling in other countries 6 References 7 Further reading 8 See also 9 External links

[edit] History

[edit] United States

Some elementary school counselors use books and other media to facilitate the counseling process.

In the United States, the school counseling profession began as a vocational guidance movement at the beginning of the 20th century. Jesse B. Davis is considered the first to provide a systematic school guidance program. In 1907, he became the principal of a high school and encouraged the school English teachers to use compositions and lessons to relate career interests, develop character, and avoid behavioral problems. Many others during this time did the same. For example, in 1908, Frank Parsons, "Father of Vocational Guidance" established the Bureau of Vocational Guidance to assist young people in making the transition from school to work.

From the 1920s to the 1930s, school counseling and guidance grew because of the rise of progressive education in schools. This movement emphasized personal, social, moral development. Many schools reacted to this movement as anti-educational, saying that schools should teach only the fundamentals of education. This, combined with the economic hardship of the Great Depression, led to a decline in school counseling and guidance. In the 1940s, the U.S. used psychologists and counselors to select, recruit, and train military personnel. This propelled the counseling movement in schools by providing ways to test students and meet their needs. Schools accepted these military tests openly. Also, Carl Rogers' emphasis on helping relationships during this time influenced the profession of school counseling. In the 1950s the government established the Guidance and Personnel Services Section in the Division of State and Local School Systems. In 1957, the Soviet Union launched Sputnik I. Out of concern that the Russians were beating the U.S. in the space race, which had military implications, and that there were not enough scientists and mathematicians, the American government passed the National Defense Education Act, which spurred a huge growth in vocational guidance through large amounts of funding. Since the 1960s, the profession of school counseling has continued to grow as new legislation and new professional developments were established to refine and further the profession and improve education (Schmidt^[2], 2003). On January 1, 2006, Congress officially declared February 6-10 as National School Counseling Week.

Look up School counselor in
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[edit] Theoretical framework and services

Professional School Counselors implement a comprehensive school counseling program that promotes and enhances student achievement through a guidance curriculum, individual planning strategies, responsive services and comprehensive school counseling program support/advocacy. A fully-implemented district-wide comprehensive school counseling program meets the needs of 100% of the students—just as the district's mathematics program is for 100% of the students. Professional School Counselors, in most states, have earned a Master's degree in guidance and counseling with an emphasis in school counseling. They are employed in elementary, middle/junior high and high schools and in district supervisory, counselor education and post-secondary settings. Their work is varied, with attention focused on developmental stages of student growth, including the needs, tasks, and student interests related to those stages(Schmidt^[2], 2003).

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Professional School Counselors meet the needs of student in three basic domains: academic development, career development, and personal/social development. Knowledge, understanding and skill in these domains are developed through classroom instruction, appraisal, consultation, counseling, coordination, and collaboration. For example, in appraisal, school counselors may use a variety of personality and vocational assessment methods to help students explore vocation needs and interests. Classroom guidance lessons are designed to be preventive in nature and include self-management and self-monitoring skills. The Responsive Services component of the Professional School Counselor's role provides individual and/or small group counseling for students. For example, if a student's behavior is interfering with his or her achievement, the Professional school counselor will observe that student in a class, provide consultation to teachers and other personnel to develop (with the student) a plan to address the behavioral issue(s), and then work together (collaboration) to implement the plan. They also help by providing consultation services to family members.

Additionally, professional school counselors may lead classroom guidance on a variety of topics within the three domains such as personal/social issues relative to student needs, or establish groups to address common issues among students, such as divorce or death. The topics of character education and diversity are usually infused into the guidance curricula. Often counselors will coordinate outside groups that wish to help with student needs such as academics, or coordinate a state program that teaches about child abuse or drugs, through on-stage drama (Schmidt^[2], 2003)

[edit] Elementary/Primary school counseling

Elementary professional school counselors adapt counseling to meet the developmental needs of young children. To facilitate the counseling process, they use a variety of media such as crayons, paint, puppets, clay, children's books, and toys. The elementary school counseling career is an opportunity for Americans and Canadians who are interested in the field of play therapy versus community and private agencies. Elementary professional school counselors also spend 25-35% of their time in classroom guidance.^{[citation needed]} Though not ideal, they are sometimes on a rotating schedule with "special area" teachers such as music education teachers, art education teachers, or physical education teachers^{[citation needed]}.

[edit] Middle school counseling

In middle school counseling, the professional school counselor typically is less engaged in classroom instruction than in Individual Planning (for high school and beyond). Individual and small group responsive services (e.g. counseling) continue. Middle School counselors must address the social/emotional issues that arise among this age group, especially peer pressure, bullying, depression and academic challenges. Also, the counselor usually spends time on vocational exploration and assessment with seventh and eighth grade students as they prepare for high school.^{[citation needed]}

[edit] High school/Secondary school counseling

In high school, the American professional school counselor continues to provide Responsive Services and provides fewer classroom guidance strategies. The high school counselor provides large group guidance units and lessons on post-secondary options. For example, the high school counselor helps students prepare for post-secondary education and/or training options (e.g. college, trade school) by engaging students in finding accurate and meaningful information on entrance requirements, financial aid, recommendation letters, test-preparation and so forth. Professional School Counselors at the high school level spend much of their time helping students monitor their progress toward graduation and being adequately prepared for post-secondary options.^{[citation needed]} While some high school counselors spend time developing the school's class schedule, this is considered a non-guidance task and takes valuable time away from direct work with students. Some students now turn to private guidance counselors specialized in college admissions. The fees for these guidance counselors can be as high as $30,000. ^[3]

The framework for Professional School Counselor responsibilities and roles is outlined in the ASCA (American School Counselor Association) National Model (2005). ASCA is the national organization for Professional School Counselors.

[edit] Education and training

The Professional School Counselor is a certified/licensed educator trained in school counseling with unique qualifications and skills to address all students’ academic, personal/social and career development needs.

According to the Council for Accreditation of Counseling and Related Educational Programs (CACREP), a school counseling program should meet several standards such as the professional identity of school counseling (history, organizations, so on), cultural diversity courses, human development and growth, and career development. Additionally, it has to have core components for helping relationships (consultation, counseling, so on), group work, assessment, research and program evaluation, knowledge and requirements for school counselors, contextual dimensions of school counseling, and foundations of school counseling. In programs that are CACREP accredited, a school counseling student must have 600 hours of internship under a highly qualified school counselor (master's degree or higher, and appropriate licenses and certifications) (CACREP^[4], 2001).

Lastly, according to CACREP, a school counseling program must be a master level (or higher) graduate program. Each state has its own certification or licensure requirements, and at least one state, California, merely requires a bachelor's degree, causing concern about competence of school counselors in that state (National Clearinghouse^[5]. However, California does have a Pupil Personnel Services credential (PPS) that requires completion of 48 semester hours in a Commission approved program specializing in school counseling (California Commission on Teacher Credentialing ^[6] , 2004).

School Counselors may opt for national (American) certification through two different boards. The National Board for Professional Teaching Standards (NBPTS) requires a two-to-three year process of performance based assessment, and demonstrate (in writing) content knowledge in human growth/development, diverse populations, school counseling programs, theories, data, and change and collaboration. As of February, 2005, 30 states offer financial incentives for this certification.

The National Board for Certified Counselors (NBCC) requires passing the National Certified School Counselor Examination (NCSC), which includes 40 multiple choice questions and seven simulated cases which assess school counselors abilities to make critical decisions on the spot. Additionally, a master's degree and three years of supervised experience are required. NBPTS also requires three years of experience, however a master's degree is not required, but only state certification (41 of 50 require a master's degree). At least four states offer financial incentives for the NCSC certification (McLeod^[7], 2005). Both certifications have benefits and costs that a school counselor would want to consider for national certification. For more information, see external links.

[edit] Job growth and earnings

According to the Occupational Outlook Handbook^[8] (OOH) the median salary for school counselors in the United States in May 2004 was $45,570. The middle 50 percent earned between $34,530 and $58,400. Also, school counselors could earn additional money working summer jobs as counselors for schools or community agencies, and among all counseling fields, are currently (2004) paid the highest salary. Overall employment for counselors is faster than average, and school counselors should find a favorable job market because demand is higher than the graduation rates of school counseling programs.

[edit] School counseling in other countries

The degree to which school counseling services are included in the range of services provided as a part of educational services varies internationally. In some countries, counseling, or more frequently career guidance, is provided by specialists (for example- Botswana, Finland, Israel, Malta, Romania, Turkey, United States). In other cases, school counseling is provided by classroom teachers who either have such duties added to their typical teaching load or teach only a limited load to allow for counseling activities (for example- Japan, Mexico, South Korea, Zambia).

Rehabilitation counseling

Rehabilitation Counseling is focused on helping people who have disabilities achieve their personal, career, and independent living goals through a counseling process. Rehabilitation Counselors can be found in private practice, in rehabilitation facilities, universities, schools, government agencies, insurance companies and other organizations where people are being treated for congenital or acquired disabilities with the goal of going to or returning to work.

Contents [hide] 1 History 2 Education, Training & Certification 3 Rehabilitation Counseling Careers 4 Job Outlook and Professional Growth 5 See also 6 References 7 External links

[edit] History

United States

Initially, rehabilitation professionals were recruited from a variety of human service disciplines, including public health nursing, social work, and school counseling. Although educational programs began to appear in the 1940s, it was not until the availability of federal funding for rehabilitation counseling programs in 1954 that the profession began to grow and establish its own identity.

Historically, rehabilitation counselors primarily served working-age adults with disabilities. Today, the need for rehabilitation counseling services extends to persons of all age groups who have disabilities. Rehabilitation counselors also may provide general and specialized counseling to people with disabilities in public human service programs and private practice settings.^[1]

[edit] Education, Training & Certification

Education & Training In order to be certified, Rehab Counselors must obtain a Masters Degree. The Council on Rehabilitation Education accredits qualifying institutions.^[2]

• Length of education: Rehabilitation counselor education programs typically provide between 18 and 24 months of academic and field-based clinical training. Clinical training consists of a practicum and a minimum of 600 hours of supervised internship experience. Clinical field experiences are available in a variety of community, state, federal, and private rehabilitation-related programs.
• Prerequisites: Although no formal requirements exist, most rehabilitation counseling graduate students have undergraduate degrees in rehabilitation services, psychology, sociology, or other human services-related fields.
• Curriculum: Rehabilitation counselors are trained in:
  • Counseling theory, skills, and techniques;
  • Individual, group, and environmental assessment;
  • Psychosocial and medical aspects of disability, including human Growth and development;
  • Principles of psychiatric rehabilitation;
  • Case management and rehabilitation planning;
  • Issues and ethics in rehabilitation service delivery;
  • Technological adaptation;
  • Vocational evaluation and work adjustment;
  • Career counseling;
  • Job development and placement^[3]

Certification The Commission on Rehabilitation Counselor Certification (CRCC) grants certification to counselors who meet educational requirements and have passed an examination indicating that they possess the competency and skill to become a Certified Rehabilitation Counselor, (CRC in the United States; CCRC in Canada). Counselors are required to be certified or be eligible to sit for the certification examination. People accepting employment in the federal/state Vocational Rehabilitation programs do so with the agreement they will meet these qualifications by a specified date in order to maintain employment.

[edit] Rehabilitation Counseling Careers

Job Location

In the United States, many rehabilitation counselors work in a variety of arenas. The predominant placement of rehabilitation counselors are state rehabilitation programs as Vocational Counselors, social service agencies as Clinicians, and at the collegiate level as Disability Counselors/Specialists.

State Rehabilitation Programs: The predominant need for rehabilitation counselors is within federal/state funded vocational rehabilitation programs. The Veteran's Administration has its own vocational rehabilitation program. Federal/State Vocational Rehabilitation Programs are funded and regulated by Rehabilitation Services Administration (RSA), a division of the U.S Department of Education. Although policies vary from state to state, rehabilitation counselors who work in the federal/state systems typically must hold a masters degree in rehabilitation counseling, special education or a related field. Counselors in the federal/state Vocational Rehabilitation programs are required to be certified or be eligible to sit for the certification examination. People accepting employment in the federal/state Vocational Rehabilitation programs do so with the agreement they will meet these qualifications by a specified date in order to maintain employment.

College Disability Counselors/Specialists: By law all community colleges, colleges and universities are required to make reasonable accommodations for students with disabilities. To satisfy this requirement most collegial settings have a Disability Resources Center, a Special Needs Coordinator or a similar office. Staff are responsible for coordinating services that may include but are not limited to: Advocacy/liaison, Computer access, Counseling (academic, personal, vocational), Equipment loan, Information/referral services, In-service awareness programs, Notetakers, On campus orientation and mobility training for visually impaired students, Priority registration assistance, Readers, Scribes, Shuttle (on-campus), Sign language interpreters, Test proctoring/testing Accommodations, and Tutors.

Some adaptive technological accommodations may include but are not limited to: Adaptive computer technology (including voice activated and speech output), Assistive listening devices, Films/videotapes about disabilities, Kurzweil personal reader, Large print software,Print enlargers (CCTV), Raised-line drawing kit, Tactile map of campus, Talking calculators, Tape recorders/APH Talking Book Machine, TDD for hearing impaired, Wheelchair, Wheelchair access maps.^[4]

Students who have documentation proving their disability status and the staff are trained to access or have knowledge of the necessary services according the students' unique need. As the college level is different from the primary school system, the same services that a student may have received within a special education program in high school may not be required at the collegiate level. A wide variety of students with disabilities can be served, some examples are individuals with: learning disabilities, sensorial disabilities (hearing loss, vision loss, etc.), physical disabilities (cerebral palsy, etc.) and psychological disabilities.

[edit] Job Outlook and Professional Growth

Job Outlook

As of 2006 there were 141,000 working in the field. Jobs for rehabilitation counselors are expected to grow by 23 percent, which is much faster than the average for all occupations.^[5]

Professional Organizations

There are several professional organizations Vocational Rehabilitation Counselors and other rehabilitation professionals belong to, including National Rehabilitation Association (NRA), National Rehabilitation Counseling Association, American Rehabilitation Counseling Association and American Rehabilitation Action Network.

Pre-conception counseling

Pre-conception counseling


Main article: maternal health

Pre-conception counseling (also called pre-conceptual counseling) is based on the medical theory that all women of child-bearing years should be pre-screened for health and risk potentials before attempting to be pregnant. Physicians and baby experts recommend that a woman visit her physician as soon as the woman is contemplating having a child, and optimally around 3 to 6 months before actual attempts are made to conceive. This time frame allows a woman to better prepare her body for successful conception (fertilization) and pregnancy, and allows her to reduce any health risks which are within her control. Agencies such as the March of Dimes [1] have developed screening tools that physicians can use with their patients. In addition, obstetricians (see Obstetrics and General Practitioner) have developed comprehensive check-lists and assessments for the woman who is planning to become pregnant.

In one sense, Pre-Conception Counseling and Assessment can be compared to a well-baby visit in which a baby is screened for normal health, normal development, with the benefit of identifying emerging problems that may have gone unnoticed in an infant. For a woman, the Pre-Conception Counseling Assessment and Screening is intended to assess normal health of a child-bearing woman, while at the same time identifying:

* Existing or emerging illness or disease which may have gone undetected before, and
* Existing risks for the woman who may become pregnant, and
* Existing risks which may affect a fetus if the woman does become pregnant.

Contents
[hide]

* 1 Obstacles to Pre-Conception Counseling
* 2 What is involved in Pre-Conception Counseling?
o 2.1 Questionnaire
o 2.2 Blood Work
o 2.3 Urinalysis
* 3 Using the assessment
o 3.1 Physicians
o 3.2 The woman's role
* 4 Conclusion
* 5 See also
* 6 References

[edit] Obstacles to Pre-Conception Counseling

The most common obstacle to pre-conception counseling and assessment is that many pregnancies are still unplanned. If birth control methods fail, there is no opportunity for pre-screening and assessment. The second most common obstacle to pre-conception counseling and assessment is that most women do not know, realize, or understand the benefits of visiting their physician before trying to become pregnant. Most women still take for granted the biological aspects of becoming pregnant, and do not consider the extreme value of pre-screening before becoming pregnant. Most women who want and anticipate having a baby are naturally prone to thinking in terms of having a well baby. In the majority of cases, women do not think about having a baby who has any kind of problem. Most women do not know how their own medical history could pose risks to a developing fetus. Likewise, they may not understand that pregnancy carries a certain number of risks as well. When family history risks and pregnancy risks are considered together, it may point to potential problems for that particular woman, or to her unborn baby once she becomes pregnant. The third most common obstacle to pre-conception counseling and assessment may be the lack of health insurance. However, most insurances will cover this as a screening visit. Also, many physicians will do the pre-conception screening during a regular office visit or gynecological visit if the woman just informs the doctor of her desire to become pregnant. Most gynecologists will inquire about child-bearing intentions anyway.

[edit] What is involved in Pre-Conception Counseling?

[edit] Questionnaire

Pre-screening covers many body-system areas (not just the reproductive organs), as well as aspects of the woman's lifestyle, and family history information. It begins with basic information and becomes more in-depth, especially if the woman has had previous illnesses, diseases, etc. Pre-screening assessments begin with a questionnaire which the woman fills out, generally before seeing the physician. Some offices have the woman go over parts of the questionnaire with a Nurse Practitioner, if available.

[edit] Blood Work

Certain blood work may be ordered. This often includes a CBC (Complete Blood Count) which can show anemia. A CBC includes WBC (White Blood Cell Count) which can show the presence of infection. Anemia and infection, indicating problems with the woman's overall health at that moment, can both affect a woman's ability to become pregnant at that time as well as affect the stability of the pregnancy and health of the fetus. Fortunately in the majority of cases both infection and anemia can be treated once the cause is identified. Anemia may require ongoing evaluation and iron supplement.

[edit] Urinalysis

Urine sample or urinalysis can reveal the presence of protein in the urine, often found in diabetes, and the presence of blood which can indicate a urinary tract infection. Urinalysis is useful in other ways also.

[edit] Using the assessment

[edit] Physicians

The areas a physician will assess are too numerous to include here. When women have pre-existing illnesses / conditions / diseases, these may add to pre-natal risks and will need ongoing evaluation. Also any medications which are used to treat these conditions will need monitored and possibly reduced or increased.

The presence of Diabetes remains a huge risk for the unborn child, and a woman will be screened specifically for this condition. Known diabetics will need monitored closely. For more information, see this online article Diabetes and Diabetic risks http://journal.diabetes.org/clinicaldiabetes/V18N32000/pg122.htm

[edit] The woman's role

A woman may need to adjust certain aspects of her health and well-being which are in her control. These usually include aspects of lifestyle, drug and alcohol use, exercise, rest and stress reduction. In addition, she may need to discontinue certain herbs or over-the-counter medications as recommended by the physician. Many physicians will also recommend pre-natal vitamins before a woman actually conceives in order to boost her overall health.

[edit] Conclusion

Pre-Conception Counseling, Assessment and Screening can aide the woman and her unborn child if she conceives. Attention to areas which can be controlled, listed above, can improve a woman's chances to conceive as well as improve the in-utero environment of the fetus and improve the overall health of the fetus. Pre-Conception Counseling, Assessment and Screening also assists the Physician in being aware of pre-existing conditions and areas of potential problems so that he/she can better evaluate and guide the woman-patient. Women who are thinking of getting pregnant should see their physician first, before stopping their current birth control. Investment of time, energy and attention to potential problems during a pre-conception planning stage can greatly benefit both the woman and future pregnancy.