Mental health and rehabilitation counselors’ transition support services Andrea Nerlich, Ph.D., CRC, CVE Deb Cichon, LMHC, CRC Kerri Ditzel, M.S.Ed., CRC

What is a Rehabilitation Counselor?—CRC Rehabilitation counseling is a systematic process which assists persons with physical, mental, developmental, cognitive, and emotional disabilities to achieve their personal, career, and independent living goals in the most integrated setting possible through the application of the counseling process. The counseling process involves communication, goal setting, and beneficial growth or change through self-advocacy, psychological, vocational, social, and behavioral interventions. Knowledge domains: professional identity and ethics; psychosocial, medical, and cultural aspects of disability; human growth and development; career/vocational counseling; counseling approaches; group and family dynamics; research and program evaluation; rehabilitation services and case management Core functions: assessment, treatment/goal planning, case management, individual/group counseling, referral and consultation, job placement, skill development Traditional requirements: Master’s degree in Rehabilitation Counseling (including 600-hour internship), national certification exam, adherence to Code of Ethics

What is a mental health counselor?—LMHC Mental health counselors are trained in counseling and psychotherapy to treat individuals with mental and emotional disorders and other behavioral challenges. Mental health counselors address mental health, human relationship, education and career concerns within ethical, developmental, preventive and treatment contexts. Mental health counselors demonstrate a concern for the short-term and long-term well-being of individuals, couples, families, groups and organizations. Knowledge domains: human growth and development; social and cultural foundations of counseling; counseling theory and practice; psychopathology; group dynamics; lifestyle and career development; assessment and appraisal of individuals, couples, families and groups; research and program evaluation; professional orientation and ethics; foundations of Mental Health Counseling and consultation Core functions: uses standard mental health assessment and evaluation protocols; develops patient psychosocial histories; writes treatment plans; provides counseling to individuals, groups, and couples/families; documents patient progress; facilitates consultation and referral with other providers; implements discharge plans Requirements: completion of an approved 60-credit Master’s degree (including internship), completion of a licensing exam, completion of 3000 supervised post-graduate hours

“Transition Specialist/counselor” “…an individual who plans, coordinates, delivers, and evaluates transition education and services at the school or system level, in conjunction with other educators, families, students, and representatives of community organizations.” Evaluator, systems guru, information provider, problem solver, trainer, human resources developer, mentor, service coordinator, investigator, observer, “flag raiser”, sounding board, public relations agent, team player, and diplomat

RC Essential Transition Competency Domains Provide career planning and counseling Provide career preparation experiences Promote access and opportunity for student success Conduct program improvement activities Facilitate nonprofessional support and relationships Facilitate allocation of resources Develop and maintain collaborative partnerships Plotner, A. J., Trach, J. S., & Strauser, D. R. (2012). Vocational rehabilitation counselors’ identified transition competencies: Perceived importance, frequency, and preparedness. Rehabilitation Counseling Bulletin, 55(3), 135-143.

General transition needs Socialization and community integration Understanding and awareness of disability Adjusting to disability (development, changes, onset) Moving into adult roles, despite overprotection Protecting from vulnerability

School-to-Work Transition Student has active involvement in securing placement Placed in an appropriate job with career potential Family support of placement Address accommodation needs Follow along services

School-to-College Transition Awareness of Student Access Services Use generic student services to increase normalization Educate student on rights and legislation Find early mentors and support networks Student can articulate needs and accommodations Pacing and workload

Voices from the field Andrea Perkins Nerlich, Ph.D., CRC, CVE Nearly 20 years of experience working with youth with disabilities Conducted research on transition services and developed transition curriculum/workshops 10 years educating RCs and LMHCs at Hofstra University Deborah Cichon, LMHC, CRC 2012 graduate of Hofstra’s Rehabilitation Counseling in Mental Health Program Transition Coordinator, Woodward Children’s Center Kerri Ditzel, M.S.Ed, CRC 2010 graduate of Hofstra’s Rehabilitation Counseling in Mental Health Program VR Counselor at ACCES-VR Hauppauge