An Examination of CACREP Curriculum Standards from a Psychiatric Rehabilitation Recovery Model Perspective

Autor/inn/en	Peterson, Sonia; Olney, Marjorie
Titel	An Examination of CACREP Curriculum Standards from a Psychiatric Rehabilitation Recovery Model Perspective
Quelle	In: Rehabilitation Research, Policy, and Education, 34 (2020) 4, S.222-234 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-6653
DOI	10.1891/RE-19-17
Schlagwörter	Academic Standards; Social Justice; Inclusion; Rehabilitation Counseling; Counselor Training; Disabilities; Accreditation (Institutions); Organizational Change; College Curriculum; Core Curriculum + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Inklusion; Rehabilitation counselling; Rehabilitationsberatung; Handicap; Behinderung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Organisationswandel; Kerncurriculum
Abstract	Purpose: This article compares disability-related social justice, inclusion, and psychiatric rehabilitation recovery model principles with the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) counseling curriculum standards in order to clearly articulate areas in the current standards that need revisions. Method: We conducted a structured analysis of the CACREP curriculum standards in light of the Psychiatric Rehabilitation Association's 12 principles and values. Results: Sections of the CACREP curriculum standards are very beneficial for RC education, such as the additional emphasis on "Diagnostic and Statistical Manual 5" (DSM-5) diagnoses, human development theories, crisis intervention, trauma-informed strategies, and the use of evidence-based counseling practices. Standards emphasizing the importance of client autonomy and respect, quality of life, community inclusion, advocacy, access, and evidence-based recovery model approaches need to be strengthened. The term "disability" does not currently appear in the eight core curriculum standards. Conclusions: The authors offer specific course materials and activities that rehabilitation counselor (RC) educators can begin to incorporate into the design of their curriculum in order to better infuse ethical, social justice, disability inclusion, and recovery model principles into required coursework. Recommendations for changes to the CACREP curriculum standards are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01