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

An Examination of CACREP Curriculum Standards From a Psychiatric Rehabilitation Recovery Model... 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. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Rehabilitation Research, Policy and Education Springer Publishing

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

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Publisher
Springer Publishing
Copyright
© 2021 Springer Publishing Company
ISSN
2168-6653
eISSN
2168-6661
DOI
10.1891/re-19-17
Publisher site
See Article on Publisher Site

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.

Journal

Rehabilitation Research, Policy and EducationSpringer Publishing

Published: Dec 10, 2020

References