This unit provides the foundation for student identification with the profession of Rehabilitation Counselling and acquisition of basic knowledge and specific skills central to counselling in the context of rehabilitation. Students will study the philosophical origins of the profession, its evolving scope of practice, the utility of counsellingtheory and the evidence­ base of counselling practice. They will reconcile their generic counselling aspirations with the community-based, person/familiy-centred, solution-focused, and strengths-based social justice framework of rehabilitation counselling. The primary thrust of the unit is micro-skills acquisition and development. Upon completion the successful student will have full awareness of and nascent proficiency in caseconceptualisation, clinical reasoning, developing a working alliance, communication, problem solving, reflective practice, and basic counselling techniques.

The unit co­creates a rehabilitation counselling profile in case management and explores its potential impact on the profession. Case management (CM) discipline is introduced through a Taxonomy. The CM Taxonomy frames investigation of the nature of service and the role of rehabilitation counselling in the networks of care and support. Resource coordination within systems contexts is a consistent theme across modules. The explication of the component parts of CM service leads to an exploration of their application. CM discourse leads to Case Load Management issues. Seeking relevance, students peruse current industry case management models in situ.

This unit covers the scientist/practitioner model as the epistemological engine of evidence-based practice. Principles of measurement, psychometrics, assessment and evaluation inform a review of theory and models relevant to vocational assessment. Associated tools and strategies are profiled. Application of thinking processes, procedural steps, and tools are integrated into case study and simulation activities.

The Vocational context of community inclusion is central to the professional identity of rehabilitation counselling and the most common focus of applied RC practice. Students will study the nature of work from theory to management; career theories and their application in vocational rehabilitation counselling (VRC), and the role of VRC in facilitating employment for persons with disabilities.; Students will engage in VRC interviewing, assessment, planning, implementing and monitoring of placement interventions in case study, simulation, and in situ contexts. Students practice using the international classification of function as a taxonomy for case conceptualisation and planning. The range of evidence-based and innovative vocational rehabilitation practices reviewed will expand student understanding of the scope of the counselling role especially in regards to work and disability.

The unit of study builds upon work done in REHB5911, extending individualised counselling into the community and group counselling contexts. Students revisit and refine Micro-skills development specifically in group settings. Group and family variations of applied counselling theory are explored. Specific practical counselling situations involving problem solving, communication, conflict resolution, motivation, stress and coping, etc will provide the context for developing clinical reasoning skills and advancing practice in evidence-based group facilitation techniques. The student reflects upon experience in counselling education in the creation of a personal statement of practice, a toolbox of skills upon which to practice, and a plan for the initial next steps in life long professional learning.

This unit operationalises the International Classification of Function (ICF) in a review of the systemic impact of Health conditions, disorder, or disease on the experience of Disability in community. ICF Profiles are developed and/or analysed in investigation of the arc and strategy of treatment, care, and support across a representative span of case studies/health conditions. Students will build health care/rehabilitation vocabulary and explore the rehabilitation counsellor role in each case setting.

This unit examines workplace disability, rehabilitation, and worker's compensation system. The major health conditions responsible for work disability are identified and profiled from psychological, social, economic, and medical perspectives. Profiles of work disability are used to illustrate how the system works and the stakeholder roles within. Each aspect of work rehabilitation is considered from the stakeholder standpoint. Recovery-at-work and Return-to-work are the contexts for exploring good and evidence based practice; finding the rehabilitation counsellor role, and reflecting on ethical considerations in service of multiple client stakeholders.

Supervised and structured on-the-job training and application of rehabilitation counselling skills in vivo. Students integrate theory in practice, demonstrate skill mastery, socialise in professional settings, document experience, and engage supervisors in service based learning in an occupational rehabilitation setting. Fieldwork practicum spans a 6 week block of full time employment (210 hours).

This unit provides the foundation for student identification with the profession of Rehabilitation Counselling and acquisition of basic knowledge and specific skills central to counselling in the context of rehabilitation. Students will study the philosophical origins of the profession, its evolving scope of practice, the utility of counsellingtheory and the evidence­ base of counselling practice. They will reconcile their generic counselling aspirations with the community-based, person/familiy-centred, solution-focused, and strengths-based social justice framework of rehabilitation counselling. The primary thrust of the unit is micro-skills acquisition and development. Upon completion the successful student will have full awareness of and nascent proficiency in caseconceptualisation, clinical reasoning, developing a working alliance, communication, problem solving, reflective practice, and basic counselling techniques.

The unit co­creates a rehabilitation counselling profile in case management and explores its potential impact on the profession. Case management (CM) discipline is introduced through a Taxonomy. The CM Taxonomy frames investigation of the nature of service and the role of rehabilitation counselling in the networks of care and support. Resource coordination within systems contexts is a consistent theme across modules. The explication of the component parts of CM service leads to an exploration of their application. CM discourse leads to Case Load Management issues. Seeking relevance, students peruse current industry case management models in situ.

The unit of study builds upon work done in REHB5911, extending individualised counselling into the community and group counselling contexts. Students revisit and refine Micro-skills development specifically in group settings. Group and family variations of applied counselling theory are explored. Specific practical counselling situations involving problem solving, communication, conflict resolution, motivation, stress and coping, etc will provide the context for developing clinical reasoning skills and advancing practice in evidence-based group facilitation techniques. The student reflects upon experience in counselling education in the creation of a personal statement of practice, a toolbox of skills upon which to practice, and a plan for the initial next steps in life long professional learning.

This unit operationalises the International Classification of Function (ICF) in a review of the systemic impact of Health conditions, disorder, or disease on the experience of Disability in community. ICF Profiles are developed and/or analysed in investigation of the arc and strategy of treatment, care, and support across a representative span of case studies/health conditions. Students will build health care/rehabilitation vocabulary and explore the rehabilitation counsellor role in each case setting.

This unit covers the scientist/practitioner model as the epistemological engine of evidence-based practice. Principles of measurement, psychometrics, assessment and evaluation inform a review of theory and models relevant to vocational assessment. Associated tools and strategies are profiled. Application of thinking processes, procedural steps, and tools are integrated into case study and simulation activities.

The Vocational context of community inclusion is central to the professional identity of rehabilitation counselling and the most common focus of applied RC practice. Students will study the nature of work from theory to management; career theories and their application in vocational rehabilitation counselling (VRC), and the role of VRC in facilitating employment for persons with disabilities.; Students will engage in VRC interviewing, assessment, planning, implementing and monitoring of placement interventions in case study, simulation, and in situ contexts. Students practice using the international classification of function as a taxonomy for case conceptualisation and planning. The range of evidence-based and innovative vocational rehabilitation practices reviewed will expand student understanding of the scope of the counselling role especially in regards to work and disability.

This unit examines workplace disability, rehabilitation, and worker's compensation system. The major health conditions responsible for work disability are identified and profiled from psychological, social, economic, and medical perspectives. Profiles of work disability are used to illustrate how the system works and the stakeholder roles within. Each aspect of work rehabilitation is considered from the stakeholder standpoint. Recovery-at-work and Return-to-work are the contexts for exploring good and evidence based practice; finding the rehabilitation counsellor role, and reflecting on ethical considerations in service of multiple client stakeholders.

Supervised and structured on-the-job training and application of rehabilitation counselling skills in vivo. Students integrate theory in practice, demonstrate skill mastery, socialise in professional settings, document experience, and engage supervisors in service based learning in an occupational rehabilitation setting. Fieldwork practicum spans a 6 week block of full time employment (210 hours).