This study documents the relationship between White racial identity development and multicultural counseling competency (MCC) as reported by mental health practitioners. Initial results were generally consistent with J. E. Helms's (1990) construction of White racial identity attitude development theory. More sophisticated statuses of White racial identity development generally correlated with higher levels of perceived MCC. Overall, there was a significant difference in MCC reported between men and women. Among counselors, conflicting relationships were observed between some racial identity statuses and multicultural competencies (skills, relationship).

The authors describe the process used to revise a traditional doctoral student evaluation system from one that consisted of written comprehensive and final oral examinations to one that features portfolio development. Student competence. expected student outcomes in each competency area. procedures for portfolio development. and documents and procedures for faculty review of the portfolios are described. Recommendations for implementing such a system and implications for counselor education programs are discussed.

This article proposes specific multicultural rehabilitation competencies and standards that define a professional culturally competent rehabilitation counselor. Cross-cultural skills are based on three characteristics across three dimensions: beliefs and attitudes, knowledge, and skills. Explanatory statements operationalizing each competency area are offered. In reinforcing the need and rationale for a multicultural perspective in rehabilitation counseling and rehabilitation education programs, the authors urgently appeal to the leadership of professional rehabilitation organizations to infuse multiculturalism throughout their organizations. Specific recommendations toward endorsement of the proposed competencies are set forth.

One hundred twenty-one (121) patients 55 years and older, having cardiovascular disease, were followed for 90 days to identify factors that might be used as predictors for hospital readmission. An initial step was to determine which health status or psychosocial measures would best discriminate between two readmission groups (readmission vs. no readmission). Four factors were univariately significant: physical health, personal adjustment, happiness, and number of secondary disorders. At the end of the specified follow-up period, 71 persons (58.7%) had experienced at least one unplanned readmission. Specifically, persons reporting a positive affect about their present circumstances, and enhanced optimism about their future, were less likely to be readmitted. Further, patients who were readmitted reported worse physical health before their readmission and had a greater number of secondary disorders. It is recommended that these factors be used in a multiple discriminant predictive model in future studies to detect their potential for predicting hospital readmission. If identification of at risk characteristics for repeated admissions among predictable high cost groups can be achieved, these data can supply rehabilitation professionals with the necessary information needed for the design of comprehensive and intensive cost-effective interventions in cardiac rehabilitation. Clinical applications for the rehabilitation counselor are discussed with respect to intervention considerations and the community reintegration of the older person from the hospital to their home and other independent living settings.

Persons with disabilities are among minority groups who frequently experience marginalization and disenfranchisement. As a paradigm, social justice attempts to address marginalization through equitable redistribution of resources, policy and legislative revisions, and personal empowerment. The limited response of rehabilitation counseling to relational issues of social justice sets the stage for disciplinary growth on the topic. The purpose of this article is to discuss the interplay between social justice and rehabilitation counseling and to explore how we can infuse the tenets of social justice into our discipline through refinements in rehabilitation curricula.