Validation of Rehabilitation Counseling Accreditation and Certification Knowledge Areas: Methodology and Initial Results

Abstract

The purposes of this article are (a) to describe the methodology of an ongoing study to validate and update the knowledge for rehabilitation counseling accreditation and certification, and (b) to describe initial results of one facet of the study. The ongoing study uses descriptive, ex post facto, and times-series designs and uses three sampling frames, which are related to the certification and accreditation processes. Participants in the facet of the study reported herein were 1,025 counselors who renewed their certification in 1991. Validity of the knowledge standards of rehabilitation counselor certification and accreditation was supported by the finding that 52 of the 55 knowledge standards were rated as at least moderately important to professional practice.

Empirically Derived Test Specifications for the Certified Rehabilitation Counselor Examination

“…Over the past 20 years, including this Leahy et al, 2003;Leahy et al, 2009;Szymanski et al, 1993) that have identified and defined the specific job functions and competencies important to the practice of rehabilitation counseling and the achievement of positive outcomes with the consumers they serve. These last four national studies have sampled the same population of interest and used parallel definitions of variables, research questions, and research instruments.…”

Essential Knowledge Domains Underlying Effective Rehabilitation Counseling Practice

“…Over the past 15 years, including the present study, there have been three, large-scale national research initiatives (Leahy et al, , 2003Szymanski, Linkowski, Leahy, Diamond, & Thoreson, 1993) that have identified and defined the specific competencies and job functions important to the practice of rehabilitation counseling and the achievement of positive outcomes with the consumers they serve. These last three studies have sampled the same population of interest and used parallel definitions of variables, research questions, and research instruments (KVI-R and the Rehabilitation Skills Inventory-Revised, RSI-R, Leahy et al, 2003).…”

Rehabilitation Counseling: Evolution and Current Status

“…Recently, the profession embarked on an ongoing collaborative research program to provide annual validation and information for updating the knowledge standards that form the foundation for the certification examination and the curricular standards in accreditation. The initial results of the study have supported the validity of the current knowledge standards Szymanski et al, 1993b). Meanwhile, the ongoing study methodology, which involves routine data collection in conjunction with certification maintenance, application for certification, and program accreditation, provides an opportunity for continual updating of standards.…”

“…Over the years, an extensive body of knowledge has been acquired through various research methods that has identified the specific competencies and job functions important to the practice of rehabilitation counseling (e.g., Jaques, 1959;Muthard & Salomone, 1969;Rubin et al, 1984;Wright & Fraser, 1975). This long-standing emphasis on a research-based foundation in relation to required knowledge and skill has distinguished rehabilitation counseling from other counseling specialties that are also seeking to define the scope of professional practice (Szymanski, Linkowski, Leahy, Diamond, & Thoreson, 1993b).…”

“…The CORE process remains firmly grounded in research. The knowledge standards against which program curricula are measured are constantly validated through an ongoing, joint research process with the Commission on Rehabilitation Counselor Certification (CRCC; Szymanski et al, 1993b). Internal consistency reliability is examined annually for the questionnaires used in the multistakeholder review process.…”