1. Mental health and rehabilitation counselors’ transition support services
Andrea Nerlich, Ph.D., CRC, CVE
Deb Cichon, LMHC, CRC
Kerri Ditzel, M.S.Ed., CRC

2. What is a Rehabilitation Counselor?—CRC
Rehabilitation counseling is a systematic process which assists persons with physical, mental, developmental, cognitive, and emotional disabilities to achieve their personal, career, and independent living goals in the most integrated setting possible through the application of the counseling process. The counseling process involves communication, goal setting, and beneficial growth or change through self-advocacy, psychological, vocational, social, and behavioral interventions.
Knowledge domains: professional identity and ethics; psychosocial, medical, and cultural aspects of disability; human growth and development; career/vocational counseling; counseling approaches; group and family dynamics; research and program evaluation; rehabilitation services and case management
Core functions: assessment, treatment/goal planning, case management, individual/group counseling, referral and consultation, job placement, skill development
Traditional requirements: Master’s degree in Rehabilitation Counseling (including 600-hour internship), national certification exam, adherence to Code of Ethics

3. What is a mental health counselor?—LMHC
Mental health counselors are trained in counseling and psychotherapy to treat individuals with mental and emotional disorders and other behavioral challenges. Mental health counselors address mental health, human relationship, education and career concerns within ethical, developmental, preventive and treatment contexts. Mental health counselors demonstrate a concern for the short-term and long-term well-being of individuals, couples, families, groups and organizations.
Knowledge domains: human growth and development; social and cultural foundations of counseling; counseling theory and practice; psychopathology; group dynamics; lifestyle and career development; assessment and appraisal of individuals, couples, families and groups; research and program evaluation; professional orientation and ethics; foundations of Mental Health Counseling and consultation
Core functions: uses standard mental health assessment and evaluation protocols; develops patient psychosocial histories; writes treatment plans; provides counseling to individuals, groups, and couples/families; documents patient progress; facilitates consultation and referral with other providers; implements discharge plans
Requirements: completion of an approved 60-credit Master’s degree (including internship), completion of a licensing exam, completion of 3000 supervised post-graduate hours

4. “Transition Specialist/counselor”
“…an individual who plans, coordinates, delivers, and evaluates transition education and services at the school or system level, in conjunction with other educators, families, students, and representatives of community organizations.”
Evaluator, systems guru, information provider, problem solver, trainer, human resources developer, mentor, service coordinator, investigator, observer, “flag raiser”, sounding board, public relations agent, team player, and diplomat

5. RC Essential Transition Competency Domains
Provide career planning and counseling
Provide career preparation experiences
Promote access and opportunity for student success
Conduct program improvement activities
Facilitate nonprofessional support and relationships
Facilitate allocation of resources
Develop and maintain collaborative partnerships
Plotner, A. J., Trach, J. S., & Strauser, D. R. (2012). Vocational rehabilitation counselors’ identified transition competencies: Perceived importance, frequency, and preparedness. Rehabilitation Counseling Bulletin, 55(3),

6. General transition needs
Socialization and community integration
Understanding and awareness of disability
Adjusting to disability (development, changes, onset)
Moving into adult roles, despite overprotection
Protecting from vulnerability

7. School-to-Work Transition
Student has active involvement in securing placement
Placed in an appropriate job with career potential
Family support of placement
Address accommodation needs
Follow along services

8. School-to-College Transition
Awareness of Student Access Services
Use generic student services to increase normalization
Educate student on rights and legislation
Find early mentors and support networks
Student can articulate needs and accommodations
Pacing and workload

9. Voices from the field Andrea Perkins Nerlich, Ph.D., CRC, CVE
Nearly 20 years of experience working with youth with disabilities
Conducted research on transition services and developed transition curriculum/workshops
10 years educating RCs and LMHCs at Hofstra University
Deborah Cichon, LMHC, CRC
2012 graduate of Hofstra’s Rehabilitation Counseling in Mental Health Program
Transition Coordinator, Woodward Children’s Center
Kerri Ditzel, M.S.Ed, CRC
2010 graduate of Hofstra’s Rehabilitation Counseling in Mental Health Program
VR Counselor at ACCES-VR Hauppauge