Traumatic brain injury (TBI) presents a significant public and social welfare concern in the United States. From 2002 to 2006, the Centers for Disease Control and Prevention (CDC; 2010) reported approximately 1.7 million TBIs occurred each year in the United States, with this number increasing to approximately 2.5 million in 2010 (CDC, 2015). The CDC (2016) estimated that approximately 5.3 million Americans are living with a disability as a consequence of TBI. TBI increasingly enters the public consciousness due to the high number of veterans injured in Iraq and Afghanistan (Degeneffe, Tucker, & Griffin, 2015) as well as growing awareness of the consequences of repeated sports injuries such as chronic traumatic encephalopathy (Jordan, 2013).

Purpose:The purpose of this conceptual article is to present a framework that incorporates the concept of culture humility into effective rehabilitation services.Method:Based on a comprehensive literature review and theoretical integration, this article provides the reader with the basic concept of cultural humility, similarities and differences between cultural humility and cultural competence, and significance of the cultural humility concept to rehabilitation counseling.Results:The literature consistently describes the need for professionals to be culturally competent to effectively serve an increasingly diverse population. However, when using only a multicultural competency framework, counselors may have false beliefs about their competence in working with culturally diverse individuals, understate the power imbalance between service providers and clients, and ignore institutional (e.g., system, homophobia, racism) accountability. Cultural humility can directly address these issues and serve as a complement to cultural competence in rehabilitation counseling services given its emphasis on reflectivity, power differentials between counselors and clients, and institutional accountability.Conclusion:Cultural humility can be applied to rehabilitation research, education, and practice. We need to broaden multicultural rehabilitation counseling through a cultural humility approach.

Background: the purpose of this study was to investigate how participation in a musicbased performance and instruction program influenced the sense of engagement experienced by participants at a residential setting for at-risk veterans. Methods: semistructured interviews were conducted with participants in a veterans' choir program conducted at the facility. Results: prominent themes that emerged from the interview included (1) the veterans' personal motivations for participating; (2) emotions associated with participation; and (3) perceptions of intragroup dynamics. Conclusions: primary conclusions drawn include: (1) opportunities to connect with others through shared interests may contribute to sense of engagement; (2) connections forged with other residents of the facility extended beyond relationships established in the choir through increased recognition associated with performances; and (3) the choir represented a diversion from pressing concerns and may have served as a means of facilitating adjustment to change at a measured pace.

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Students returning from an international business study tour program were interviewed about their experiences and perceptions of the professional and personal impact of the program. When interviews were conducted within 3-4 months of the students’ return, mixed responses were received, with some students highly positive about their experiences, but other students highly distressed about the level of independence required of them. When students were consulted two to six years after the completion of the program, including re-interviewing the initial study participants, students appeared more able to appreciate the benefits of the program. This was evident in their responses that highlighted an improvement in discipline-based knowledge, a better understanding of personal and intercultural issues, and the further development of their generic academic skills. Negative emotions had all but disappeared from students’ responses. While these findings are from small sample sizes and are not conclusive, the results raise important questions about the timing of critical program evaluations.