PurposeThis article compares disability-related social justice, inclusion, and psychiatric rehabilitation recovery model principles with the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) counseling curriculum standards in order to clearly articulate areas in the current standards that need revisions.MethodWe conducted a structured analysis of the CACREP curriculum standards in light of the Psychiatric Rehabilitation Association's 12 principles and values.ResultsSections of the CACREP curriculum standards are very beneficial for RC education, such as the additional emphasis on Diagnostic and Statistical Manual 5 (DSM-5) diagnoses, human development theories, crisis intervention, trauma-informed strategies, and the use of evidence-based counseling practices. Standards emphasizing the importance of client autonomy and respect, quality of life, community inclusion, advocacy, access, and evidence-based recovery model approaches need to be strengthened. The term “disability” does not currently appear in the eight core curriculum standards.ConclusionsThe authors offer specific course materials and activities that rehabilitation counselor (RC) educators can begin to incorporate into the design of their curriculum in order to better infuse ethical, social justice, disability inclusion, and recovery model principles into required coursework. Recommendations for changes to the CACREP curriculum standards are discussed.

Individuals living with SMI have historically been underserved in State VR service-delivery. Integration of evidence-based case management, supported employment, and appropriate VR counselor education and training may lead to improved employment outcomes for this population. The “warm handoff” approach has been recommended by VR researchers, but to date has not been clearly defined or described in the literature as it specifically relates to psychiatric rehabilitation and the provision of integrated mental health services within VR service-delivery. This article defines the warm handoff approach and provides examples of how this approach can be utilized in State VR service-delivery. Recommendations for implementation of a warm handoff approach within the State VR service-delivery system are provided as well as suggestions for VR counselor training. Further research of evidence-based practices including warm handoff referrals for individuals with SMI within the VR service-delivery system is encouraged.

Objective: To identify state vocational rehabilitation (VR) services that were associated with employment for transition-aged youth with co-occurring disabilities (TAYWCD). Method: Hierarchical logistic regression analyses were utilized. Participants were 830 youth aged 24 and younger who had a cooccurring substance use disorder and another mental illness. Results: After controlling for the effect of demographic covariates, assessment services (OR = .53, 95% CI [.35, .80], p < .01), job placement services (OR = 2.56, 95% CI [1.73, 3.78], p < .001), and supported employment services (OR = 3.7, 95% CI [2.33, 5.89], p < .001) were found to significantly impact employment outcomes. Conclusions and Implications for Practice: State VR services that aligned with the individual placement and support model of supported employment principles were correlated with successful employment outcomes for TAYWCD who received these services. Recommendations include the following: (a) prepare VR counselors to effectively work with individuals with psychiatric disabilities; (b) provide TAYWCD with high-quality assessment and the individual placement and support model of supported employment services; (c) require VR counselors who serve TAYWCD to collaborate with community partner agencies that provide coordinated specialty care model services; (d) require VR counselors to collaborate with community partner agencies that provide recovery-oriented and evidence-based services; (e) encourage clients to formulate a Wellness Recovery Action Plan (WRAP) as a state VR assessment and Individualized Plan for Employment planning service; (f) include the state VR on-the-job training service in the Individualized Plan for Employment; (g) make use of benefits counseling services; and (h) institute in-service learning opportunities in state VR agencies. Impact and ImplicationsState vocational rehabilitation counselors have direct access to a wealth of resources to support employment services and the ability to coordinate these services with partner agencies in the community. In state vocational rehabilitation, services that aligned with aspects of the individual placement and support model of supported employment were correlated with successful employment outcomes for youth with co-occurring substance use and psychiatric disorders who received these services.

Assuring diversity of faculty in graduate school programs continues to be a focus of practice and research because of the need to ensure inclusion for all students seeking higher education. Women, individuals with disabilities, and individuals with other traditionally underrepresented cultural group identities are all underrepresented at the doctoral level in higher education, in tenure-track, full professor faculty positions, and in administrative leadership positions such as dean and president. This study is one of the first to document how doctoral program students with disabilities, who also have other traditionally underrepresented cultural group identities, experienced the successes and challenges of earning a doctoral degree. An intersectional framework was used to explore access and inclusion at the doctoral level in academia. Four major themes-defining personal cultural identities, navigating systems and situations, resources and motivation, and leveraging lived experience as a skill set for work in a chosen field-emerged from the data. Recommendations to increase access and inclusion are offered.Jobs that require graduate-level education are increasing in the United States (Torpey, 2019). Additionally, faculty members with doctoral-level education are required to provide instruction and leadership for the diverse body of students who will enter the workforce or continue as instructors in academia (Chronicle of Higher Education, Inc, 2021). Women, faculty of color, and faculty with disabilities are underrepresented at the doctoral level in higher education in tenure-track, full professor faculty positions, and in administrative leadership positions such as dean and president (Aiston & Fo, 2021; Chronicle of Higher Education, Inc, 2021;Smith et al., 2012;West & Curtis, 2006). The statistics coursework required for the successful completion of a doctoral program may present challenges for many students with traditionally underrepresented cultural group identities (TUCGI), due to limited knowledge and experience with math and research methods or difficulties with access to course materials for students with disabilities