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Objective: We call for the psychiatric rehabilitation field to assess overpolicing as racialized trauma via a targeted universal trauma screening to provide trauma-informed rehabilitation services. Methods: We examine the overpolicing of low-level, nonviolent activities and offenses through frequent stops, tickets, and arrests of disproportionately those who have mental health conditions and are Black, Indigenous, and people of color. These police interactions can produce traumatic responses and exacerbate symptoms. Assessing and responding to overpolicing is vital for psychiatric rehabilitation to provide trauma-informed services. Results: We present preliminary practice data using an expanded trauma exposure form with racialized trauma, such as police harassment and brutality, that is absent from validated screenings. From this expanded screening, the majority of participants reported undisclosed racialized trauma. Conclusions and Implications for Practice: We recommend the field devote practice and research to racialized trauma and policing and the lasting effects to support trauma-informed services. Impact and ImplicationsThis report identifies overpolicing as a racialized trauma exposure overlooked in behavioral health for people with serious mental health conditions. We offer recommendations for research to assess the problem of overpolicing and the development, validation, and use of universal trauma screening that includes overpolicing.

Purpose:In this article, the authors discuss best strategies for recruitment and retention among faculty of color, international faculty, and women to diversify rehabilitation counselor education faculty.Method:Based on a comprehensive literature review, we have provided the reader with a brief review of the status of faculty of color, international faculty, and women in academia, issues in recruitment and retention, and strategies that may be beneficial in diversifying rehabilitation counselor education faculty.Results:Researchers in higher education have shown that a diverse faculty is not only beneficial to academia, but to communities as well. The authors have provided recruitment and retention strategies that have been used in other disciplines. Coupled with a sincere commitment by university administrators, faculty, students, and communities, these strategies may be beneficial in increasing diversity among the faculty ranks in rehabilitation counselor education programs.Conclusion:In order to increase diversity in our training and education programs, it is imperative that recruitment and retention plans are created and implemented. Various recruitment and retention strategies were discussed in this article that have been shown to be effective in other disciplines. Future research should explore the presence and use of recruitment and retention plans in rehabilitation counselor education programs. In addition, qualitative research is warranted to explore the experiences of faculty of color, international faculty, and women.

Although many institutions of higher education have become committed to diversity and have made efforts to recruit faculty of color, the counseling profession has had a long history of underrepresentation of students and faculty of color. This study investigated the relationships between demographic characteristics, perceptions of the academic climate, and the employment continuation plans of tenured and tenure-track faculty of color in accredited, rehabilitation counselor education (RCE) programs. Furthermore, this study aimed to identify which factors best predict the employment continuation plans for this population. Participants were administered the Faculty Retention Questionnaire (FRQ) to examine these relationships. The sample consisted of 63 tenure-track and tenured faculty of color employed by accredited RCE programs. A univariate general linear model found that the demographic characteristics (race, ethnicity, gender, country of origin, and tenure status) did not predict the employment continuation plans of tenure-track and tenured faculty of color in accredited RCE programs. Multiple linear regression analysis was utilized to determine if the regression scores for the perception of academic climate components (role as researcher, tenure/promotion opportunities, workplace conditions, social climate, faculty/student relationships, role clarity, inter-role conflict, and person/role conflict) predicted 28.5% of the variance in the employment continuation plans of faculty of color in RCE programs. Among these, inter-role conflict was the only statistically significant predictor. Findings add to the literature pertaining to the retention of faculty of color in counselor education and suggest retention strategies supportive of faculty of color.