Rehabilitation Counseling, MA

Admissions

In addition to the minimum Graduate School admission requirements, admission decisions are made based on submitted application materials and an interview. The following materials are required for the application to be considered complete: 

• CV/Resume
• A Statement of Purpose. In the Statement of Purpose, applicants must discuss: 
  1. Their interest in pursuing an MA degree in Rehabilitation Counseling and your related career goals.
  2. Their aptitude (e.g., skills, traits, and/or previous experiences) for graduate-level study in a digitally delivered program (see Statement on Digital Delivery).
  3. Their approach to working with various populations and respect for cultural differences.
• At least two letters of recommendation (three preferred) from individuals who can speak about their academic and professional qualifications in the field of rehabilitation counseling and graduate studies. These should come from current or former professors (preferred), supervisors, or mentors who are familiar with the applicant’s capabilities and can attest to their potential for success as a graduate student in rehabilitation counseling.

The application priority deadlines for admission to each academic semester are as follows:

• Fall admission – February 15th
• Spring admission – October 15th
• Summer admission – February 15th

Applicants can expect a response to their application materials within one month after the deadline.

Faculty reserves the right to revisit the application pool after final decisions in the event spots remain available. Although applicants who submit their materials after the deadline should expect their applications to be denied admission or requested to be reviewed in the subsequent review period.

Initial admission decisions are made based on the materials submitted and cumulative grade point average (GPA) of at least 3.0. Final admission decisions are based on the materials submitted, a cumulative GPA of at least 3.0, and an interview with the Admission Committee. Following the review of submitted applications, selected applicants may be invited to participate in interviews conducted by program faculty who serve on the Admission Committee. Interview dates and times are scheduled and communicated by the program, and interviews are typically conducted in a group format with multiple applicants participating simultaneously.

While Graduate Record Exam (GRE) are not required for admission, an applicant with a GPA below 3.0 but with a score of 300 or higher (verbal and quantitative combined) on the GRE may submit their scores to be considered for admission with additional information. In this case, an admission decision will be based upon several factors, including the combination of the GPA, GRE test scores, the applicant's personal statement, previous work experience, recommendation letters, and applicant interview. If applicants are admitted, they will need to obtain permission to continue in the program after the first 12 semester hours of graduate-level work have been completed. Permission to continue is earned by achieving a GPA of “B” or better (3.0) in the first 12 semester hours.

Please understand that delays in processing applications are both necessary and inevitable. In this way, we can ensure adequate provision of faculty and program resources for students admitted to the Rehabilitation Counseling program.

See the Admission Criteria section of this catalog for more information.

Curricular Requirements

The Rehabilitation Counseling program is an online program with primarily synchronous instruction. Similar to all Counselor Education Master’s degree programs, rehabilitation counseling students have a planned program of study. Once an academic advisor has been assigned, students should make an appointment to discuss their preferences and career aspirations. Most rehabilitation courses are offered as synchronous courses and will require weekly participation via a live virtual classroom. The Rehabilitation Counseling program is 60 credit hours and meets accreditation criteria put forward by Council for Accreditation of Counseling and Related Educational Programs (CACREP). All students in the Rehabilitation Counseling program are required to purchase/register for a Watermark^TM Student Learning & Licensure account for student assessment purposes.

While the majority of courses will be offered through the Counselor Education programs (designated as BCE), several required courses will be offered by affiliated programs. Courses in Educational Psychology (designated as BEP), Educational Research (designated as BER), School Psychology (designated as BSP), and other areas may be assigned. These courses afford the opportunity to take advantage of the expertise of faculty in other programs in the College of Education.
 

Required Courses		Hours
BCE 512	Counseling Theory Proc *	3
BCE 513	Career Development	3
BCE 514	Counseling Skills *	3
BCE 517	Professional Counseling	3
BCE 521	Group Proced Coun Educ	3
BCE 522	Indiv & Group Appraisal	3
BCE 526	Research in Counseling	3
BCE 527	Crisis Counseling	3
BCE 540	Orientation to Rehab. Counsel.	3
BCE 542	Med Aspects	3
BCE 545	Case Man., Voc. Rehab & Placem	3
BCE 549	Work and Disability	3
BCE 611	Multicult. Approach Counseling	3
BCE 613	Substance Abuse Counseling	3
BEP 550	Life Span Development	3
BSP 660	Psychopathology	3
Elective Course (in consultation with advisor)		3
BCE 546	Pract Rehab Counseling	3
BCE 547	Intern Rehab Counseling	6
Total Hours		60

* Students must earn a grade of B or above in prerequisite courses to advance to practicum.

Per CACREP Policy A.2.e: Beginning July 1, 2026, programs, regardless of program delivery method, require and deliver an in-person, synchronous experience to observe and assess counseling skills and professional dispositions for all students at least at two points throughout the student’s program of study of which one occurs prior to the practicum. Please check the Counselor Education Homepage for more information about this policy after January 1^st, 2026.

Transfer Credit

Graduate School information on Transfer Credit. 

Comprehensive Exam

The policy of the Graduate School is that a comprehensive examination or summary project must be completed by all students seeking to graduate from any University of Alabama graduate program. The content and scheduling of the master’s comprehensive examination in Counselor Education is consistent with this expectation. Per Graduate School policies, students have two (2) opportunities for successful performance on the comprehensive examination established for their program/department.

Eligibility for the initial attempt to secure a passing score on the master’s comprehensive examination in Counselor Education is granted in the last semester in which students are completing their master’s degree. The examination must be given at least two weeks before the date of graduation and reported promptly to the dean of the Graduate School on appropriate forms. The second attempt can be scheduled as early as in the following semester or a semester other than the first administration. Students need to register for at least 1 credit-hour to take the second attempt. The Graduate School policy limits students to two (2) attempts for successful performance on the comprehensive examination. Failure on both attempts will lead to the student’s dismissal from the program.

The Comprehensive Examination in Rehabilitation Counseling
The comprehensive examination consists of 200 multiple-choice items. Questions are comprised from courses required for the degree. This includes questions from the courses offered through affiliate programs (e.g., BSP, BEP). Students must achieve a score of 70% (140 points) or higher on the objective section to pass this section.

Students are provided three hours to complete the master’s comprehensive examination. Dates and times for the examination are posted on the Rehabilitation Counseling webpage at the beginning of each academic year. If a student requires accommodations beyond the typical examination conditions, the student should contact the Office of Disability Services (ODS) and request approval for exam accommodations (no less than two [2] working weeks before the examination). Once approved, an ODS staff member will inform the designated faculty about the required test accommodation. Students are encouraged to be familiar with regulations affecting comprehensive examinations published in the University of Alabama Graduate Catalog on their website or contact the Graduate School for further information.

Content areas for the comprehensive exam:

Foundations (Content Areas):

• Counseling Theorists and their Theories
• Counseling Skills and the Helping Relationship
• Group Work
• Career Theorists and their Theories
• Career Development Process and Career
• Counseling Research Designs and Methods
• Individual and Group Appraisal
• Life Span Development

Program Emphasis-Rehabilitation Counseling (Content Areas):

• Societal Attitudes about Disability
• Models of Disability
• Legislative History of Rehabilitation
• Counseling Policies and Laws Affecting Persons with Disabilities
• Roles and Functions of Rehabilitation Counselors
• The Vocational Rehabilitation Process
• Principles of Case Management
• Assessment in Vocational Rehabilitation
• Medical and Psychological Evaluations
• Job Development and Placement
• Resources for Occupational and Labor Market Information
• Job Analysis
• Job Modification and Reasonable Accommodations
• Federal Employment Incentives
• Supported Employment
• Work Adjustment
• Assistive Technology
• Independent Living
• Advocacy
• Rehabilitation Ethics and Ethical Decision Making
• Medical Aspects and Psychosocial Aspects of Disability
• Health and Wellness
• Adjustment to Disability
• Multicultural Issues and Disability
• Disability Management
• Private-for-Profit Rehabilitation

 
Graduate School information Comprehensive Exams. 

Fieldwork/Practicum/Internship Requirements

While the skills necessary to perform in the classroom settings are fundamental to the educational process, a significant element of the training program or any degree sought in the Counselor Education program is the applied experiences. In many ways, the activities associated with typical classroom work, such as examinations, presentations, research papers, and special projects are the building blocks for the work a counselor does in the field: serving their clients! The curriculum in your program features a variety of practical, applied requirements. These are typically noted as "practicum" or "internship" on your program planning records. As was noted previously, the academic advising process is critical in the sequence of your applied experiences in that the general rule is "practicum precedes internships" and deviation from that sequence is not allowed. Again, your academic advisor is quite aware of this principle and will assist in your course selection from the annual academic schedule to ensure both efficient and effective progress in your preparatory program.

A. Practicum
As an initial experience in applied work, students typically engage in closely supervised work with clients in courses noted as “practicum.” For rehabilitation counseling students. BCE 546 involves 2 hours of weekly group supervision and one hour of weekly individual supervision with client contact throughout. University supervision for rehabilitation counseling students is provided via Zoom online video conference.

Since practicum serves as a prerequisite for internship, students must earn a grade of B or above before being permitted to advance to internship. Such a decision reflects the fundamental commitment of our program to quality service to clients, a position we advocate for, and we expect all individuals affiliated with our program to advocate.

Prearranged Placement. Practicum placements are to be approved by the Coordinator of Clinical Experience prior to the beginning of the semester/term for which the intern is enrolled for practicum credit. To assist in making the practicum experience as meaningful as possible, students are responsible for making preliminary contacts with prospective practicum site placements (this activity is very much like a job interview, a procedure we ALL hope you will undertake in the future!). Students are encouraged to develop their vita and arrange to interview with a prospective site supervisor (a copy of their Program Planning Record may be helpful for students to discuss their academic experiences).

Documentation. Students are responsible for retaining cumulative documentation of all practicum activities. The program requires completion of a supervised practicum in the student’s designated program area of 100 clock hours. Each student’s practicum includes all of the following:

Required CACREP 2024 Standards for Practicum Students:

• Students complete supervised counseling practicum experiences that total a minimum of 100 clock hours over a full academic term that is a minimum of eight weeks consistent with the institution's academic calendar.
• Practicum students complete at least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills.
• Practicum students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the practicum by (1) a counselor education program core or affiliate faculty member, or (2) a doctoral student supervisor who is under the supervision of a qualified core or affiliate counselor education program faculty member, or (3) a fieldwork site supervisor who is working in consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement.
• Practicum students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the practicum. Group supervision must be provided by (a) a counselor education program faculty member or (b) a doctoral student supervisor who is under the supervision of a qualified core or affiliate counselor education program faculty member.

B. Internship
The internship is considered to be the culminating academic experience and, consequently, occurs at the end of a student’s training program. Expectations for internships are rather demanding in terms of placement duties and hours of commitment. Essentially, students completing the internship have the option of either one full-time placement (40 hours per week) completed in one semester or two (2) consecutive half-time placements (20 hours per week) completed across two semesters. Student interns perform the duties of a counselor in an approved rehabilitation counseling setting. Students employed in full-time work, or who have other demands on their time, should anticipate meeting this requirement and make the necessary arrangements to complete internship. The culminating internship experience must feature at least 600 hours of internship-related activity in the placement, of which at least 240 hours are in direct contact with clients. As with practicum, internship placements are prearranged during the semester prior to enrollments. For rehabilitation counseling students, Zoom online video conference is provided weekly for university supervision purposes.

Prearranged Placement. Internship placements are to be approved by the Coordinator of Clinical Experience prior to the beginning of the semester/term for which the intern is enrolled for internship credit. To assist in making the internship experience as meaningful as possible, students are responsible for making preliminary contacts with prospective internship site placements (this activity is very much like a job interview, a procedure we ALL hope you will undertake in the future!). Prospective interns are encouraged to develop their vita and arrange to interview with a prospective site supervisor (a copy of your Program Planning Record may be helpful for students to discuss their academic experiences).

Documentation. Interns are responsible for retaining cumulative documentation of all internship activities. The program requires completion of a supervised internship in the student’s designated program area of 600 clock hours, begun after successful completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to the designated program area. Each student’s internship includes all of the following:

Required CACREP 2024 Standards for Interns:

• After successful completion of the practicum, students complete 600 hours of supervised counseling internship in roles and settings with actual clients relevant to their CACREP specialized practice area.
• Internship students complete a minimum of 240 hours of direct service with actual clients.
• Throughout the duration of the internship, each student receives individual and/or triadic supervision on a regular schedule that averages one hour a week and is provided by at least one of the following: (1) a counselor education program faculty member, or (2) a doctoral student supervisor who is under the supervision of a qualified core or affiliate counselor education program faculty member, or (3) a fieldwork site supervisor who is working in consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement.
• Throughout the duration of the internship, each student receives group supervision on a regular schedule that averages 1½ hours per week and is provided by at least one of the following: (1) a counselor education program faculty member or (2) a doctoral student supervisor who is under the supervision of a qualified core or affiliate counselor education program faculty member. 

Practicum/Internship Responsibilities and Duties:

Practicum and internship are academic courses and, therefore, are subject to the same scrutiny and the same rights of due process for faculty and students as with any other academic courses. For this reason, those syllabi feature the same language and accompanying documentation as with any other courses. However, because of the uniqueness of each student's practicum/internship placement, the determination of an academic grade must be based on evaluations of each student's work in that setting. No syllabus could possibly be developed to address each aspect of each intern's placement. Therefore, to clarify the expectations of the intern, the site supervisor, and the university supervisor, each intern is responsible for developing a practicum/internship agreement specifying the nature of their duties. This document serves two (2) critical purposes: (a) it becomes the basis for clarifying the agreements among all parties involved in the practicum/internship, and (b) it serves as a reference for assigning a final practicum/internship grade.

At the point of pre-approval for the practicum/internship placement, all parties will have a verbal understanding of the expectations of the practicum/internship placement. Interns should develop an initial draft of the practicum/internship agreement for discussion with their site supervisor during the first week of the placement to ensure that all desired aspects of the practicum/internship experience are addressed (copies and guidelines are provided in supplemental handouts). Once approved by both the site supervisor and the intern, draft documents are printed on University of Alabama letterhead and signed by all parties (original documents are retained by the program; copies provided to the intern and site supervisor). Supervision contracts are developed to define the roles and responsibilities of the university supervisor, site supervisor, and the student during practicum and internship. Departures from the stated contents of the practicum/internship agreement are to be discussed by and agreed upon by all parties. Grade determination for interns is based upon successful completion of the elements of the practicum/internship agreement.

Basic Student Responsibilities: (a) Complete work at practicum/internship site as specified in Agreement, (b) Participate in weekly individual site supervision, (c) Participate in weekly university group supervision, and (d) Complete and submit all required forms including weekly progress reviews/summaries/time log, mid-term self-evaluation, and final self- evaluation.

Basic Agency Responsibilities: (a) Assign a site supervisor who meets minimum education and experience requirements, (b) Provide intern with an orientation to the agency, (c) Provide an average of one hour of weekly individual supervision, (d) Expose intern to the range of services provided by the agency, (e) Provide intern with opportunities to perform multiple functions in the agency, depending on the focus of the agency, (f) Communicate at least three times with the university supervisor for progress review, (g) Complete a mid-term evaluation of the student and (h) Complete a final evaluation of the student.

Basic University Supervisor Responsibilities: (a) Maintain direct and periodic communication (at least 3 times a semester) with the site supervisor, (b) Provide one hour of weekly individual supervision or 1 ½ hours of group supervision, (c) Be available for consultation with both site supervisor and intern, and (d) Assign a final grade for the practicum/internship.

Orientation, assistance, consultation, and professional development opportunities are provided by the counseling program faculty to site supervisors. All practicum/internship forms and supervision training are electronically provided to site supervisors.

Practicum/Internship Evaluation:

Evaluations of practicum/internship are secured from two (2) sources. The first source of evaluation is derived from the site supervisor using the Practicum/Internship Performance Evaluation rubric. The second source of evaluation is derived from the student. These evaluations, along with the Summary of Practicum/Internship Activities, are due to the university supervisor as noted on the schedule for practicum/internship. Site supervisor evaluations offer formal ratings of performance and a recommended grade based on the Practicum/Internship Performance Evaluation rubric.

Site Supervisors' Requirements for Practicum and Internship:
Prospective site supervisors must meet the following CACREP and program criteria:

• A minimum of a master’s degree, preferably in counseling or a related profession;
• Active certifications and/or licenses in the geographic location where the student is placed, preferably in counseling or a related profession;
• A minimum of two years post-master’s professional experience relevant to the CACREP specialized practice area in which the student is enrolled;
• Relevant training for in-person and/or distance counseling supervision;
• Relevant training in the technology utilized for supervision; and
• Knowledge of the program’s expectations, requirements, and evaluation procedures for students

The Procedure for completing a prearranged practicum or internship is:

a. Prospective intern interviews with prospective site supervisor.
b. Prospective intern discusses placement opportunity with university supervisor.
c. Prospective intern discusses placement opportunity with prospective site supervisor.
d. If an unapproved site, university supervisor visits site to determine placement suitability based on prospective intern’s training and aspirations as well as the program
e. If approved, UA supervisor informs both site supervisor and intern of approval.

Student Insurance. All students who plan to start practicum or internship for counseling/supervision practices are responsible for purchasing individual liability insurance for professional counseling at their own expense and submit a copy of insurance verification to the Practicum/Internship Coordinator prior to their practice.

Time Limit for Degree Completion

Graduate School information on Time Limits. 

Student Progress Requirements

Each student enrolled in a degree-seeking status in every degree level of study in Counselor Education is involved in a Student Performance review near the end of Fall and Spring semesters. The rubric used is the Faculty Review of Student Performance and Review of Student Dispositions. The faculty review professional and personal strengths and concerns, while monitoring progress. This form entails five sections: academic skills, clinical skills, ethical and professional behaviors, personal characteristics, and the four professional dispositions, endorsed by the College of Education are also included.

Within each section, faculty members will discuss their observed student performance or individual characteristics/dispositions over various indicators and rate a student on a four-point scale: advanced, target, developing, and unacceptable. If dispositions do not meet the minimum standard of “Target,” a concern for remediation plan is raised. Student data on their dispositions are also aggregated to help faculty members annually evaluate program objectives for the purpose of program improvement.

Based on this evaluation, students will receive one of the following based on rubric scores:

1. A letter stating exemplary progress in the program
2. Communication that there were no concerns related to progress in the program
3. Communication to meet with their advisor because of a provisional recommendation
4. An action plan is required (Remediation)

Such reviews are regular components of the training program. Student reviews are conducted with the participation of all program faculty. Results of student evaluations are entered into each student's record and discussed with the student and their advisor.

In instances of concern about a student, pertinent materials and observations about the student are examined and discussed among the faculty and remedial decisions are determined according to the Selection, Review, Retention, and Dismissal Policy noted in the appendices of the Student Resource Guide (previously known as Student Handbook). Due process issues affecting student evaluations are followed in accordance with all guidelines published in materials from the Graduate Catalog and University of Alabama Faculty Handbook. 

Academic Misconduct Information

Graduate School information on Academic Misconduct. 

Withdrawals and Leave of Absence Information

Graduate School information on Withdrawals and Leave of Absence. 

Academic Grievances Information

Graduate School information on Academic Grievances. 

Grades and Academic Standing

Graduate School information on Grades and Academic Standing. 

Graduate School Deadlines

Information on Graduate School Deadlines. 

Application for Graduation

Information on the Application for Graduation.