MSED IN REHABILITATION COUNSELING

Program Overview

This 48-hour program, which is registered by New York state, is designed for individuals who wish to help people with physical, mental, emotional, or social disabilities at various stages in their lives.

Rehabilitation counselors help 

  • students to develop strategies to live with their disability and to move from school to work
  • veterans cope with the mental or physical effects of their military service
  • elderly people adapt to disabilities developed later in life due to illness or injury.

Students in the program develop skills in these areas: 

  • assessment
  • treatment planning
  • counseling
  • collaboration
  • referral
  • advocacy skills

This program is offered at the main campus in Allegany and at the Buffalo Center in Hamburg.

Certification and Licensure

Upon successful completion of this degree, and 12 months of acceptable employment experience supervised by a certified rehabilitation counselor (CRC), graduates may apply to take the CRC examination [Category B]. Specific details are located on the CRCC website, under eligibility requirements.

Students in this program wishing to also obtain a school or mental health counseling credential should consult with their adviser.

Admission Requirements*

Admission to this degree program is based on:
  1. Application & writing sample
  2. Official transcripts of all prior college work
  3. Two letters of recommendation
  4. Interview
*State law requires St. Bonaventure to collect immunization records from students taking six or more credit hours in any semester.

Field Requirement

  • First year: Students are expected to complete an initial practicum field experience (40 hours of direct counseling), which is non-track specific.
  • Second year: Students are required to complete two track-specific internships, each involving 300 clock hours.

Site supervisors of the internships must be certified rehabilitation counselors. The placement process is a collaborative effort between students and faculty members.

Exit Criteria

In order to be awarded the MSED in Counselor Education - Rehabilitation Counseling, a student will be evaluated on the following exit criteria:

  1. A cumulative GPA of at least 3.0 (working standard)
  2. Successful completion of the internship
  3. Submission of a portfolio showing professional growth and accomplishments
  4. Successful completion of the comprehensive examination and e-folio

Admissions and Information  

If you wish to apply to this program, contact the Graduate Admissions Office at (716) 375-3021 or gradsch@sbu.edu for graduate admission materials.

Student & Faculty Demographics

  Students  Full-Time Faculty 
Ethnic Background & Gender  2 African-American males
(graduated 5/2014)
3 males & 1 female
are all Caucasian 
Disability Not publicly reported 

Not publicly reported









News, Publications & Research

More News
MSEd Rehabilitation Counseling

Trolley, Barbara

Titles/Responsibilities Chair of Disability Committee
Professor
Academic School
School of Education
Academic Department Counselor Education
Contact Information Office Phone: (716) 646-1500, ext. 24
Email: btrolley@sbu.edu
Office Location 5200 South Park Ave., Bogel Hall, Hamburg, NY 14075
Courses Taught
  • CE 510. Introduction to the Profession of Counseling 
  • CE 540. Abnormal Psychology 
  • CE 550. Group Counseling 
  • CE 610. Practicum 
  • CE 620A. Internship in School Counseling    
  • CE 621. Advanced Internship in School Counseling 
  • CE 631. Advanced Seminar: School Counseling 
  • CE 638. Multicultural Counseling 
  • CE 640. Introduction to Addictions 
  • CE 660G. Special Topics in Counseling (School Counseling & Special Education) 
Academic Degrees
  • Ph.D., Counseling Psychology, State University of New York at Buffalo, 6/85
    • Dissertation title: "Suicide parents and sudden death parents: The grief process, the nature of help, the role of the professional and methodological issues." 
  • M.S., Rehabilitation Counseling, State University of New York at Buffalo, 6/81
  • B.S., Biology, B.A., Psychology, St. John Fisher College, 6/78, summa cum laude
Personal Interests/Community Involvement
  • Holiday drives in collaboration with Hilbert ministries
  • Adoption fundraising
  • Spending time with my husband, who is a dentist, and my 5 children, 3 girls and 2 boys, ranging in ages from elementary school to graduate school.
  • Reading, cooking; doing cross stitch.
Other Education University of Rochester, Rochester, NY, 9/78-5/79, one-year doctoral study in Pharmacology.
Professional Background
Accomplishments

National Nomination 

  • Fall 2006, 2005 Nominated for the “American School Counselor Association’s Counselor Educator of the Year Award” by the New York State School Counselor Organization.

 Journal 

  • Trolley, B., (9/05). Created and editor of the first New York State School Counseling Professional Journal. Published by the New York State School Counselor Association.

Books 

  • Trolley, B., Hanel, C. & Shields, L. (2006). Demystifying and deescalating cyber bullying in the schools: A resource guide for counselors, educators, and parents. Booklocker.com.
  • Trolley, B., & Haas, H. (2004). School counseling resource manual: Practical tools of the trade.Booklocker.com.
  • Trolley, B. & Hanel, C.. (2010). Cyberkids*, Cyberbullying and Cyberbalance*. Thousand Oaks CA: Corwin Press.
  • Trolley, B., Hanel, C. & Shields, L. (2010). Browser the mouse and his internet adventure. Youthlight.
  • Trolley, B., Haas, H. & Patti, D. (2009). The school counselor’s guide to special education. Thousands Oaks, CA: Corwin Press. 
Invited Book Chapters 
  • Trolley, B. (in press). A photograph of women in academe: “Dr. mom.” In Women’s retreat: sharing voices of female faculty in counselor education. Lanham, MD: University Press of America.
  • Trolley, B. & Breen, T. (Summer, 2011). SOSS: Save our students from suicide. In Counseling the Adolescent. Addison, TX: RonJon Publishers

Invited Cyber Bullying Presentation 

  • Trolley, B., Shields, L. & Hanel, C. (3/13/07). Safe Schools and Violence Prevention Conference, sponsored by the United States Secret Service and National Center for Missing and Exploited Children.  

Grants/Funding 

  • Fall, 2012 Keenan Grant: Faculty & Student Training: Counseling Diverse Populations.
  • 2007-2008 Keenan Grant: "A Qualitative primer: Weighing perceptions of community needs and services for  school-based health education for at-risk youth." (Brawdy, Valeri, Trolley, Zuckerman) Received $3960.
  • 2007-2008 Keenan Grant: "Health promoting behaviors in children, teens and their families" (Trolley & Zuckerman). Received $2250.
  • 2007-2008 Keenan Grant: "Training counseling interns to work with autism spectrum disorders through the use of collaborative community partnerships" (Trolley & Zuckerman). Received $800.
  • 2006-2007 Keenan Grant: "Counseling Clinic Crossroads" (Trolley, Zuckerman).  Received $1900.
  • 2005-2006 Keenan Grant: "Counseling Clinic"  (Trolley, Zuckerman).  Received $3725.
  • Summer, 2005 State Funding Proposal: "Counseling clinic."  Received $25,000.
  • 2005-2006 Committee on Sponsored Research: Understanding the supervision process.  Received $450.
  • 2004-2005  WebCT Stipend: "Use of WebCt in field training courses." Received $500.
  • 2003-04 Keenan Grant: Counselor field training: "Collaborations, partnerships, and labs." Received more than $3,000.

Counseling Clinic 

  • Co-Founder & Director of Counseling Clinic. Involvement in all aspects of a multidisciplinary, university-based Counseling Clinic, which provides individual and group counseling services to underserved community population of children, youth and their families (grant writing, public relations, site visits, collaborations, form development).

Disability Committee 

  • Chair since spring of 2007; developed and ran disability awareness month events last 3 years.

CACREP 

  • Co authored self study.

Publications & Presentations 

  • See vita (link below) for full list.
Teaching Philosophy

A setting, such as SBU, whereby students are valued, professors are highly credentialed and supportive, and the educational environment is one in which mentoring, teamwork and service to others are appreciated and encouraged, is essential. This type of teaching environment gives students an opportunity to learn and grow, and enhances faculty professional development.

I firmly believe in an Active Learning Approach (Bonwell & Eison, 1991), teaching didactic material and developing course activities and requirements which foster critical thinking, creativity, digestion and application of the didactic material. I believe this to be true in general, and especially for a counselor in training, whose most important tool is him/herself.

Learning in my mind is an interactive process. At this level of study, I also feel that it important and beneficial for graduate students to have exposure to professional role models. I include colleague and community professional class presentations to foster this exposure. We teach what we best need to learn ("Jonathan Livingston Seagull").

Current Research Interests/Projects My research across the decades has involved a theme of issues related to youth and their families: disability, grief, school counseling, special education and cyberbullying.
Website Links Curriculum vita

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