Professionally Relevant Behavior and Ethics

In addition to performing at acceptable academic levels in coursework, it is expected that a rehabilitation counselor-in-training will demonstrate exemplary levels of personal adjustment, maturity, good ethical judgment, and human relations skills in the various academic and pre-professional activities in which they are engaged. This aspect of their performance while enrolled in Field Work, Practicum, Internship, as well as involvement in other relevant professional activities, will be evaluated regularly, and will contribute significant information to the assessment of each student's progress toward the successful completion of the program. It is expected that students will demonstrate appropriate levels of performance in relation to clients, supervisors, and other professionals in their clinical placements that are acceptable to the agency professional personnel, and the Department faculty and staff. Specifically, the student should be able to perform adequately in the following areas:

  1. The ability of the rehabilitation counselor-in-training to establish and maintain effective helping relationships with clients.
  2. The ability of the rehabilitation counselor-in-training to engage in productive peer relationships in the clinical training experiences.
  3. The ability of the rehabilitation counselor-in-training to communicate appropriately and work together with faculty members and staff.
  4. The ability of the rehabilitation counselor-in-training to engage in constructive, collaborative consultation with other professional staff in serving clients with disabilities.
  5. The ability to accept and profit from professional supervisory relationships.

Student’s performance will be reviewed in each of the above areas on a regular basis. Consultation with rehabilitation program instructors, faculty, site supervisors and clinical instructors will be a part of the process. Written evaluation reports will be received and placed in the student's folder. The appropriate faculty member will review the record with the student on a regular basis. Students who are demonstrating difficulty in their professional development will be notified in writing. A plan for remediation shall be adopted that may include several options (e.g., personal therapy, personal growth experience, additional clinical training experiences, a leave of absence from the program, or other appropriate action). Students will be on probation during the remediation program and a specific date for reevaluation will be set as appropriate in each instance. Students may also be placed on probation for poor academic performance and/or excessive delays in finishing incomplete grades. Following a remediation program, a formal hearing will be held by the faculty to determine if the student shall be restored to full status in the Department, continued on probation, or dismissed from the Department. In case of dismissal from the program, students must be provided a written notice including the details of the reasons for the action. An opportunity for re-review of the case on appeal by the student will be provided. Normally, the re-review process will follow existing grievance procedures in effect at the SUNY at Buffalo and administered by the Dean of the Graduate School of Education.

All students are required to understand and comply with the UB Graduate School’s academic integrity policy. This means that we do not tolerate academic dishonesty, such as plagiarism, use of previously submitted work, cheating, selling or purchasing assignments/papers, etc. Depending on the severity of the transgression(s), academic dishonesty may result in warnings, revisions to work, reduction of grade, failure of the course, or university sanctions (failure of course, suspension from the university, expulsion). The link to the academic integrity policies within The Graduate School of the University at Buffalo can be found here: