NC VEWAA and NC VECAP Spring Beach Conference, April 6-7

It’s a Beautiful Day in Rehabilitation!

nc-vewaa-vecap-picNC VEWAA/NC VECAP invite you to the NC Beach Conference, April 6-7, 2017.  This one and a half day training provides 10 CRCC, CVE and PVE continuing education credits. Join us as we consider our diverse heritage and how this influences the practice of today and tomorrow.

Click below to open/download the information flyer:
NC VEWAA/NC VECAP Spring Beach Conference

The Inn at Pine Knoll Shores – Atlantic Beach, NC  Call for reservations, no online booking available: 800-338-1533


Promoting College and Career Readiness Through Accountability Under ESSA

The Every Student Succeeds Act of 2015 (ESSA) presents states with an opportunity to broaden their visions of college and career readiness by including multiple measures of accountability that better recognize the multiple pathways to college and career readiness. This comprehensive resource provides states with the tools to recognize and correct gaps between ESSA and state policies and systems that support standards, assessments, accountability determinations, school improvement and public reporting.  For each provision, it also provides resources that support the alignment of state systems with college and career readiness efforts.

Please click on this link to see the full tool and resources: State Planning Tool and Resources (College and Career Readiness and Success Center)

GAO report on Youth with Autism

In the recently released GAO report on Youth with Autism: Roundtable Views of Services Needed During the Transition into Adulthood, the need for Vocational Assessment was noted.

Panelists identified several services and supports which may address the needs of transitioning youth with Autism Spectrum Disorders; including Vocational/career assessments, vocational/career training, and assistance with job searches or interviewing skills. Vocational Assessments would aid in identifying the specific supports a youth needs, based on their individual autism characteristics, skills, strengths, and preferences.

To see the full report, click HERE.

Statement in Support of Your Important Work

Dear Vocational Evaluation and Career Assessment Colleagues and Partners,

We have just experienced a momentous election, one which revealed and exacerbated deep divisions and passions among people in our country.

One of our core competencies is to demonstrate sensitivity, receptivity, and competence to accommodate and fairly evaluate persons from diverse cultural backgrounds. As human service professionals, we urge our members and partners to examine and affirm their closely held beliefs and values, while continuing to assist and offer best practice to our students, clients, and colleagues.

In agreement with other human service providers, we encourage Vocational Evaluators and Career Assessment Professionals to ensure the best information, best skills and best spirit is maintained as we go about our daily work and lives. There are many who will need our support and compassion, and the assurance they are supported, valued, and respected as worthwhile humans.

We are committed to our profession for many reasons. A core tenet of our work is we visualize a person’s positive potential, working to overcome obstacles and attitudes which hinder turning that potential to reality, and at heart – striving to do good while avoiding to cause harm.

Let us re-commit ourselves to focusing on positive encouragement, respect, and mutual cooperation to support our clients and one another.

Catherine Burzio, MA, PVE and Samuel Castiglione, D.Ed., PVE
President, VECAP                           President-Elect, VECAP

NC VEWAA/VECAP Fall Training Conference – October 2016

A Vocational Evaluation Cornucopia – October 27-28, 2016

Clamdigger Inn, Atlantic Beach, North Carolina

A Professional Conference for:nc-vewaa-vecap-pic

  • Rehabilitation Counselors
  • Vocational Evaluators
  • Substance Abuse Counselors
  • Work Adjustment Specialists
  • Private Sector Rehabilitation Case Managers
  • School-Based Assessment Specialists
  • Mental Health Specialists

Sponsored By: NC Vocational Evaluation and Work Adjustment Association & 
NC Vocational Evaluation and Career Assessment Professionals

We extend a warm NC welcome to the National VECAP Board who will be meeting with us.

Download a copy of the AGENDA and REGISTRATION form HERE

CONTINUING EDUCATION AND CERTIFICATION CREDIT AVAILABLE – See the Agenda and Registration Form for more details. 

Systematic Review of Research Related to Service Delivery and Outcomes following Vocational Evaluation or Career Assessment Services

Graduate students in search of research project
Systematic Review of Research
Related to Service Delivery and Outcomes following Vocational Evaluation
or Career Assessment Services

The Vocational Evaluation and Career Assessment Professionals Association (VECAP)
The field of Vocational Evaluation/Career Assessment is strongly interested in establishing a record of the outcomes as a result of a vocational evaluation or career assessment services. While a number of articles have appeared in professional journals, Institute on Rehabilitation Issues (IRI) publications, and presentations over the last 25 years, few if any were a systematic review of the results. Additionally, publications and presentations have brought forth principles and practices outlining best practices. The links between the best practices and outcomes are slender. We hope to establish a single source that evaluation specialists and future researchers can use to further develop the field. Additionally, we want to provide a resource that practitioners can use to promote and defend their work.
VECAP is willing to sponsor a qualified graduate student (or graduate student team, including faculty) to work with a recognized professor/researcher to conduct a systematic literature review to identify positive outcomes in the field of vocational evaluation/career assessment, the best practices underlying those outcomes, recommendations for further research needed, and implications for practice. Thus, we hope that any vocational evaluator could say to an administrator, to parents, to groups, to colleagues: When a trained vocational evaluator, utilizing best practices, provides evaluative services, here are the positive outcomes that occur.
VECAP will offer a stipend of $1000 to a graduate student (or $1500 to a graduate student team, this may include faculty) to conduct this project during the 2016-17 scholastic year, completion date of May 31, 2017. There will also be financial support to present the findings at the 17th National Issues Forum in October 2017.
  • Submit results for publication to the VECAP Journal by May 31, 2017
  • Use the results to develop a printable one page Fact Sheet that VECAP can distribute and post on our web site.
  • Present findings at the Fall 2017 National Issues Forum.
Deadline for submission: October 7, 2016
Applicant Materials
To apply, please submit the following, in electronic or hard copy form:
  • Name and contact information; (if a Team, designate a Primary contact and include this information for each member);
  • Resume/Curriculum Vitae; please highlight any relevant project skills/experience; some vocational evaluation background will be preferred.
  • Letter of support from Department Chair or Faculty Mentor, indicating supports such as advisement, place to conduct study, etc.
  • Outline of plan to complete this project, including reporting checkpoints.
Submit materials to
Samuel Castiglione, D.Ed., PVE, NCSP (ret.)
VECAP President-Elect
Elements with example publications
A. Research, on V.E. outcomes, cross-validated or subjected to meta-analysis, such as:
  • Cole, T. (2001). Vocational assessment and employment- What makes the difference? In R. Fry (Ed.) The issues papers: Tenth national forum in vocational evaluation, assessment and work adjustment (pp. 266-281). Menomonie, WI: University of Wisconsin-Stout.
  • Cresap, L.A. (1987). A study of the influence of vocational evaluation on the career progress of 268 special education high school students.  In R.R. Fry (Ed.), Third National Forum on Issues in Vocational Assessment and Evaluation. (pp.99-101). Menomonie, WI: Materials Development Center, University of Wisconsin-Stout.
  • Dean, D., Ashley, J., Schmidt, R., & Rowe, K. (2006). The long-term impact of comprehensive vocational assessment for youth with disabilities in transition: Evaluation of Virgina’s Post-secondary Education/Rehabilitation Transition (PERT)”. Vocational Evaluation and Career Assessment Professionals 2(2), 14-32.
  • Homa, D. (2007). The impact of vocational evaluation on outcomes in the vocational rehabilitation services program. In R. McDaniel (Ed.), The issues papers: The thirteenth national forum on issues in vocational assessment. (pp. 119-125.) Montgomery, AL: Davis Direct, Inc.
  • Thomas, S., Hiltenbrand, D., & Tibbs, S. (1997). A new look at outcomes: Validating the vocational evaluation and work adjustment processes in the contemporary setting. In R. Fry (Ed.), The issues papers: Eighth national forum on issues in vocational assessment (pp. 117-126). Menomonie, WI: University of Wisconsin-Stout.
  • Ward-Ross, L.E. (1985). Contributions of vocational evaluators’ recommendations to client rehabilitation success.  Unpublished master’s thesis. East Carolina University, Greenville, NC.
  • Willis, J., McDaniel,R., & Kraska. M. (2014, Fall). Vocational evaluation: The impact on employment outcomes. Vocational Evaluation and Career Assessment Professionals Journal, 9(2), 16-27.
B. Research on related outcomes such as:
  • Beveridge, S., & Fabian, E. (2007). Vocational rehabilitation outcomes: relationship between individualized plan for employment goals and employment outcomes. Rehabilitation Counseling Bulletin, 50(4), 238-239.
C. Best Practices, including:
  • Betters, C. J. & Sligar, S.R. (2015). The tools of the trade: A national study on tool utilization in vocational evaluation. [Special issue]. Vocational Evaluation and Work Adjustment Association Journal and Vocational Evaluation and Career Assessment Journal, 8-16.
  • Castiglione, S., Ashley, J., Hamilton, M., Leconte, P., McConnell, J. O’Brien, M., Scott, N., & Uliana, D.  (2010) VECAP White Paper on Functional Vocational Evaluation. VECAP Journal, Spring. 49-58.
  • Castiglione, S. (2011). The case for using two career interest surveys: Research and Reasoning. Vocational Evaluation and Career Assessment Professionals Journal, Spring, 7(1), Special Issue, 43-56 .
  • Castiglione, S. (in press) Triangulation of cognitive factors in vocational evaluation: More authentic assessment.  VECAP Journal.
  • Hemme, J. & Perry, V. (2014, Fall). Goodwill vocational evaluation best practices symposium. Vocational Evaluation and Career Assessment Professionals Journal, 9(2),  28-31.
  • Schuster, D. & Sittlington, P. (1997) The Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment, in R. Fry (Eds.) Eighth National Forum on Issues in Vocational Assessment (pp.1-3). Menomonie, WI: University of Wisconsin-Stout.
  • Smith, F., Lombard, R., Neubert, D., Leconte, P., Rothenbacher,C., & Sittlington, P. (1994) The Position Paper of the Interdisciplinary Council on Vocational Evaluation and Assessment, Fall 1993, The Journal for Vocational Special Needs Education, (17), 41-42.
  • Smith. F., Leconte, P., & Vitelli, E. (2012) The VECAP position paper on universal design for learning for career assessment and vocational evaluation. Vocational Evaluation and Career Assessment Journal, 8(1), 13-26.

Dr. Amos Sales – In Memory

The VECAP community shares in mourning the loss of Dr. Amos Sales.

From Philip R. Johnson, PhD, CRC

In Loving Memory Of Dr. Amos Sales

Amos Sales, dedicated educator and scholar, former Director of the University of Arizona Rehabilitation Counseling Program, and a Past-President of the National Council on Rehabilitation Education passed away unexpectedly on June 25, 2016.

Dr. Sales became Director of the Rehabilitation Program at the University of Arizona in the early 1970s and held that position until his retirement in 2012. During Dr. Sales’s lengthy career, he received over 30 citations, certificates, and awards. He was also a Past-President of the NRA, in addition to being a Past-President of the NCRE. Dr. Sales received the National Council on Rehabilitation Education’s Distinguished Career Award (1998), the Department of Education’s RSA Commissioner’s Award for distinguished achievement and distinction in rehabilitation education (2000), and the American Counseling Association’s Ralph Berdie Research Award (2002).

Dr. Sales was highly respected and admired by many of the students who were fortunate enough to work with him. A former doctoral student who had studied with Dr. Sales named one of his sons Amos in honor of him. I have heard from several former students who contacted me to express their feelings about Dr. Sales. I would like to share a few of their comments:

“He was an incredibly earnest, genuine, funny and brilliant fellow. This is very sad indeed!”
“Dr. Sales was such a great supervisor and advocate.”
“Dr. Sales was a leading figure at the University of Arizona and in our profession.”
“He was a consummate professional and will be greatly missed.”

Liz Piña-Figueroa, our program coordinator, who had worked closely with Dr. Sales, shared the following with me: “He was indeed a great man, gentleman, friend, crazy about his wife and family – he was proud of his grandkids. As a boss he was the best! Always looking for ways to motivate his admins, he was always very grateful.”

During the past couple of years, I was fortunate to have been able to spend some time with Dr. Sales on a fairly regular basis. I really enjoyed getting together with Dr. Sales, especially when I could get him to talk about some of his experiences in rehab and to share some of his feelings about the current state of our profession. At times, he would apologize for dominating the conversation. It never bothered me; I loved it. Dr. Sales was rehab to the core. We’ve lost one of our greats.

Thank you,
Philip R. Johnson

Philip R. Johnson, PhD, CRC
Assistant Professor of Practice
Coordinator, Rehabilitation and Mental Health Counseling Specialization
Counseling Program
Department of Disability