n to self-interest.
Rehabilitation specialists are professionals, as the title of a brochure published by the National Council on Rehabilitation Education (NCRE) proves. The brochure entitled, "The Growing Profession of Rehabilitation Counseling," has been used by California State University, Los Angeles (CSULA) to promote its professional programs (Brodwin et al., 1993, p. 43).
An article by Brodwin et al. (1993) details the components of a quality education program for rehabilitative services students, and such a program typically includes: "research and publishing, involvement in professional associations, service to the community, and quality teaching" (p. 44). A series of exams also lend professional credibility to professional rehabilitation programs. As Brodwin et al. (1993) point out in the same article, "All graduate students [at CSULA] are required to take the rehabilitation counselor certification examination (CRC) as soon as they have completed their program . . . Additionally, some students take the Certified Insurance Rehabilitation Specialist (CIRS) and the National Certified Counselor (NCC) examinations. Certification increases career options and adds professionalism" [emphasis added] (p. 44).
Rehabilitation specialists are professionals by their own assessment, and they also fulfill the four sociological characteristics outlined above. Professionals claim to have a theoretical
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