CACREP Consultation and Advocacy for Training Standards
 
 
CACREP 2008 Standards Revision Guiding Principles The CACREP Standards Revision Committee (SRC) recognizes the following five principles as it carries out its work of revising the CACREP Standards for 2008. They are reflective of principles put forth by the Council for Higher Education Accreditation (CHEA, 2000). • Leadership. The SRC will provide thoughtful leadership to formulate issues related to the standards revision process; to develop needed tools and strategies to sustain the value of quality revision that will lead to advance change and needed improvement of the CACREP Standards. • Advocacy. The SRC will advocate for voluntary accreditation within Counselor preparation in higher education to the public, government, and other interested individuals, groups, and countries. • Core Values. The SRC will maintain the core academic values central to higher education and quality assurance as reflected by CHEA. These include, for example, the values of general education (through core counselor preparation standards) that are learning centered and promote collegiality, as well as academic freedom. In addition, the SRC will look to and formulate its process in keeping with recognized as best practices of other accreditation bodies. • Inclusion. The SRC will sustain an environment of active consultation with the larger counseling audience and participating organizations, as well as encourage cooperation and exchange throughout the higher education and quality assurance communities. • Independence. The SRC will be an autonomous and informed voice for the strengthening the standards for accreditation for counselor education programs within higher education. Issues for Consideration and Public Comment: • Competency-based standards – Congruent with national trends (e.g., outcome based assessment), the SRC is exploring competency based specialty standards. • Innovation – The SRC seeks to simplify the input based CACREP standards I-IV to encourage creativity. • Professional identity – The SRC intends to strengthen and provide clarity of professional identity in counselor education. • Common core – The SRC intends to explore modifications to the eight common core areas (II.K). • Education delivery – The SRC will ensure that the CACREP standards will continue to be relevant to all forms of educational delivery. • Culturally responsive – The SRC will seek to ensure that the CACREP standards are culturally responsive. • Specialty areas – The SRC will examine the viability of current and potential specialty areas.   (Adopted, CACREP SRC, December 2004)Proposed Timeline: 3/2005 – Public bulletin board for SRC open on the CACREP website 9/2005 – First draft of the 2008 CACREP Standards for public comment 5/2006 – Second draft of the 2008 CACREP Standards for public comment 3/2007 – Final draft of the 2008 CACREP Standards to the CACREP board CACREP 2008 Standards Revision, 2nd Draft INTRODUCTION              The counseling profession evolves in anticipation of and response to societal and other changes in the United States and throughout the world. Counselor Education programs prepare students to be effective in a dynamic world and profession. It is imperative that programs explicitly prepare students to be counselors first and counseling specialists second.              CACREP Standards are written to ensure that students develop a professional counselor identity and also master the knowledge and skills to practice effectively. Graduates of CACREP-accredited programs use their education and preparation as paths to careers in community mental health and human service agencies, educational institutions, and private practice, government, business and industrial settings. However, no professional preparation program is ever complete, and advances in knowledge, skills and technology within the profession require lifelong continuing education for counselors as well as monitoring and review of professional standards.              CACREP policy requires periodic review, permitting standards revision, including development of new standards or the elimination of obsolete standards. The curricular experiences required by these revised standards are based on due notice and consultation with the professional community and represent collective and informed judgment about their relevancy and appropriateness. Program resources and activities may become static unless self-evaluation ensures that programs reflect the dynamic changes taking place in counseling research, education, and practice. Resource evaluation alone is rarely sufficient to assure quality. It is imperative that the Counselor Education programs implement an evidence-based system of assessment that assures CACREP that student performance is monitored and graduates have achieved program goals and objectives. The following document is divided into two main parts: The entry-level professional program standards are outlined in Sections I-IV. Applicants ARE REQUIRED to address at least one of the evidence-based PROGRAM AREA standards in Section IV. The second part outlines DOCTORAL standards, containing doctoral sections I-IV. SECTION I THE LEARNING ENVIRONMENT: STRUCTURE and EVALUATION THE INSTITUTION A. The current institutional media accurately describe the academic unit and each program offered, including admissions criteria, delivery systems used for instruction, minimum program requirements, matriculation requirements (for example, examinations, academic-standing policies), and financial aid information. B. The academic unit is clearly identified as part of the institution’s graduate degree offerings and has primary responsibility for the preparation of students in the program. If more than one academic unit has responsibility for the preparation of students in the program, the respective areas of responsibility and the relationships among and between them must be clearly defined. C. The institution is committed to providing the program with sufficient financial support to ensure continuity, quality, and effectiveness in all of the program’s learning environments. D. The institution provides encouragement and support for program faculty to participate in professional organizations and activities (e.g., professional travel, research, and leadership positions). E. Access to learning resources is appropriate for scholarly inquiry, study, and research by program faculty and students. F. The institution provides technical support to program faculty and students to ensure access to information systems for teaching and research. G. The institution offers information to students in the program about personal counseling services provided by professionals other than program faculty and students. H. A clinical instruction environment, on- or off-campus, is conducive to modeling, demonstration, supervision, and training and is available and used by the program. Administrative control of the clinical instruction environment ensures adequate and appropriate access by the faculty and students. The clinical instruction environment includes all of the following: 1. settings for individual counseling with assured privacy and sufficient space for appropriate equipment; 2. settings for small-group work with assured privacy and sufficient space for appropriate equipment; 3. necessary and appropriate technologies and other observational capabilities that assist learning; and 4. procedures that ensure that the client’s confidentiality and legal rights are protected. THE ACADEMIC UNIT I. Degree programs in Career Counseling, College Student Development, Clinical Counseling, and School Counseling are comprised of approved graduate-level study with a minimum of 48 semester credit hours or 72 quarter credit hours required of all students. Degree programs in Mental Health Counseling and Marital, Couple, and Family Counseling/Therapy are comprised of approved graduate-level study with a minimum of 60 semester credit hours or 90 quarter hours required of all students. J. The counselor education academic unit has made systematic and long-term efforts to attract, enroll and retain a diverse group of students and to create and support an inclusive learning community. K. Admission decision recommendations are made by the academic unit’s selection committee, and include consideration of 1. each applicant’s potential success in forming effective interpersonal relationships in individual and small-group contexts; 2. each applicant’s aptitude for graduate-level study; and 3. each applicant’s career goals and their relevance to the program. L. Prior to or at the beginning of the first term of enrollment in the academic unit, the following should occur for all new students: 1. a new student orientation is conducted; and 2. a student handbook is disseminated that includes the: a. mission statement of the academic unit and program objectives, b. information about appropriate professional organizations (i.e., ACA, its divisions, branches, and affiliate organizations) opportunities for professional involvement, and activities potentially appropriate to students, c. written endorsement policy explaining the procedures for recommendation of students for credentialing and employment, d. student retention policy explaining procedures for student remediation and/or dismissal from the academic unit and/or program, and e. academic appeal policy. M. The ratio of full-time equivalent (FTE) students to FTE faculty should not exceed 10:1. N. Students have an assigned faculty advisor at all times during enrollment in the program. Students, with their faculty advisor, develop a planned program of study within the first 12 months of graduate study. O. The program faculty conducts a developmental, systematic assessment of each student’s progress throughout the program, including consideration of the student’s academic performance, professional development, and personal development. Consistent with established institutional due process policy and ACA Code of Ethics, when evaluations indicate that a student is not appropriate for the program, faculty assist in facilitating the student’s transition out of the program and, if possible, into a more appropriate area of study. P. The practicum and internship experiences are tutorial forms of instruction; therefore, when the individual and/or triadic supervision is provided by program faculty, the ratio of 6 students to 1 faculty member is considered equivalent to the teaching of one (1) three-semester hour course. Such a ratio is considered maximum per course. Q. Group supervision for practicum and internship should not exceed 12 students. R. Programs provide evidence that students are covered by professional liability insurance while enrolled or participating in practicum, internship, or other field experiences. S. Graduate assistantships for program students are commensurate with graduate assistantships in other clinical training programs in the institution. FACULTY AND STAFF T. The academic unit has made systematic and long-term efforts to recruit, employ and retain a diverse and inclusive faculty. U. The teaching loads of program faculty members are consistent with those of the other institution's graduate level units that require intensive supervision as an integral part of professional preparation and incorporate time for supervising student research using formulae consistent with institutional policies and/or practices. V. The academic unit has faculty resources of appropriate quality and sufficiency to achieve its mission and objectives. The academic unit has an identifiable full-time faculty who 1. number at least three (3) individuals whose full time academic appointments are in counselor education; 2. have earned doctoral degrees in counselor education (This applies only to new faculty hired after 2011 with no prior experience as a full time counselor educator); 3. have relevant preparation and experience in the assigned program area; 4. identify with the counseling profession through memberships in appropriate professional organizations (i.e., ACA and/or its divisions, branches, and affiliate organizations) and appropriate certifications and/or licenses pertinent to the profession; and 5. engage in activities of ACA (its divisions, branches, and affiliate organizations) and/or other professional activities including all of the following: a. development/renewal (e.g., appropriate professional meetings, conventions, workshops, seminars), b. research and scholarly activity, and c. service and advocacy (e.g., program presentations, workshops, consultations, speeches, direct service); and 6. have the authority to determine program curricula within the structure of the institution’s policies. W. The academic unit has clearly defined administrative and curricular leadership that is sufficient for its effective operation. A faculty member may hold more than one of the following positions. 1. A faculty member is clearly designated as the academic unit leader for counselor education who a. is responsible for the coordination of the counseling program(s), b. receives inquiries regarding the overall academic unit, c. makes recommendations regarding the development of and expenditures from the budget, d. provides or delegates year-round leadership to the operation of the program(s), and e. has release time from faculty member responsibilities to administer the academic unit. 2. A faculty member or administrator is identified as the clinical coordinator for the academic unit and/or program who a. is responsible for the coordination of all clinical experiences in each counselor education program for which accreditation is sought, b. is the individual to whom inquiries regarding clinical experiences are referred, and c. has clearly defined responsibilities as clinical coordinator. X. The academic unit may employ adjunct and/or affiliate counselor education faculty who understand the mission, goals, and curriculum of the program and 1. hold graduate degrees, preferably in counselor education from a CACREP accredited program; 2. have relevant preparation and experience in the assigned area of teaching; and 3. identify with the counseling profession through memberships in appropriate professional organizations (i.e., ACA and its divisions, branches, and affiliate organizations) and appropriate certifications and/or licenses pertinent to the profession. Y. Adequate clerical assistance is available to support faculty/program activities and is commensurate with similar graduate programs. EVALUATION Z. Program faculty establish a comprehensive, integrated plan of program evaluation, indicating how the mission, objectives, and student learning outcomes are measured and met. The continuous evaluation plan will include: 1. a review by program faculty of programs, curricular offerings, and characteristics of program applicants; 2. formal follow-up studies of program graduates to assess graduate perceptions and evaluations of major aspects of the program; 3. formal studies of site supervisors and program graduate employers that assess their perceptions and evaluations of major aspects of the program; and 4. a systematic assessment of student learning and performance on professional identity, professional practice, and program area standards. AA. An official report that documents outcomes of the comprehensive program evaluation as well as use of findings in program modifications shall be prepared and distributed on a systematic basis to students currently in the program, program faculty, institutional administrators, and personnel in cooperating agencies (e.g., employers, site supervisors). BB. Students have regular and systematic opportunities to formally evaluate faculty who provide curricular experiences and supervisors of clinical experiences. CC. Annual results of student course evaluations are provided to faculty. DD .Written faculty evaluation procedures are presented to program faculty at the beginning of each evaluation period and whenever changes are made in the procedures. SECTION II PROFESSIONAL IDENTITY FOUNDATION A. A comprehensive mission statement has been developed that brings the counseling program into focus and concisely describes the program’s intent and purpose. The mission statement is publicly available and continuously reviewed. B. The program area objectives 1. reflect current knowledge and projected needs concerning counseling practice in a pluralistic society; 2. reflect input from all persons involved in the conduct of the program, including program faculty, current and former students, and personnel in cooperating agencies; 3. are directly related to program activities; and 4. are written so that they can be assessed. C. Students actively identify with the counseling profession by participating in professional associations such as the American Counseling Association (ACA), its divisions, branches, and affiliate organizations, and by participating in seminars, workshops, or other activities that contribute to personal and professional growth. KNOWLEDGE D. Syllabi are distributed at the beginning of each curricular experience, are available for review by all enrolled or prospective students, and include all of the following: 1. objectives; 2. content areas; 3. required text(s) and/or reading(s); and 4. student performance evaluation criteria and procedures. E. Evidence exists of the use and infusion of current counseling related research in teaching practice among program faculty and students. F. Evidence exists of the use and integration of appropriate technological strategies and applications. G. Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program. 1. PROFESSIONAL ORIENTATION AND ETHICAL PRACTICE- studies that provide an understanding of all of the following aspects of professional functioning: a. history and philosophy of the counseling profession, including significant factors and events, b. professional roles, functions, and relationships with other human service providers, c. counseling supervision models, practices, and processes. d. professional organizations, primarily ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases, e. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues, f. the role and process of the professional counselor advocating on behalf of the profession, g. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients, and h. ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling. 2. SOCIAL AND CULTURAL DIVERSITY - studies that provide an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as culture, ethnicity, race, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious, and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities including all of the following: a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally, b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities, c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups, d. counselors’ roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body, and e. theories of multicultural counseling, theories of identity development, and multicultural competencies. 3. HUMAN GROWTH AND DEVELOPMENT - studies that provide an understanding of the nature and needs of individuals at all developmental levels, including all of the following: a. theories of individual and family development and transitions across the life-span, b. theories of learning and personality development, c a general framework for understanding exceptional abilities and strategies for differentiated interventions, d. human behavior including an understanding of developmental crises, disability, exceptional behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior, e. theories and etiology of addictions and addictive behaviors including strategies for prevention, intervention and treatment, and f. strategies for facilitating optimum development and wellness over the life-span. 4. CAREER DEVELOPMENT - studies that provide an understanding of career development and related life factors, including all of the following: a. career development theories and decision-making models, b. career, avocational, educational, occupational and labor market information resources, visual and print media, computer-based career information systems, and other electronic career information systems, c. career development program planning, organization, implementation, administration, and evaluation, d. interrelationships among and between work, family, and other life roles and factors including the role of diversity and gender in career development, e. career and educational planning, placement, follow-up, and evaluation, f. assessment instruments and techniques that are relevant to career planning and decision making, and g. career counseling processes, techniques, and resources, including those applicable to specific populations. 5. HELPING RELATIONSHIPS - studies that provide an understanding of the counseling process, including all of the following: a. counselor characteristics and behaviors that influence helping processes, b. an understanding of essential interviewing and counseling skills, c. counseling theories that provide the student with consistent models to conceptualize client presentation and select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling, d. a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions, and e. a general framework for understanding and practicing consultation, 6. GROUP WORK - studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches, including all of the following: a. principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work, b. group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles, c. theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature, d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness, e. approaches used for other types of group work, and f. to provide direct experiences as a participant in a small group, students meet for a minimum of 10 clock hours over the course of one academic term, in a small-group activity approved by the program. 7. ASSESSMENT - studies that provide an understanding of individual and group approaches to assessment and evaluation, including all of the following: a. historical perspectives concerning the nature and meaning of assessment, b. basic concepts of standardized and non-standardized testing and other assessment techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, behavioral observations, and computer-managed and computer-assisted methods, c. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations, d. reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information), e. validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity, f. social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations, and g. ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling. 8. RESEARCH AND PROGRAM EVALUATION - studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including all of the following: a. the importance of research and opportunities and difficulties in conducting research in the counseling profession, b. research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research, c. use of technology and statistical methods in conducting research and program evaluation, d. principles, models, and applications of needs assessment, program evaluation, and use of findings to effect program modifications, and e. use of research to improve counseling effectiveness. SECTION III PROFESSIONAL PRACTICE Professional practice, which includes practicum and internship, provides for the application of theory and the development of counseling skills under supervision. These experiences will provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community. SUPERVISOR QUALIFICATIONS A. Students serving as individual or group practicum student supervisors must 1. have completed counseling practicum and internship experiences equivalent to those within a masters-level program; 2. have completed or are receiving preparation in counseling supervision; and 3. be supervised by program faculty, with a faculty-student ratio that does not exceed 1:6. B. Program faculty members who provide individual or group practicum/internship supervision must have 1. a doctoral degree and/or appropriate clinical preparation, preferably from an accredited counselor education program; 2. relevant experience and demonstrated competence in counseling; and 3. relevant training and supervision experience. C. Site supervisor who provide individual or group practicum/internship supervision must have 1. a minimum of a master’s degree in counseling or a related field including appropriate professional counseling credentials; 2. a minimum of two (2) years of pertinent professional experience in the program area in which the student is completing clinical instruction; 3. knowledge of the program’s expectations, requirements, and evaluation procedures for students; and 4 relevant training in counseling supervision. D. Orientation, assistance, consultation, and professional development opportunities are provided by counseling program faculty to site supervisors. PRACTICUM E. Students must complete supervised practicum experiences that total a minimum of 100 clock hours. The student’s practicum includes all of the following: 1. 40 hours of direct service with clients including experience in individual counseling and group work; 2. weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision which occurs regularly over a minimum of one academic term by a program faculty member or a student supervisor; 3. an average of one and one half (1 1/2) hours per week of group supervision that is provided on a regular schedule over the course of the student’s practicum by a program faculty member or a student supervisor; 4. evaluation of the student’s counseling performance throughout the practicum including documentation of a formal evaluation after the student completes the practicum; and 5.  the opportunity for the student to develop program-appropriate audio/video recordings and/or live supervision of the student’s interactions with clients for use in supervision. INTERNSHIP F. The program requires completion of a supervised internship in the student’s designated program area of 600 clock hours (MHC programs require 900 hours) that is begun after successful completion of practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor. The internship includes all of the following: 1.  240 hours of direct service (MHC programs require 360 hours) with clients appropriate to the designated program area; 2.  weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision, throughout the internship, usually performed by the on-site supervisor; 3.  an average of one and one half (1 1/2) hours per week of group supervision provided on a regular schedule throughout the internship, usually performed by a program faculty member; 4.  the opportunity for the student to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, supervision, information and referral, inservice and staff meetings); 5.  the opportunity for the student to develop program-appropriate audio/video recording and/or live supervision of the student’s interactions with clients for use in supervision; 6.  the opportunity for the student to gain supervised experience in the use of a variety of professional resources such as instruments, technologies, print and nonprint media, professional literature, and research; and 7.  evaluation of the student’s counseling performance throughout the internship including documentation of a formal evaluation after the student completes the internship by a program faculty member in consultation with the site supervisor. CAREER COUNSELING: EVIDENCE-BASED STANDARDS Students preparing to work as career counselors will demonstrate the professional knowledge and skills/practices that are necessary to assist individuals in the development of a life-career with a focus on the definition of the worker role and how that role interacts with other life roles. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning had occurred in the following domains: FOUNDATIONS A. Knowledge 1. Understands the history, philosophy, and trends in career counseling. 2. Understands the settings for the practice of career counseling, including and public sector agencies and institutions. 3. Understands policies, laws, and regulations relevant to career counseling and career development programs. 4. Understands current ethical issues which affect the practice of career counseling and the use of computer-assisted career guidance systems. 5. Understands professional organizations, competencies, and preparation standards that are relevant to the practice of career counseling and career development programs. B. Skills/Practice 1. Demonstrates an ability to explain career development as an integral subset of human development. 2. Demonstrates adherence to ethical codes and standards relevant to the profession of career counseling (e.g., NBCC NCDA, ACA). COUNSELING, PREVENTION, AND INTERVENTION C. Knowledge 1. Understands roles and functions of career counselors in a variety of settings and in relation to the other professionals. 2. Understands theories, models, and techniques of career development, career counseling, career choice, career programming, and associated information-delivery. 3. Understands consultation theories, strategies, and models. D. Skills/Practice 1. Demonstrates the ability to identify and understand clients’ personal characteristics and social contextual conditions (including familial, subcultural and cultural structures and functions) as they are related to clients career development. 2. Demonstrates the ability to identify and understand clients’ attitudes toward work and workers and the career decision-making processes. 3. Demonstrates the ability to support and challenge clients to take action to prepare for and initiate role transitions by: a. Locating sources of relevant information and experience, b. Obtaining and interpreting information and experiences, and acquiring skills needed to make role transitions, and c. Examining life-work roles, including the balance of work, leisure, family, and community in their careers. 4. Demonstrates the ability to assist the client to acquire a set of employability and job search skills. 5. Demonstrates the ability to establish and maintain a productive consulting relationship with people who can influence a client’s career. 6. Demonstrates the ability to recognize one’s own limitations as a career counselor and seek supervision or refer clients when appropriate. DIVERSITY AND ADVOCACY E. Knowledge 1. Understands (educational and experiential) the role of racism, discrimination and oppression in their own lives and career. 2. Understands that contextual influences are a natural part of career interventions. 3. Understands the sociopolitical and socioeconomic forces that impact ethnic and cultural minorities, such as immigration, racism, and stereotyping. 4. Understands the changing roles of women and men and the implications that this has for education, family, and leisure. 5. Understands the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, physical and mental ability status, racism and oppression, and equity issues in career counseling. 6. Understands the impact of globalization on life role(s), careers, and on the workplace. F. Skills/Practice 1. Demonstrates the ability to accommodate needs unique to various diverse populations. a. Identifying alternative approaches to meet career planning needs for individuals of various diverse populations. b. Designing and delivering career development programs and materials to hard-to-reach populations. 2. Demonstrates the ability to advocate for the career development and employment of diverse populations. 3. Demonstrates and ability to assist other staff members, professionals, and community members in understanding the unique needs/characteristics of diverse populations with regard to career exploration, employment expectations, and economic/social issues. 4. Demonstrates the ability to help the general public and legislators to understand the importance of career counseling, career development, and life-work planning. 5. Demonstrates the ability to impact public policy as it relates to career development and workforce planning. ASSESSMENT G. Knowledge 1. Understands assessment strategies for career development and career counseling programs. 2. Understands bias in assessment and interpretation (including cultural and linguistic characteristics of the clients). 3. Understands assessment selection, ethical practices related to assessment, and tes limitations. H. Skills/Practice 1. Demonstrates an ability to administer, score, and report findings appropriately from career assessments instruments involving issues such as leisure interests, learning style, life roles, self-concept, career maturity, vocational identity, career indecision, work environment preference (e.g., work satisfaction), and other related life style/development issues. 2. Demonstrates an ability to assess conditions of the work environment (such as tasks, expectations, norms, and qualities of the physical and social settings). 3. Demonstrates an ability to identify, select, organize, and provide or arrange for the career and educational components of agency or institutional appraisal service. RESEARCH AND EVALUATION I. Knowledge 1. Understands research and evaluation in career counseling and development. J. Skills/Practice 1. Demonstrates utilization of various types of research and research designs appropriate to career counseling and development research. 2. Demonstrates the ability to apply appropriate statistical procedures to career development research. 3. Demonstrates the ability to utilize research findings related to the effectiveness of career counseling interventions and programs. 4. Demonstrates the ability to evaluate the career development program and use the results to effect program enhancement by recommending institutional or agency improvements. PROGRAM PROMOTION, MANAGEMENT, AND IMPLEMENTATION K. Knowledge 1. Understands organizational theories, including diagnosis, behavior, planning, organizational communication, and management useful in implementing and administering career development programs. 2. Understands the methods of forecasting, budgeting, planning, costing, policy analysis, resource allocation, and quality control. 3. Understands leadership theories and approaches for evaluation and feedback, organizational change, decision-making, and conflict resolution. L. Skills/Practice 1. Demonstrates the ability to plan, organize, and manage a comprehensive career resource center. 2. Demonstrates the ability to implement career development programs in collaboration with others. 3. Demonstrates the ability to train others about the appropriate use of technology for career information and planning. 4. Demonstrates the ability to provide effective supervision to career development facilitators at different levels of experience by: a. Knowledge of their role, competencies, and ethical standards, b. Determining their competence in each of the areas included in their certification, c. Further training them in competencies, including interpretation of assessment instruments, and d. Monitoring and mentoring their activities in support of the professional career counselor; and scheduling regular consultations for the purpose of reviewing their activities. 5. Demonstrates the ability to initiate and implement a marketing and public relations campaign in behalf of career development activities and services. 6. Demonstrates the ability to analyze future organizational needs and current level of employee skills and develop performance improvement training. INFORMATION RESOURCES AND TECHNOLOGY M. Knowledge 1. Understands education, training, and employment trends; labor market information and resources that provide information about job tasks, functions, salaries, requirements and future outlooks related to broad occupational fields and individual occupations. 2. Understand the resources and skills that clients utilize in life-work planning and management. 3. Understands the community/professional resources available to assist clients in career planning, including job search. 4. Understands methods of good use of computer-based career information delivery systems (CIDS) and computer-assisted career guidance systems (CACGS) to assist with career planning. 5. Understands various computer-based guidance and information systems as well as services available on the Internet and standards by which such systems are evaluated (e.g., NCDA, ACSCI). 6. Understands characteristics of clients that make them profit more or less from use of technology-driven systems. N. Skills/Practice 1. Demonstrates the ability to manage career, educational, and personal-social information resources. 2. Demonstrates the ability to evaluate and disseminate career and educational information. CLINICAL COUNSELING: EVIDENCE-BASED STANDARDS Students preparing to work as clinical counselors will demonstrate the professional knowledge and skills/practices and a commitment necessary to address a wide variety of circumstances within the clinical counseling context. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning has occurred in the following domains: FOUNDATIONS A. Knowledge 1. Understands historical, philosophical, societal, cultural, economic, and political dimensions of and current trends in the clinical counseling profession. 2. Comprehends the structures and operations of professional counseling organizations and their affiliates. 3. Knows the roles, functions, preparation standards, credentialing, licensure and professional identity of clinical counselors. 4. Understands ethical and legal considerations specifically related to the practice of clinical counseling (e.g., confidentiality, professional liability, privileged communication, informed consent, etc.) 5. Understands roles and functions of clinical counselors in various practice settings and the importance of relationships between counselors and other professionals in these settings, including interdisciplinary treatment teams. 6. Aware of professional issues that affect clinical counselors, including public policy, recognition, reimbursement, right to practice, core provider status, access to and practice privileges within managed care systems, and expert witness status 7. Knows importance of ongoing clinical supervision to effectual counseling process. 8. Comprehends behavioral, physical health, and social effects of psychoactive substances on the user and significant others. B. Skills/Practice 1. Demonstrates ability to apply and adhere ethical and legal standards to specific counseling situations. 2. Describes the professional role, identity, and function of a clinical counselor in conjunction with other mental health professionals. COUNSELING INTEREVNTIONS AND PREVENTIONS C. Knowledge 1. Understands general principles of clinical counseling prevention, intervention, consultation, education, advocacy, and outreach; and the operation of those programs and networks that promote clinical counseling among culturally diverse populations. 2. Demonstrates knowledge of models, methods, and principles of program development and service delivery for a multicultural clientele based on an understanding of human and organizational development, including prevention, implementation of support groups, peer facilitation training, parent education, career/occupational information and counseling, and encouragement of self-help. 3. Comprehends etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders. 4. Aware of disease concept and the etiology of chemical dependency and other addictive behaviors. 5. Understands the application of counseling theories for initiating, maintaining, and terminating counseling clients who have mental and emotional impairment in a variety of settings including the appropriate use of crisis intervention, brief, intermediate, and long-term approaches. 6. Knows specific principles, models and documentation formats of biopsychosocial case conceptualization and treatment planning. 7. Recognizes need for, and usage of, culturally responsive modalities for initiating, maintaining, and terminating counseling and psychotherapy with clients from diverse backgrounds. 8. Understands the principles and practices for the promotion of optimal mental health including wellness models in counseling 9. Knows principles and theories of counseling, prevention, and intervention. 10. Knows how chemical dependency disorders and other addictive behaviors affect families and concerned others. 11. Knows philosophies, practices, policies, and outcomes of the most generally accepted and scientifically supported models of treatment, recovery, relapse prevention, and continuing care for addiction and other addictive behaviors. D. Skills/Practices 1. Utilizes general principles and practices of etiology, diagnosis, treatment, referral, and prevention of mental and emotional disorders and dysfunctional behavior, including addictive behaviors. 2. Demonstrates an understanding of multicultural interpretations and considerations in general principles and practices of etiology, diagnosis, treatment, referral, and prevention of mental and emotional disorders and dysfunctional behavior, including addictive behaviors. 3. Promotes optimal human development, wellness, and mental health through prevention, education and advocacy activities with culturally diverse populations. 4. Applies effective strategies to promote client understanding of and access to a variety of community resources. 5. Demonstrates an understanding of the need and appropriate usage of culturally responsive individual, couple, family, group, and system modalities for initiating, maintaining, and terminating counseling and psychotherapy with clients from diverse backgrounds, including the use of crisis intervention, brief, intermediate, and long-term approaches. 6. Explains how multicultural interpretations and considerations may influence client perceptions of the counseling process. 7. Designs helping strategies and addiction treatment modalities to a client’s stage of dependence, change, or recovery. 8. Articulates a working knowledge of counseling and treatment methods, issues, and techniques commonly used in addictions counseling. 9. Maintains ongoing familiarity with recognized professional standards for record-keeping related to clinical counseling. DIVERSITY AND ADVOCACY E. Knowledge 1. Understands the multidimensional impact of racial, ethnic, and cultural heritage, nationality, socioeconomic and sociopolitical forces, family structure, age, gender, sexual orientation, religious and spiritual beliefs, and physical and mental status, and equity issues in human development. 2. Knows the roles of racism, discrimination, sexism, heterosexism, and other forms of oppression have had on one’s own worldview and that of the client. 3. Knows current ethical standards, regulations and legal developments that affect multicultural and diverse populations. 4. Understands current literature that outlines theories, approaches, strategies, and techniques shown to be effective when working with specific populations. 5. Understands effective strategies supporting client advocacy and influencing public policy and government relations on local, state, and national levels to enhance equity, increase funding and promote programs that affect mental health services in general, and the practice of clinical counseling in a multicultural society. 6. Understands implications of concepts such as internalized oppression, power, institutional racism, privilege, and the historical and current political climate regarding immigration, poverty, and welfare. 7. Aware of competency statements outlined by the American Counseling Association (ACA) Code of Ethics and its affiliates (e.g., AMCD, AGLB, etc.). F. Skills/Practices 1. Demonstrates experiences with different cultures beyond the therapeutic or academic setting, in order to have a more enriched and realistic, not abstract or theoretical, understanding of other cultures. 2. Identifies personal attitudes, beliefs and values that support behaviors that demonstrate respect and valuing of differences and those that impede or hinder respect and valuing of differences. 3. Advocates for policies, programs and services that are equitable and responsive to unique needs of clients. 4. Demonstrates the ability to modify counseling models, theories, techniques and interventions to accommodate needs unique to diverse populations. ASSESSMENT G. Knowledge 1. Knows principles and models of assessment, case conceptualization, theories of human development and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans. 2. Knows appropriate individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling, including the use of crisis intervention, and brief, intermediate, and long-term approaches. 3. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for evaluation and identifying effects and side effects of such medications. 4. Understands the basic measurement and evaluation concepts essential in the use of appraisal instruments. 5. Understand various models and approaches to clinical appraisal and their appropriate uses, including diagnostic interviews, mental status examination, symptom inventories, and psychoeducational and personality assessments. H. Skills/Practices 1. Demonstrates competencies to select, administer, and interpret appropriate comprehensive assessment interventions with an awareness of cultural bias in their implementation and interpretation. 2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. 3. Interprets assessment results with appropriate recognition of the impact of cultural values implicit in individual responses to assessment protocols. 4. Interprets standardized and nonstandardized methods of assessment. 5. Understands clients’ stages of dependence, change, or recovery and is able to determine the appropriate treatment modality and placement criteria within the continuum of care. RESEARCH AND EVALUATION I. Knowledge 1. Identifies principles of design, implementation and interpretation of a sound research study grounded in the appropriate literature. 2. Understands recent research regarding clinical counseling that focuses on issues related to different cultural populations. 3. Understands research methods, statistical analysis, needs assessment, and program evaluation. 4. Is aware of research ethics and legal implications of research including the necessity of adhering to a human subject review. Is able to critically evaluate research relevant to the practice of clinical counseling. 5. Articulates models of program evaluation for clinical counseling programs and systems. 6. Knows evidence-based treatments and counseling outcome assessment procedures and practices. J. Skills/Practices 1. Applies relevant research to their clinical practice and clinical counseling program development. 2. Applies ethical and legal considerations in conducting research in clinical counseling, including social, cultural, and spiritual concerns. 3. Implements action research for clinical and program development. DIAGNOSIS K. Knowledge 1. Knows principles of diagnosis, including differential diagnosis to effect an appropriate treatment plan. 2. Demonstrates understanding of the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual (DSM) of the American Psychiatric Association. 3. Understands the established diagnostic criteria for substance use disorders and describe treatment modalities and placement criteria within the continuum of care. 4. Knows impact of co-occurring substance use disorders on medical and psychological disorders. L. Skills/Practice 1. Demonstrates appropriate use of diagnostic tools to describe the symptoms and clinical presentation of clients with mental and emotional impairment who come from culturally diverse backgrounds. 2. Able to conceptualize an accurate five-axis diagnosis of disorders presented by clients, communicate the differential diagnosis to clients’ managed care and insurance companies or other third-party payers. COLLEGE STUDENT DEVELOPMENT and COUNSELING: EVIDENCE-BASED STANDARDS Students preparing to work in professional positions in postsecondary education will demonstrate the professional knowledge and counseling skills/practices that are necessary to develop and manage human resources. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning has occurred in the following domains: FOUNDATIONS A. Knowledge 1. Understands the history, philosophy, ethical, cultural, and research foundations of postsecondary education that inform college student development. 2. Identifies student development theories and research relevant to student learning and personal development. 3. Understands students’ growth in areas of intellectual, moral, ego, psychosocial, career, and spiritual development. 4. Recognizes current trends in postsecondary education and the diverse character of postsecondary education environments. 5. Knows how college student development is infused into the larger educational picture and global context. 6. Knows role, function, and professional identity of the student affairs professional in relation to the roles of other professionals in postsecondary education. 7. Understands organizational, management, and leadership theory and practice. 8. Understands strategies and leadership required for services encompassed by college student development in postsecondary education such as admissions, financial aid, academic advising, judicial services, recreational sports, disability services, international student affairs, and health services. 9. Knows organizational culture, budgeting and finance, and personnel practices. 10. Understands professional codes of ethics and current legal mandates, knows about range of legal issues that are related specifically to student affairs practice. B. Skills/Practice 1. Demonstrates the ability to apply these ethical standards and legal precedents to specific counseling situations and student development. 2. Uses developmental theory to understand, support, and advocate for student learning and development. 3. Applies knowledge of public policy, finance, governance, cultural contexts, international education and global understanding that inform student affairs practice. 4. Identifies and applies leadership, organization, and management practices that assist institutions in accomplishing their mission. 5. Promotes the importance of leadership by operating as a systems change agent. 6. Designs, implements, monitors, and evaluates student affairs programs including an awareness of various systems and environmental context that affect participants. COUNSELING, PREVENTION, AND INTERVENTION C. Knowledge 1. Knows the theoretical perspectives plus individual and group interventions that are appropriate for and applicable to diverse populations. 2. Identifies the specific factors related to personal, social, educational, and career planning and development appropriate for college students. 3. Understands individual and group dynamics related to advising, counseling, instructing, disciplining, mediating, and facilitating student opportunities in postsecondary education. D. Skills/Practice 1. Demonstrates self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups. 2. Uses effective, culturally sensitive individual and group counseling strategies, techniques, and interventions. 3. Demonstrates skills necessary for facilitating academic success of all students. 4. Demonstrates skills in helping students cope with personal and interpersonal problems as well as skills in crisis intervention in response to personal, educational, and community crises. 5. Demonstrates a general understanding of principles and models of biopsychosocial assessment and case conceptualization that lead to appropriate counseling. 6. Designs and implements programs of wellness promotion, prevention, treatment and intervention services. DIVERSITY AND ADVOCACY E. Knowledge 1. Understands implications for postsecondary education of student characteristics such as age, gender, ethnicity, race, sexual identity, immigrant status, disability, extreme ability or talent, cultural background, spirituality, and family situation. 2. Articulates the effects of (a) health and development factors, (b) language, (c) cultural variables, (d) diversity, (e) socioeconomic status, and (f) factors of resiliency on student development. 3. Identifies learning styles as well as institutional, systemic, interpersonal and intrapersonal barriers to learning. 4. Describes the sociopolitical and socioeconomic forces that impact upon ethnic and cultural minorities as well as those with disabilities. 5. Articulates the effect of discrimination and oppression in postsecondary education. 6. Identifies and understands effects of specific student populations such as resident, commuter, distance learners, adult learners, student athletes, international and first generation students. F. Skills/Practice 1. Demonstrates how student learning and learning opportunities are influenced by student characteristics and a postsecondary environment. 2. Analyzes student needs so as to design, implement, and evaluate appropriate learning and developmental opportunities. 3. Collaborates with the postsecondary community to assist students and utilize its resources to improve student learning and development. 4. Develops cultural competence in order to effectively serve diverse and changing student populations. 5. Responds to the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and efficacy in the postsecondary environment. 6. Addresses multicultural counseling issues, including possible effects of culture, race, stereotyping, family, socioeconomic status, disabilities, extreme ability or talent, gender and sexual identity, language, and values on student development and progress in postsecondary education. 7. Advocates for policies, programs and services that are equitable and responsive to unique needs of each student. 8. Advocates for the basic rights of all students, seamless learning opportunities and the rigorous academic preparation of all students. ASSESSMENT G. Knowledge 1.Understands the influence of multiple factors on college student development. 2. Knows current theories and methods of using assessment data, especially program evaluation and environmental assessment models, to support data based decision making. H. Skills/Practice 1. Assesses and interprets college student needs, recognizing uniqueness in culture, languages, values, backgrounds and abilities. 2. Analyzes and uses multiple data sources to make decisions about improving differentiated student programs and services across all populations. RESEARCH AND EVALUATION I. Knowledge 1. Understands qualitative and quantitative research methodologies, including the criteria of the worthiness of each, in order to measure learning processes and outcomes, assess environments and organizations, and measure program effectiveness. 2. Knows about basic principles of research design, action research, and program evaluation. 3. Knows and describes the prominent research in student affairs practice that greatly influences the profession. J. Skills/Practice 1. Designs, conducts, and reports on a sound research study, assessment study, or program evaluation. 2. Uses data and systematically conducts research/program evaluations to improve practice. 3. Assesses and interprets research ethics and legal implications of research including a human subjects review. MARITAL, COUPLE, AND FAMILY COUNSELING: EVIDENCE-BASED STANDARDS Students preparing to work as Marriage, Couple and Family Counselors are expected to possess knowledge and counseling skills/practices necessary to address a wide variety of circumstances within the counseling context. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning has occurred in the following domains: Foundations A. Knowledge 1. Knows the history of marital, couple, and family counseling/therapy including philosophical and etiological premises that define the practice of marital, couple, and family counseling/therapy. 2. Understands the theoretical and empirical foundations, and contemporary conceptual directions of the field of marriage and family counseling.   3. Comprehends family development and the life cycle, sociology of the family, family phenomenology, contemporary families, families and culture, aging and family issues, family violence and related family concerns. 4. Knows the role of marital, couple, and family counselors in a variety of practice settings and in relation to other helping professionals. B. Skills/Practices 1. Applies family systems theories and other relevant theories in working with couples and families, and other systems (e.g., legal, legislative, school and community systems) and with individuals. 2. Utilizes the major models of marriage, couple, and family counseling/therapy. 3. Demonstrates an understanding of process and outcome, research design, methodology, basic statistics, with research knowledge in individual and family counseling. Counseling PREVENTION AND INTERENTION C. Knowledge 1. Understands ethical and legal considerations specifically related to the practice of marital, couple, and family counseling (e.g., the ACA and IAMFC Code of Ethics). 2. Knows issues of marital, couple, and family life cycle dynamics, healthy family functioning, family structures, and development in a multicultural society, family of origin and intergenerational influences, cultural heritage, socioeconomic status, and belief systems. 3. Recognizes specific problems that impede family functioning, including issues related to socioeconomic disadvantage, discrimination and bias, addictive behaviors, person abuse, and interventions for their resolution. 4 . Comprehends human sexuality issues (gender, sexual functioning, and sexual orientation) and their impact on family and couple functioning, and strategies for their resolution, as well as treatment issues in working same gender couples. 5. Aware of contemporary issues, which include but are not limited to gender, violence, addictions, and abuse, in the treatment of individuals, couples, children, and families from a relational/systemic perspective. D. Skills/Practices 1. Uses preventive approaches for working with individuals, couples, families, and other systems such as pre-marital counseling, parenting skills training, and relationship enhancement. 2. Utilizes research and technology applications in marital, couple, and family counseling. 3. Conceptualizes the critical epistemological issues in the profession of marriage and family counseling.   4. Adheres to confidentiality issues, the legal responsibilities and liabilities of clinical practice and research, family law, record keeping, reimbursement, and the business aspects of practice. 5. Implements treatment and planning, intervention strategies, clinical theories with emphasis on marital and family counseling such as communications, structural, strategic, transgenerational, experiential, contextual, and systematic. Diversity and Advocacy E. Knowledge 1. Understands the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in marital, couple, and family counseling. 2. Recognizes societal trends and treatment issues related to working with diverse family systems (e.g., families in transition, dual-career couples, and blended families). 3. Understands the implications of professional issues unique to marital, couple, and family counseling including recognition, reimbursement, and right to practice. 4. Knows the structure and operations of professional organizations, preparation standards, and credentialing bodies pertaining to the practice of marital, couple, and family counseling/therapy (e.g., the International Association of Marriage and Family Counselors). 5. Recognizes the interface between therapist responsibility and the professional, social, and political context of treatment.   F. Skills/Practices 1. Develops a personal awareness of own assumptions, values and bias as a cultural being. 2. Understand the worldview of the culturally different client which should be built upon ones own self-awareness. Included should be the awareness of power and privilege as related to diversity and discrimination in terms of age, culture, physical ability, ethnicity, family composition, gender, race, religion, sexual orientation and socioeconomic status. 3. Develop appropriate culturally sensitive intervention strategies and techniques which include cultural limitations of existing counseling practices. 4. Upholds legal and ethical responsibilities and liabilities, independent practice, ethics, family law, licensure and certification.
  5. Promotes professional identity, including professional socialization, scope of practice, professional organizations, licensure, and certification. Assessment G. Knowledge 1. Understands human development through the life span, personality development and theory, abnormal and normal development, human development and sexuality, and psychopathology and psychopharmacology. 2. Comprehends psychopharmacology, physical health and illness, traditional psychodiagnostic categories, and the assessment and treatment of major mental health issues.   H. Skills/Practices 1. Applies skills in interviewing, assessment, and case management for working with individuals, couples, families, and other systems. 2. Uses family diagnosis and systems assessment. RESEARCH AND EVALUATION I. Knowledge 1. Design, implement, and evaluate programs and systems related to marriage, family, and couples services. 2. Understands current research regarding marriage, family, and couples relating to different cultural populations. 3. Demonstrate knowledge of ethics and legal implications of research including the necessity of adhering to a human subject review. Is able to critically evaluate research relevant to the practice of marriage, family and couples counseling. J. Skills/Practices 1. Applies relevant research findings to their clinical practice of marriage, family, and couples counseling. 3. Implements appropriate methods of research related to marriage, family and couples. MENTAL HEALTH COUNSELING: EVIDENCE-BASED STANDARDS Students preparing to work as mental health counselors are expected to possess knowledge and skills/practices necessary to address a wide variety of circumstances within the mental health counseling context. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning has occurred in the following domains: FOUNDATIONS A. Knowledge 1. Understands the historical, philosophical, societal, cultural, economic, and political dimensions of and current trends in the mental health profession. 2. Articulates an understanding of the structures and operations of professional counseling organizations and their affiliates. 3. Knows the roles, functions, preparation standards, credentialing, licensure and professional identity of mental health counselors. 4. Understands ethical and legal considerations specifically related to the practice of mental health counseling. 5. Understand the roles and functions of mental health counselors in various practice settings and the importance of relationships between counselors and other professionals in these settings, including interdisciplinary treatment teams. 6. Examines implications of professional issues for mental health counseling, including areas such as public policy, recognition, reimbursement, right to practice, core provider status, access to and practice privileges within managed care systems, and expert witness status. 7. Understands the management of mental health services and programs, including areas such as administration, finance, concepts and procedures used in mental health services for determining outcomes, and accountability. 8. Knows the methods, principles and practices of clinical supervision. 9. Understands a variety of models and theories of addiction and other problems related to substance use. 10. Describes the behavioral, psychological, physical health, and social effects of psychoactive substances on the user and significant others. B. Skills/Practice 1. Demonstrates the ability to apply and adhere to ethical and legal standards. 2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in mental health counseling. COUNSELING PREVENTION AND INTERVENTION C. Knowledge 1. Describes the general principles of mental health prevention, intervention, consultation, education, advocacy, and outreach; and the operation of those programs and networks that promote mental health among culturally diverse populations. 2. Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders. 3. Understands principles, theories, and practices of mental health service delivery, including programs and facilities for inpatient, outpatient, partial treatment and aftercare, and the mental health counseling services network. 4. Understands the application of counseling theories for initiating, maintaining, and terminating counseling clients who have mental and emotional impairment in a variety of settings including the appropriate use of crisis intervention, brief, intermediate, and long-term approaches. 5. Understands the need for, and usage of, culturally responsive modalities for initiating, maintaining, and terminating counseling and psychotherapy with clients from diverse backgrounds who have mental or emotional impairments. 6. Knows principles, models and documentation formats of biopsychosocial case conceptualization and treatment planning 7. Understands the principles and practices for the promotion of optimal mental health including wellness models in counseling 8. Describes the philosophies, practices, policies, and outcomes of the most generally accepted and scientifically supported models of treatment, recovery, relapse prevention, and continuum of care for addictions and co-occurring disorders. 9. Describes principles and theories of counseling, prevention, and intervention. 10. Describes how substance use disorders affect families and concerned others. D. Skills/Practices 1. Utilizes general principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain and terminate counseling. 2. Applies multicultural competencies to mental health counseling practices involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders. 3. Promotes optimal human development, wellness, and mental health through prevention, education and advocacy activities with culturally diverse populations. 4. Applies effective strategies to promote client understanding of and access to a variety of community resources. 5. Demonstrates appropriate use of individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling, including the use of crisis intervention, and brief, intermediate, and long-term approaches. 6. Tailors helping strategies and addiction treatment modalities to a client’s stage of dependence, change, or recovery. DIVERSITY AND ADVOCACY E. Knowledge 1. Demonstrates an understanding of self-awareness and worldview as outlined in Section II.G.2. 2. Shows an awareness of systems of client advocacy in public policy, equity, and accessibility to mental health services. 3. Knows public policies on local, state, and national levels that impact the quality and accessibility mental health services. F. Skills/Practices 1. Demonstrates experiences with different cultures beyond the academic setting. 2. Gathers adequate information regarding indigenous or community helping resources to make appropriate referrals. 3. Designs and delivers mental health counseling services that are culturally appropriate to multicultural populations. ASSESSMENT G. Knowledge 1. Knows the continuum of human behavior from normalcy to psychopathology which supports the clinical processes of assessment, diagnosis, case conceptualization and treatment planning. 2. Understands various models and approaches to clinical appraisal, and their appropriate uses, including diagnostic interviews, mental status examination, symptom inventories, and psychoeducational and personality assessments. 3. Understands basic classifications, indications, and contraindications of commonly prescribed psychopharmacological medications so that appropriate referrals can be made for medication evaluations and the side effects of such medications can be identified. 4. Identifies standard screening and assessment instruments for substance abuse and addiction. H. Skills/Practices 1. Selects appropriate assessment interventions to assist in diagnosis and treatment planning with an awareness of cultural bias in the implementation and interpretation of assessment protocols. 2. Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management. 3. Interprets assessment results with appropriate recognition of the impact of cultural values implicit in individual responses to assessment protocols. 4. Applies assessment of clients’ stages of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care. RESEARCH AND EVALUATION I. Knowledge 1. Understand recent research regarding mental health that focuses on issues related to diverse cultural populations. 2. Understands principles of design, implementation and interpretation of a sound research study grounded in the appropriate literature. 3. Shows an awareness of research ethics and legal implications of research including the necessity of adhering to a human subject review. 4. Knows models of program evaluation for mental health programs and systems. 5. Knows evidence-based treatments and counseling outcome assessment procedures and practices. J. Skills/Practices 1. Applies best-practices and outcome research to their mental health counseling program development. 2. Implements strategies for mental health counseling needs assessment to design, implement, and evaluate mental health programs and systems. DIAGNOSIS K. Knowledge 1. Knows the principles of diagnosis, including differential diagnosis, and the use of current diagnostic tools, such as the current edition of the Diagnostic and Statistical Manual. 2. Knows the impact of co-occurring substance use disorders on medical and psychological disorders. L. Skills/Practice 1. Demonstrates appropriate use of diagnostic tools, including the current edition of the Diagnostic and Statistical Manual, to describe the symptoms and clinical presentation of clients with mental and emotional impairment who come from culturally diverse backgrounds. STANDARDS FOR SCHOOL COUNSELING PROGRAMS Students preparing to work as school counselors will demonstrate the professional knowledge and skills/practices that are necessary to promote the academic, career and personal/social development of all PK-12 students. In addition to the common core curricular experiences outlined in Section II.G, programs must provide evidence that student learning has occurred in the following domains. FOUNDATIONS A. Knowledge 1. Knows history, philosophy, and current trends in school counseling and educational systems. 2. Knows role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school. 3. Understands the effects of (a) atypical growth and development, (b) health, (c) language, (d) ability level (e) culture, (f) diversity, (g) socioeconomic status, and (h) factors of resiliency on student learning and development. 4. Understands professional codes of ethics (e.g., ASCA and ACA) and current legal mandates, knows about range of legal issues that are related specifically to the practice of school counseling. B. Skills/Practices 1. Demonstrates the ability to apply ethical standards and legal precedents to specific counseling situations. 2. Demonstrates the ability to articulate and model an appropriate school counselor identity. 3. Designs and implements prevention and intervention/ plans for student problems that demonstrate an understanding of the effects of (a) atypical growth and development, (b) health, (c) language, (d) ability level (e) culture, (f) diversity, (g) socioeconomic status, and (h) factors of resiliency on student learning and development. Counseling, Prevention and Interventions C. Knowledge 1. Knows the theories and processes of effective counseling and wellness programs for individuals and groups of students. 2. Knows how to design, implement, manage and evaluate programs to enhance the academic, career and personal/social development of all PK-12 students. 3. Knows strategies for helping students cope with personal and interpersonal problems as well as skills in crisis intervention in response to personal, school and community crises. 4. Knows how to design, implement, manage and evaluate transition programs, including school-to-work and postsecondary placements. 5. Understands group dynamics, including counseling, psycho-educational, task, and peer helping groups; and the facilitation of teams to enable students to overcome barriers and impediments to learning. D. Skills/Practices 1. Demonstrates self-awareness, sensitivity to others, and skillfulness in relating to individuals and groups. 2. Provides individual and group counseling and classroom guidance to promote the academic, career and personal/social development of all PK-12 students. 3. Designs and implements prevention and intervention/ plans for students that demonstrate an understanding of diverse needs and enable students to set goals and take necessary action to achieve goals. 4. Demonstrates skills in helping students cope with personal and interpersonal problems as well as skills in crisis intervention in response to personal, school and community crises. 5 Applies counseling interventions to assist students and parents at points of educational transition. DIVERSITY AND ADVOCACY E. Knowledge 1. Understands educational policy and reform in schools and demonstrates knowledge of the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning. 2. Identifies community, environmental, and institutional opportunities that enhance, as well as barriers that impede the academic, career and personal/social development of all PK-12 students. 3. Understands the ways in which educational policies, programs and practices can be developed, adapted and modified to be culturally congruent with the needs of students and their families. . F. Skills/Practices 1. Responds to the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning and development. 2. Addresses multicultural counseling issues, including possible effects of ability levels, culture, race, stereotyping, family, socioeconomic status, gender and sexual identity. 3. Advocates for the learning and academic experiences that are necessary to promote the academic, career and personal/social development of all PK-12 students. 4. Advocates for school policies, programs and services that are equitable and responsive to the ethnic, cultural, and socioeconomic differences of all students. 5. Promotes the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate. 6. Engages parents, guardians, and families as necessary to promote the academic, career and personal/social development of all PK-12 students. ASSESSMENT G. Knowledge 1. Understands the influence of multiple factors on student achievement. 2. Recognizes issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, and childhood depression). 3. Identifies and assists children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs. H. Skills/Practices 1. Assesses and interprets students needs, recognizing uniqueness in culture, languages, values ,backgrounds and abilities. 2. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. 3. Assesses student needs and makes appropriate referrals to school and/or community resources. 4. Selects appropriate assessment strategies that can be used to evaluate the academic, career and personal/social development of all PK-12 students. 5. Assesses barriers that impede the academic, career and personal/social development of all PK-12 students. RESEARCH AND EVALUATION I. Knowledge 1. Knows current methods of using data to inform decision making. 2. Understands the outcome research data and best practices as identified in the school counseling research literature. 3. Knows basic strategies for evaluating counseling outcomes (e.g. behavioral observation and program evaluation). J. Skills/Practices 1. Establishes and assess measurable outcomes for counseling programs, activities, interventions, experiences. 2. Analyzes and uses data (e.g., surveys, interviews, focus groups, and needs assessments) to help the school evaluate student needs and outcomes. 3. Provides data related to student outcomes and school counselor intervention. ACADEMIC DEVELOPMENT K. Knowledge 1. Understands relationship of the school counseling program to the academic mission of the school. 2. Demonstrates knowledge of pedagogy and differentiated instruction as well as student services. 3. Understands the concepts, principles, strategies, programs and practices for helping students to experience academic success. 4. Understands curriculum design, lesson plan development, classroom management strategies and instructional strategies for teaching counseling and guidance related material. L. Skills/Practices 1. Conducts programs that are designed to enhance students’ academic development. 2. Applies and uses knowledge of pedagogical and counseling methods and techniques to design contextually appropriate counseling and learning experiences to promote the achievement of all students. 3. Implements strategies and activities for preparing students for a full range of postsecondary options and opportunities. 4. Implements research-based differentiated instructional strategies that draw upon subject matter and pedagogical content knowledge and skills to promote the achievement of all students. Collaboration And Consultation M. Knowledge 1. Understands the ways in which student development, well being, and learning are enhanced by family-school collaboration. 2. Knows strategies to promote, develop, and enhance effective teamwork within the school and larger community. 3. Knows how to build effective working teams of school staff, parents and community members to promote the academic, career and personal/social development of all PK-12 students. 4. Understands systems theories and models and processes of consultation. 5. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. 6. Understands the various peer programming interventions (e.g., peer meditation, peer mentoring, peer tutoring) and how to coordinate them. N. Skills/ Practices 1. Works with parents, guardians, and families to act on behalf of their children to address problems that impact students' success in school. 2. Locates and coordinates resources in the community that can be utilized in the school to improve student achievement and success. 3. Consults with teachers and staff and social agencies to create an environment that promotes the academic, career and personal/social development of all PK-12 students. 4. Uses peer helping strategies to help augment the school counseling program. 5. Establishes referral procedures with helping agents in the community (e.g. mental health centers, business, service groups) to secure assistance for students and their families. LEADERSHIP O. Knowledge 1. Knows the qualities, principles, skills and styles of effective leadership. 2. Knows strategies of leadership designed to enhance the learning environment of schools. 3. Knows how to design, implement, manage and evaluate a systemic and comprehensive counseling and guidance program (e.g., ASCA National Model). 4. Understands the importance of the role of the school counselor as a systems change agent. P. Skills/Practices 1. Designs, implements, manages and evaluates a school counseling program. 2. Plans and presents guidance-related educational programs for parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). DOCTORAL STANDARDS COUNSELOR EDUCATION AND SUPERVISION Doctoral degree programs in Counselor Education and Supervision are intended to prepare graduates to work as counselor educators, supervisors, researchers, and advanced practitioners in academic and clinical settings. The doctoral program standards are intended to accommodate the unique strengths of different programs. Doctoral programs for which accreditation is sought must encompass all of the entry-level program standards. Students admitted to doctoral programs must have completed studies that meet CACREP entry-level standards as specified in Sections II, III, and in a specific program, and provide evidence of a knowledge base of a professional counselor. SECTION I THE LEARNING ENVIRONMENT THE INSTITUTION A. Access is provided to library and other learning resources appropriate for doctoral level scholarly inquiry, study, and research by students and program faculty. THE PROGRAM B. Doctoral programs accept as primary obligations 1. extending the knowledge base of the counseling profession in a climate of scholarly inquiry; 2. supporting faculty and students in publishing and/or presenting the results of scholarly inquiry; 3. preparing students to contribute to the conversations that inform professional practice by generating new knowledge for the profession through dissertation research focusing on areas relevant to counseling practice, counselor education, and/or supervision; and 4. preparing students to assume positions of leadership in the profession, their area(s) of specialization, or both. The fulfillment of these obligations should take into account the societal changes of the 21st century and prepare graduates to be leaders and advocates for change. C. In addition to the entry-level considerations, doctoral program admission criteria include consideration of each applicant’s 1. academic aptitude for doctoral-level study; 2. previous professional experience; 3. fitness for the profession, including self-awareness and emotional stability; 4. verbal and written communication skills; and 5. potential for scholarship, professional leadership and advocacy. D. Before completing the fourth term of enrollment in the doctoral program, students establish an approved doctoral committee and complete a planned program of study in conjunction with this committee. E. Students attend planned meetings with their doctoral committee during their doctoral programs. FACULTY AND STAFF F. Faculty teaching loads and research and service expectations are equivalent to comparable doctoral programs in the institution. G. The doctoral program consists of a minimum of four academic years of graduate-level preparation (including entry-level preparation), defined as eight semesters or 12 quarters with a minimum of 96 semester hours or 144 quarter hours of graduate-level credits required of all students in the program. H. Any academic unit offering the doctorate requires a minimum of five full time counselor education faculty positions. I. Faculty participate in ACA, ACES and other ACA divisions, branches, and affiliate organizations appropriate to their teaching responsibilities and/or scholarly interests. J. Faculty dissertation advising loads and expectations are equivalent to comparable doctoral programs in the institution. K. Doctoral committee chairs are currently engaged in research, writing, and publication in the field of counselor education. EVALUATION L. The doctoral program is evaluated using criteria specified in the entry-level standards, Section I.X-A.B.  SECTION II PROFESSIONAL IDENTITY FOUNDATIONS A. Doctoral program objectives address the professional leadership roles of counselor education, supervision, advanced counseling practice, and research competencies expected of doctoral graduates. B. It is expected that doctoral students will have experiences that are designed to 1. develop an area of professional counseling expertise as demonstrated through scholarly publications and/or presentations; 2. develop collaborative relationships with program faculty in teaching, supervision, research, professional writing, and service to the profession and the public; 3. foster participation in professional counseling organizations, including the Association for Counselor Education and Supervision (ACES) and ACA; 4. contribute to and promote scholarly counseling research; and 5. enhance technical competence. KNOWLEDGE C. Learning experiences beyond the entry-level are required in all of the following content areas: 1. theories pertaining to the principles and practice of counseling, career development, group work, systems, and consultation; 2. theories and practices of counselor supervision; 3. instructional theory and methods relevant to counselor education; 4. pedagogy relevant to current social and cultural issues, including social change theory and advocacy action planning; 5. design, implementation, and analysis of quantitative and qualitative research and methodology; 6. models and methods of assessment and use of data; 7. ethical and legal considerations in counselor education and supervision (e.g., the ACA Code of Ethics); and 8. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and equity issues in counselor education programs. SECTION III PROFESSIONAL PRACTICE CLINICAL EXPERIENCE A. Doctoral students are required to participate in a supervised advanced practicum in counseling as part of the doctoral program. The nature of the advanced practicum experience is to be determined in consultation with program faculty and/or doctoral committee. B. Doctoral students are required to complete doctoral-level counseling internships that total minimum of 600 clock hours. The 600 hours include supervised experiences in clinical practice, supervision, research, and/or teaching. The internship includes most of the activities of a regularly employed professional in the setting. The 600 hours can be allocated at the discretion of the doctoral advisor and student, based on experience and training. Students should be given the opportunity to participate in additional supervised practica or internships that are appropriate to their career objectives. C. During practica and internships, the student must receive weekly individual and/or triadic supervision; this supervision is usually performed by a supervisor with a doctorate in counselor education or a related profession. Group supervision is provided on a regular schedule with other students throughout the internship and is usually performed by a program faculty member. SECTION IV COUNSELOR EDUCATION AND SUPERVISION: EVIDENCE-BASED STANDARDS Programs must provide evidence that doctoral students demonstrate competence in all of the following areas. Programs may choose to emphasize one or more of the following areas congruent to program mission. SUPERVISION A. Knowledge 1. Understand the purposes of clinical supervision. 2. Understand theoretical frameworks and clinical models of supervision. 3. Understand the roles and relationships related to clinical supervision. 4. Understand legal and ethical considerations related to clinical supervision. B. Skill/Practices 1. Demonstrate the application of theory and skills of clinical supervision. 2. Develop and demonstrate a personal style of supervision. TEACHING C. Knowledge 1. Understand the major roles, responsibilities, and activities of counselor educators. 2. Develop a philosophy of teaching and learning. 3. Identify and demonstrate knowledge of instructional theory and methods relevant to counselor education. 4. Understand ethical, legal and multicultural issues associated with counselor preparation training.  D. Skill/Practices 1. Demonstrate the use of technology in teaching and counseling. 2. Implement various procedures for delivering information and engaging students. 3. Demonstrate the ability to assess the needs of counselors in training and develop ttechniques for helping student develop into competent counselors. RESEARCH AND SCHOLARSHIP E. Knowledge 1. Demonstrate knowledge of advanced univariate and multivariate research designs and data analysis methods. 2. Demonstrate knowledge of basic and advanced qualitative designs and approaches to qualitative data analysis. 3. Demonstrate knowledge of models and methods of assessment. 4. Demonstrate models and methods of program evaluation. F. Skill/Practices 1. Demonstrate the ability to formulate and appropriately document a research hypothesis appropriate for research in professional journals. 2. Demonstrate ability to create a research design that is appropriate to the research hypothesis. 3. Demonstrate professional writing skills necessary for journal and newsletter publication. 4. Demonstrate the ability to write grant proposals appropriate for research, program enhancement, and program development. 5. Demonstrate the ability to implement a program evaluation design. COUNSELING  G. Knowledge 1. Identify and discuss the major counseling theories, their strengths and weaknesses, theoretical basis for efficacy, applicability to diverse populations, and ethical considerations. 2. Identify different methods for evaluating counseling effectiveness. 3. Identify and investigate the research base for existing counseling theories.  H. Skill/Practices 1. Demonstrate the knowledge and skills involved with the effective practice of the major counseling theories, to include individual, group, systems, and consultation forms of counseling. 2. Analyze and research existing counseling theories necessary to develop one’s own personal theoretical orientation to counseling. 3. Demonstrate a personal theoretical counseling orientation while counseling clients. 4. Establish long and short range counseling goals and demonstrate the relationship between those goals and a theoretical counseling orientation. 5. Using an identified theoretical counseling orientation, justify specific counseling strategies in relation to counseling goals. 6. Explain how one’s accountability can demonstrated. LEADERSHIP AND ADVOCACY I. Knowledge 1. Understand theories and skills of leadership. 2. Understand theories and skills of advocacy. 3. Understand current political, social and cultural issues; including social change theory and advocacy action planning. J. Skill/Practices 1. Demonstrate the ability to provide leadership or contribute to leadership efforts of counseling organizations or programs 2. Demonstrate the ability to advocate for the profession and its clientele. GLOSSARY ACADEMIC APPOINTMENTS — Full-time – a full-time program faculty member whose appointment is to the academic unit in counselor education. Part-time/Adjunct/Affiliate – an instructor employed by a college or university to teach specific courses or to perform specific duties within the counselor preparation program but who is not considered by the college or university to be a full-time employee. ACADEMIC UNIT — the academic department, or specifically defined subsection of a department, identified and defined in a college or university which has responsibility for curricular and clinical experiences for which accreditation is sought. An academic unit has allocated faculty and physical facilities. ACCREDITATION — a system for recognizing educational institutions and professional programs affiliated with those institutions for a level of quality performance and integrity based on review against a specific set of published criteria or standards. In the United States, accreditation represents a unique process of voluntary, nongovernmental review of educational institutions and professional preparation programs that has been historically described as a self-regulating peer review process. The process includes (1) the submission of a self-study document that demonstrates how standards are being met, (2) an on-site review by a selected group of peers, and (3) a decision by an independent board or commission that either grants or denies accredited status based on how well the standards are met. The two major types of accreditation in the United States are institutional and specialized. institutional accreditation: In US higher education, institutional accreditation is granted by regional and national accrediting commissions which review entire institutions such as universities or colleges. specialized accreditation: This kind of accreditation is awarded to professional programs which are under the jurisdiction of institutions or to free-standing, professional institutes that offer training in particular fields of study. ACTIVE IDENTIFICATION WITH THE COUNSELING PROFESSION – Holding membership in the American Counseling Association (ACA), and/or its divisions, branches, and affiliate organizations, researching and publishing in the field of counseling, and/or participating in seminars, workshops, or other activities that contribute to the identification of professional counseling. ADVOCACY — promotion of the well-being of individuals and groups and of the counseling profession within systems and organizations. Advocacy seeks to remove barriers and obstacles that inhibit access, growth, and development. APPROPRIATE PROFESSIONAL ORGANIZATION — the American Counseling Association, its divisions, branches, and affiliate organizations. ASSESSMENT — the gathering and analysis of data used in evaluations and decision making. BIOPSYCHOSOCIAL — pertaining to biological, psychological, and social functioning. CACREP LIAISON — the faculty member responsible for all communication and interaction between the academic unit and the CACREP headquarters. In many cases, the department chair serves as the liaison. The CACREP liaison’s name is listed in the Directory of Accredited programs as a contact person for prospective students. CERTIFICATION — the process by which an agency or association grants recognition to an individual who has met predetermined qualifications specified by that agency or association. CLINICAL COORDINATOR – a person employed by a counselor preparation program for the specific purpose of providing clinical supervision or clinical administrative services. CLINICAL INSTRUCTION — all supervised course work within which the student has the opportunity to engage in a broad range of clinical activities similar to those performed by a professional counselor. This includes all practica and internships completed within a student’s program. CLINICAL INSTRUCTION ENVIRONMENT – a facility that is provided by counselor education programs for clinical training and supervision of their students. CLOSELY-RELATED FIELD — The Board will review faculty and supervisor qualifications based on terminal degree, postdoctoral study, professional affiliations, licensure and/or certification (e.g., LPC, NBCC), presentations, publications, and/or research. The program should be able to document faculty whose professional qualifications and identity is with professional counseling and counselor education. COMMON CORE — eight areas of curricular experiences required by CACREP to prepare all counselors. The eight areas include: (1) Professional Identity, (2) Social and Cultural Diversity, (3) Human Growth and Development, (4) Career Development, (5) Helping Relationships, (6) Group Work, (7) Assessment, and (8) Research and Program Evaluation. The common core areas represent knowledge areas that are fundamental to the counseling profession. CONSULTATION — voluntary, non-supervisory relationship between professionals or other pertinent persons for the purpose of aiding the consultee(s). COOPERATING AGENCY — an institution, organization, or agency external to and independent of the academic program seeking accreditation. CORE PROGRAM FACULTY MEMBER — a program faculty member whose full-time appointment is to the academic unit in counselor education. CORE PROVIDER STATUS – the status provided counselors and other mental health professionals by Medicaid and other third-party insurance carriers that allows the counselors to be reimbursed by the insurance carriers. COUNSELOR EDUCATION — a process that prepares counselors in both didactic and clinical aspects of counseling. Doctoral programs also prepare counselors to serve as counselor educators. CREDENTIALING — formal recognition of professional competence designated by certification, licensure, or registry. Program or institutional accreditation is a kind of credentialing. CURRICULAR EXPERIENCES — planned, structured, and formal teaching activities intended to enable students to learn and apply specific information, principles, values, and skills that are the intended consequences of the formal education offered by an academic unit. In general, the term is used in these standards to mean either an academic course or a readily identifiable portion of an academic course. DIFFERENTIATED INSTRUCTION – instruction that purposefully varies content, process, and/or products based on individual student readiness, interests, and learning profiles. DIRECT SERVICE — interaction with clients that includes the application of counseling, consultation, or human development skills. In general, the term is used in these standards to refer to time spent by practicum or internship students working face-to-face with clients. DISTANCE LEARNING — also referred to as distance education; a formal education process in which instruction occurs when the student and instructor are not located in the same place. Distance learning adds technology to the learning environment by a variety of means, such as web sites, e-mail, video conferencing, and videotapes. Instruction may be synchronous or asynchronous. DIVERSITY — the similarities and differences that occur within and across cultures, and the intersection of cultural and social identities. DOMAINS – areas of competency that may either cross or be specific to CACREP Standards for Counseling Specialties. DUE PROCESS POLICY — written procedures by the institution to protect an individual’s rights as a student. ENDORSEMENT — approving or sanctioning a program or program graduate. Institutions and academic units only claim CACREP accreditation for specific CACREP accredited programs. CACREP accredited program officials and program faculty recommend program students and graduates only for employment or credentialing for which students and graduates meet established criteria. ENTRY-LEVEL STANDARDS/PREPARATION — the preparation requirements considered necessary to enter professional practice after completing a program of study; the first level at which one can be considered a professional counselor. EVALUATION — the act of making informed decisions based on the use and analysis of pertinent data. EVIDENCE-BASED DOCUMENTATION — documentation that verifies that the standard has been met. FACTORS OF RESILIENCY – factors or characteristics that allow individuals to overcome or successfully cope with the potentially harmful effects of adversity. FAMILY PHENOMENOLOGY -- FITNESS FOR THE PROFESSION— suitability for being a professional counselor. Fitness implies psychological health, including the following variables: self-awareness, self-acceptance, self-knowledge, self-confidence, courage, resilience, purpose in life, balance, moderation, and emotional stability. FULL-TIME EQUIVALENT – (FTE) is calculated based on the full-time teaching load established by the institution. HARD-TO-REACH POPULATIONS – those persons for whom geographic location, income level or some other circumstance may prohibit easy access. HIGHER EDUCATION – education beyond the secondary education level (e.g., college or university). INTERNSHIP — a distinctly defined, post-practicum, supervised “capstone” clinical experience in which the student refines and enhances basic counseling or student development knowledge and skills and integrates and authenticates professional knowledge and skills appropriate to the student’s program and initial postgraduate professional placement. LICENSURE — the process by which a state agency or government grants permission to an individual to engage in a given profession and to use the designated title of that profession after the applicant has attained the minimal degree of competency necessary to ensure that the public health, safety, and welfare are reasonably well protected. METHODS OF INSTRUCTION – a clear description of how curriculum is delivered (e.g., lectures, seminar, supervised practical application, distance learning). MULTICULTURAL — diversity of racial, ethnic, and cultural heritage, including issues of socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, profession or career, and physical and mental abilities present among people of the world. MULTICULTURAL/DIVERSITY COMPETENCE – a capacity whereby counselors possess cultural and diversity awareness and knowledge about self and others, and how this awareness and knowledge is applied effectively in practice with clients and client groups. PLURALISTIC —a condition of society in which numerous distinct ethnic, racial, religious, and social groups coexist and cooperatively work toward the interdependence needed for the enhancement of each group. This is based in the belief that all members of society benefit when diverse groups participate fully in the dominant society, yet maintain their differences. PRACTICUM — a distinctly defined, supervised clinical experience in which the student develops basic counseling skills and integrates professional knowledge. Practicum is completed prior to internship. PROFESSIONAL COUNSELOR — a counselor who has received a master’s degree or higher from an entry-level program in counselor education matching the standards outlined by CACREP. A professional counselor remains active in the counseling professional by participating in professional development and seeking appropriate licensure and certification. PROGRAM — a structured sequence of curricular and clinical experiences for which accreditation is sought. In the context of these standards, “programs” are housed within an “academic unit.” Academic Units may offer programs in Career Counseling, College Counseling, Community Counseling, Gerontological Counseling, Marital, Couple and Family Counseling/Therapy, Mental Health Counseling, School Counseling, and Student Affairs. PROGRAM PROMOTION – planning and implementing a marketing and public relations campaign on behalf of career development activities and services. PSYCHOACTIVE SUBSTANCES – substances that alter perception, mood, or behavior. These substances are often used for recreational purposes as well as for medication of psychiatric disorders. PSYCHODIAGNOSTIC CATEGORIES – categories of psychiatric disorders most commonly associated with the nomenclature and criteria described in the Diagnostic and Statistical Manual of the American Psychiatric Association. PSYCHOPATHOLOGY — the study of significant causes and processes in the development and treatment of mental disorders. RELATED PROFESSION WITH EQUIVALENT QUALIFICATIONS — a profession closely related to counseling, such as social work or psychology. Qualifications must be commensurate with the clinical preparation and experience of professional counselors. SPIRITUALITY — the inner life of the individual that is a part of the “wholeness” of a person. Spirituality is often considered a motivating force for an individual’s actions and thought processes and, therefore, may be an appropriate aspect of counseling. STANDARD — a minimal criterion that must be met. STUDENT AFFAIRS PROGRAMS – programs in colleges and universities that promote and support both academic and non-academic student development. STUDENT RETENTION POLICY — the policy by which the program faculty evaluate each student for academic, professional, and personal fitness to continue in a counseling program. In addition, the policy outlines procedures to be followed if a student does not meet program criteria. SUPERVISION — a tutorial and mentoring form of instruction in which a supervisor monitors the student’s activities in practicum and internship and facilitates the learning and skill development experiences associated with practicum and internship. The supervisor monitors and evaluates the clinical work of the student while monitoring the quality of services offered to clients. individual supervision- a tutorial and mentoring relationship between a qualified supervisor and a counseling student. group supervision - a tutorial and mentoring relationship between a qualified supervisor and more than two counseling students. triadic supervision - a tutorial and mentoring relationship between a qualified supervisor and two counseling students. on-site supervision - a tutorial and mentoring relationship between a qualified counselor and/or supervisor within a setting who is responsible for supervising a student’s work at that setting. TECHNOLOGICAL STRATEGIES AND APPLICATIONS — electronically based strategies, methods and programs that are employed to promote/facilitate learning and communication processes. WELLNESS -- Optimal health, incorporating the ability to function fully and actively over the physical, intellectual, emotional, spiritual, social, and environmental domains of health CACREP 2008 Standards - Eligibility Requirements Program Requirements 1. Please provide a current program of study for each program that includes all required courses and indicates the total number of hours to obtain the degree. This information should also include the number of clinical hours required in practicum and internship courses. Professional Identity 2. Please complete the accompanying two (2) charts: a) all full-time and adjunct faculty members b) all site supervisors used within the 12 months prior to the date of application Institutional Recognition 3. Please provide evidence of institutional accreditation by an accreditor recognized by the US Department of Education or the Council for Higher Education Accreditation Student Information 4. Please indicate the number of students enrolled and the number of graduates within the 12 months prior to the date of application for each program. Table I. Faculty Appropriateness and Sufficiency Table II. Site Supervisors CACREP Consultation and Advocacy for Training Standards _files/CACREP%20Table%201_2nd%20Draft.docCACREP Consultation and Advocacy for Training Standards _files/CACREP%20Table%20II_2nd%20Draft.docshapeimage_2_link_0shapeimage_2_link_1