Inclusion of Substance Abuse Training in CACREP‐Accredited Programs

Professional counselors and counselors‐in‐training continue to serve clients who have substance abuse issues, yet systematic training in substance abuse counseling is not available to many counselors. The authors investigated the extent to which students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001) are exposed to clients presenting with substance abuse issues and the relationship between state licensure or certification in substance abuse and the resulting perception of the need for the inclusion of substance abuse training in these programs. Three methods are presented for possibly including substance abuse training in CACREP standards.     

Spirituality,Religion, and CACREP Curriculum Standards

Survey data of the general population, counselors, and counselor educators indicate that spiritual and religious issues are therapeutically relevant, ethically appropriate, and potentially significant topics for counseling and counselor education in secular settings. In this article, the authors propose that a balanced, thoughtful inclusion of these topics in Council for Accreditation of Counseling and Related Educational Programs (CACREP) core curriculum areas is a reasonable and sound approach to preparing counselors to work ethically and effectively with these issues in secular counseling settings. Methods and examples for achieving this inclusion are presented for each of the CACREP core curriculum areas.     

Spirituality and Religion: The Ninth CACREP Core Curriculum Area

On the basis of the ACA Code of Ethics (American Counseling Association [ACA], 2014) and ACA‐endorsed competencies, the ability to address spirituality and religion is a recommended skill set of counselors. The Council for Accreditation of Counseling and Related Educational Programs (CACREP) addresses the “spirit” in the standards; however, in the training of students, additional focus could be placed on this competency. The authors introduce expert‐reviewed standards to be considered as a 9th core curriculum area of the CACREP Standards (CACREP, 2015 ) titled Spirituality and Religion .     

An Assessment of the Perceived Relevance of the CACREP Standards

This study examined the extent to which the 1988 Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards were judged by counselor educators as relevant to the preparation of counselors. A majority of the 102 institutional representatives, regardless of whether they represented CACREP-accredited or nonaccredited programs that offered a master's degree only or a master's degree and doctorate and had few or many faculty members, judged the CACREP Standards to be crucial or important to accreditation. Respondents' judgments of the relevance of the CACREP Standards, however, differed significantly (p<.05) by numerical size of program faculty and by whether the program was CACREP-accredited or non-CACREP-accredited.     

Rethinking Multicultural Counseling: Implications for Counselor Education

This article looks at the current usage of the term multicultural counseling and analyzes the emerging concept by identifying the premises on which it is based. It explores the potential contribution of multiculturalism to the theory and practice of counseling. The current status of training in cross-cultural and multicultural counseling is briefly reviewed, and curricular content is suggested for upgrading the preparation of multicultural counselors in light of the new standards set by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Some concrete proposals toward implementing CACREP standards are presented.     

Counseling Outcomes: Counselor Characteristics and Client Results

Eighteen counselors in one of the administrative areas of the California Department of Human Resources and 697 of their closed cases were studied in order to discover whether differences in employability outcomes did exist. The study attempted to answer the following questions: (a) How many clients achieve employability during their relationships with employment counselors? (b) What is the final disposition of cases that are closed other than employable? and (c) To what degree do counselors engage in placement activities and what influence do these activities have on employable closures? The study provides evidence that some counselors had significantly more clients achieve employable status than did other counselors.     

Increasing CACREP's Name Recognition: The Effect of Written Correspondence on Site Supervisors' Awareness Level

This article describes a simple yet significant change that 1 counseling department made in their correspondence with site supervisors as a first step in educating their communities about the significance of CACREP accreditation. The results indicate a statistically significant positive relationship between the changes that were made and recognition of CACREP, both in identification and purpose, among the 52 site supervisors who participated in the study. The implications of these findings and additional ways to promote the CACREP credential are discussed.     

Genetic Counselors’ Perceived Responsibilities Regarding Reproductive Issues for Patients at Risk for Huntington Disease

Research indicates that health care professionals’ attitudes may affect patients’ decisions regarding prenatal Huntington Disease testing, but few studies have sampled genetic counselors. In this qualitative study, genetic counselors described their experiences counseling individuals at risk for HD regarding reproductive decision-making. Five major research questions were investigated: 1) What are genetic counselor responsibilities? 2) What issues arise for patients and counselors? 3) How do counselors reconcile prenatal testing with presymptomatic testing? 4) To what extent are counselors’ initial expectations of at-risk patients’ beliefs and behaviors met? and 5) What advice would counselors offer to novice practitioners about working with this patient population? Fifteen genetic counselors experienced in counseling individuals at risk for HD participated in a semi-structured phone interview that yielded several themes. For example, participants identified their primary responsibility as information provision; less prevalent were psychosocial support and facilitating decision making. The most common ethical challenge was testing prenatally for HD which also results in presymptomatic testing of minors. Participants were divided about how directive to be in response to this ethical issue and about termination of a gene positive pregnancy.     

An exploration of factors contributing to multicultural counseling self-efficacy in addiction counselors

A non-experimental, correlational survey design was used to explore relationships between counselor recovery status, training, and counselor demographic variables on multicultural counseling self-efficacy in addiction counselors (N = 283) using the Multicultural Counseling Self-Efficacy – Racial Diversity Form. A multiple-indicators and multiple-causes model analysis indicated significant differences based on race, multicultural education, and CACREP program attendance on multicultural counseling self-efficacy. Implications from this study and recommendations for future research are discussed.     

Ethics in Case Conceptualization and Diagnosis: Incorporating a Medical Model Into the Developmental Counseling Tradition

In this literature review, the author focuses on several ethical considerations in case conceptualization and diagnosis, including diagnostic training and competence. Meeting the American Counseling Association's (1995) ethical standard for diagnostic training has several ethical implications for counselors, counselor educators, and supervisors. For counselors who might struggle with how to meet their ethical responsibilities in diagnosis but who want to remain true to their developmental counseling emphases, the author discusses some of their concerns, the implications of and possible approaches to this aspect of their work. Conclusion Yalom (2002) asked a poignant question of counselors in his book, The Gift of Therapy: “If you were in personal psychotherapy or are considering it, what DSM‐IV diagnosis do you think your therapist could justifiably use to describe someone as complicated as you?” (p. 5). This question and continued dialogue about the ethics and implications of diagnosis are essential aspects of diagnostic training. Yalom's poignant and deeply personal question seems especially appropriate for increasing a counselor's empathy toward the client's sensitivity and vulnerability during the diagnostic process. Counselor educators might ask how one remains true to a developmental model of counseling while adhering to the ethical and accreditation standards of teaching the DSM's medical model of diagnosis. Counselors may also question how to use diagnosis ethically and empathically. Seligman (1999) recommended that clinicians view the DSM as one of many important sources of information about a person. Furthermore, counselors should seek to incorporate diagnostic information into a holistic context, recognizing that a diagnosis does not reflect the totality of the client. Some counselor educators have advised students to integrate the DSM model into their work with clients rather than abandoning their developmental roots (Waldo et al., 1993). Some counselors may not actually put their diagnoses in writing; Seligman believed, however, that thinking diagnostically may assist counselors in determining the best approaches to help clients and to help clients help themselves. This clinical and ethical debate about how, and in fact, whether, to integrate the medical model of the DSM and the developmental origins and distinctiveness of counseling continues. However, the CACREP (2001) standards, managed care systems, and other forces have pushed counseling professionals toward a medical model by mandating counselor knowledge and use of the DSM. Whatever a counselor's stance and behavior on client assessment and diagnosis may be, the literature presented in this review and discussion seems to suggest a need for heightened sensitivity to, preparation for, and accuracy in all facets of client assessment, especially diagnosis.     

Women Reentering College: Some Basic Ingredients for Curriculum Development

Women between the ages of 35 and 45 are entering U.S. colleges in increasing numbers. Although this life stage has received much current attention in educational and popular literature, there are unique questions that this population raises for college counselors. Why are they returning? What do they want from the college experience? What do they need? It is suggested that career counseling curricula, developed and taught by counselors, may effectively meet the needs of women reentering college. Specific components for the development of curricula are discussed.     

A Systems Approach for Training Employment Counselors

How can the systems approach and the related tools and techniques be used to improve the training of employment counselors? This article is intended to provide a tentative answer to that question. First, a conventional model for training counselors will be evaluated. Second, a systems-based model will be described. Finally, some advantages and limitations of the proposed model will be examined.     

督导重要事件对新手咨询师专业成长的影响

目的：了解个别督导过程中重要事件的类型、内涵及对新手咨询师专业成长的影响。方法：采用重要事件法,访谈4对受督者和督导师,并用共识性质性研究法分析。结果：有益重要事件包括督导关系、概念化、历程化、个人化4大类;督导促进了新手咨询师干预技巧能力、治疗计划目标等8个专业领域的成长。结论：督导对于新手咨询师专业成长非常重要。各类督导事件对于新手咨询师的促进作用并不均衡。     

督导重要事件对新手咨询师专业成长的影响

目的：了解个别督导过程中重要事件的类型、内涵及对新手咨询师专业成长的影响。方法：采用重要事件法，访谈4对受督者和督导师，并用共识性质性研究法分析。结果：有益重要事件包括督导关系、概念化、历程化、个人化4大类；督导促进了新手咨询师干预技巧能力、治疗计划目标等8个专业领域的成长。结论：督导对于新手咨询师专业成长非常重要。各类督导事件对于新手咨询师的促进作用并不均衡。     

The State of Community Counseling: A Survey of Directors of CACREP‐Accredited Programs

Directors of CACREP‐accredited community counseling programs were surveyed on plans for their programs, needed curricular changes, professional organization and publications desired, and what makes community counseling distinct as a counseling specialization. Respondents were evenly divided between those who seem to see community counseling as generic counselor preparation for nonschool settings and those who seem to see it as a community‐oriented specialization in its own right. This division of opinion suggests a need to resolve this issue.     

Value Conflict Resolution: A Training Model for Counselors of Minority Clients

It is assumed that the employment counselor controls what happens in the counseling session by virtue of position and superior knowledge of what the counseling process can and cannot provide. When employment counselors counsel individuals who have cultural and racial backgrounds different from their own, the probability of value conflict in problem solving and decision making is increased. Counselor control over the counseling process suggests that these conflicts will often be resolved according to the value preferences of the counselor. Failure to consider the value input of the client leads to the development of plans for action that don't work. The Carkhuff helping model is presented to show where counselor-client value conflicts are likely to occur, and a value conflict resolution training model is provided to help counselors assess value conflicts and resolve them in ways that promote client-counselor success.     

Multicultural Competence and Counselor Training: A National Survey

The extent to which practicing professional counselors perceive themselves as multiculturally competent and the basis for their training experiences in multicultural counseling have not been determined. This article reports the results of a survey on practicing professional counselors' perceptions of their multicultural competence and the nature of their pre- and in-service professional preparation in this area. There was no significant difference in self-perceived multicultural competence between graduates of Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited and nonaccredited programs. However, ethnicity was related to higher levels of perceived multicultural competence.     

The Role of the School Counselor in Facilitating Sexual Development

Because there is a trend in the helping professions toward recognizing sexuality as an integral and important dimension of healthy personality development, school counselors and other school personnel have become committed to assisting students in understanding and dealing with their sociosexual needs and concerns. Yet school counselors need to be better prepared to meet these needs. This article suggests skills and attitudes that are necessary for accomplishing the goals of counseling on issues of human sexuality, and how counselors can acquire these skills and attitudes.     

Sources of Test Information

In this article the author lists and discusses sources of test information, with special attention on information given to what will be valuable to employment and career counselors.