The Impact of the Accreditation Movement on One Counselor Education Program: Idaho State University

This article covers a 30-year-long relationship between the accreditation standards and the development of the counselor education program at Idaho State University. Specifically, accreditation's impact on the faculty members as they pursued doctoral study, the years following the approval of the Association for Counselor Education and Supervision (ACES) Standards, and the current impact of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation on the program are addressed.     

An Emergent Theory of Gatekeeping Practices in Counselor Education

This article summarizes findings from a qualitative study involving 8 counselor educators who taught in master's programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Data analysis revealed an emergent theory of gatekeeping practices that includes 4 phases: preadmission, postadmission, remediation plan, and remediation outcome. The authors detail each phase and relate this process to counselor education. They outline implications of the findings for standards proposed by CACREP (2009) and American Counseling Association (2005) guidelines and offer suggestions for future research.     

Adding a Family Counseling Training Component to a Community Agency Counseling Master's Degree

This article presents an example of the planning and implementation of a program to retrain counselor education faculty members and then to add a family counseling specialty component to a master's degree community agency counseling program. Implications for professional development, credentialing, and improving relationships with agencies and the community are discussed.     

CACREP Accreditation: A Solution to License Portability and Counselor Identity Problems

A confluence of forces addressing counselor identity occurred with the 20/20: A Vision for the Future of Counseling initiative, the 2009 Standards of the Council for Accreditation of Counseling and Related Education Programs (CACREP), and the quest by the American Association of State Counseling Boards to establish license portability. This article provides a historical context for the profession's struggles with these issues, 1 state's experience, TRICARE's impact, and the role CACREP standards can play in their resolution.     

CACREP: The Need for a Mid-Course Correction

Since its inception in 1981, CACREP (Council for Accreditation of Counseling and Related Educational Programs) has been AACD's (American Association for Counseling and Development) program accrediting agency. As of April 1991, 72 counselor preparation programs have earned CACREP accreditation. Recommendations to modify CACREP's standards and system of governance are made with the intention of increasing CACREP's influenceand making it accountable to the constituents it serves.     

A Survey of Consultation Training as a Part of Counselor Education Programs

A survey was devised to obtain feedback from counselor educators throughout the country regarding the teaching of consultation skills in their master's degree programs. This survey was mailed to 410 counselor education departments, with the request that the faculty member most closely associated with teaching consultation at the master's level respond. Usable survey forms were returned by 144 programs. A phone follow-up survey of selected nonrespondents substantiated the indicated findings. Reported survey results indicate the extent to which counselor education programs include training in consultation skills, the number of students involved, and the emphasis placed on various consultation skills.     

The Christian College Advantage? The Impact of Christian Versus Secular Training Among Faculty at Christian Colleges and Universities

Are faculty trained at Christian institutions better equipped to integrate their faith with their professional work? This study uses a mixed methods analysis of Council of Christian Colleges and Universities (CCCU) faculty survey data to analyze whether and in what ways faculty who graduate from Christian undergraduate, master's, and doctoral programs are more apt to identify connections between their faith tradition and their course objectives. Findings show that faculty members prepared at Christian institutions are more likely to see this relationship and may conceive of it in more sophisticated ways. However, the gap is modest.     

Ethical Academic Judgments and Behaviors: Applying a Multidimensional Ethics Scale to Measure the Ethical Academic Behavior of Graduate Students

Using Reidenbach and Robin's Multidimensional Ethics Scale, this study investigated the relationships between background variables and students' ethical evaluations, judgments, and behavioral intentions using 3 scenarios involving dilemmas related to academic dishonesty. The sample included 436 master's students and 142 doctoral students. The study found that the participants used a combination of ethical philosophies to make ethical decisions. The respondents judged improper citations more harshly than acts of inappropriate authorship or the falsification of data. The doctoral students generally considered behaviors related to plagiarism and falsification to be more unethical than the master's students did, though no gender differences were found.     

Teaching Religion in Indonesia: A Report on Graduate Studies in Java

Established in 2000–2001, the Center for Religious and Cross‐cultural Studies (CRCS) is the only master's level religious studies program at a non‐religiously affiliated university in Indonesia. In many respects, the program is experimental, operating within the dynamic political and religious environment of the Muslim world's youngest and largest democracy. Like other large democracies such as India or the United States, the Indonesian government and courts have their challenges and opportunities in navigating a multiplicity of religions. In Indonesia, this took on particular urgency in the context of religiously‐charged conflict in the 1990's and early 2000's which helped lead to the establishment of the CRCS. This paper seeks to explore how students and key faculty relate to the program's mission and approach to the study of religion while tracing the development of religious studies as a discipline in Indonesia. Special attention is paid to the political and, at times, controversial aspects of approaching religion with secular and pluralistic frameworks and language. It was informed by interviews and surveys conducted between January and May of 2010.     

The CACREP Site Visit Process

An important step in the CACREP review process is the campus site visit. The visit involves a team, usually from comparable institutions, coming to a campus for a review of the counselor training program(s). The role of the team is to be the CACREP Board's representative on campus to verify the self‐study. In this article, the author reviews the CACREP site visit process and provides a retrospective of its evolution over the past 30 years.     

Integrating the Spiritual Dimension Into Traditional Counselor Education Programs

The author explores the issues involved in integrating the spiritual dimension into traditional counselor education by creating a joint community and addictions counseling master's program based on a hybrid of the wounded healer and wellness models. Such a hybrid encompasses both the skills and knowledge approaches to counselor education advocated by the Council for Accreditation of Counseling and Related Educational Programs and the spirituality of Alcoholics Anonymous's 12 steps. After a theoretical discussion of this hybrid model, an experimental master's program based on the model is described.     

The Evolution of Specialties in the CACREP Standards: CACREP's Role in Unifying the Profession

This article explores the evolution of the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP's) accreditation of program area specialties and how CACREP's decision to accredit specialties as separate programs has affected the counseling profession's ability to view itself as a single profession. The article links the development of CACREP and its accreditation structure to other historical and political events occurring within the profession and includes documentation of CACREP's efforts to self‐correct through policy development that emphasizes counseling first and specialties second.     

Tracking the Training and Careers of Graduates of Advanced Degree Programs in Sport Psychology, 1994 to 1999

Responses from 87 graduate programs identified 814 graduates (master's degree, n = 618; doctoral degree, n =196) who received degrees from 1994 to 1999 with some type of emphasis in sport psychology (SP). Doctoral (n = 107) and master's (n = 147) graduates completed a survey that identified their demographics, educational background, current positions, incomes, career goals, and SP consulting aspirations and work. Most of the doctoral graduates (73%) found positions in academia/research. Almost half the master's graduates had SP-related jobs and most of the rest had jobs related to the discipline that housed their degree. Compared to 1989 to 1994 graduates (Andersen, Williams, Aldridge, &Taylor, 1997), the present graduates perceived more fulfillment of initial career goals, greater satisfaction with SP work, less frustration over SP career progress, greater ease in finding paid SP consulting work, and more confidence in fulfilling future career goals. Doctoral graduates with athlete consulting career goals had less training than the Andersen et al. graduates. The findings provide some guidance for current and prospective students regarding graduate training and career opportunities.     

Critical Incidents in Student Counselor Development

Students in a master's degree program in counseling were asked to report critical incidents that had influenced their development as counselors. Participants most frequently cited courses based on experiential learning and field experiences as being influential in their development. Events external to the graduate program also were frequently reported as influencing their professional development.     

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 .     

Race,Ethnicity, and Gender of Faculty Members in APA‐ and CACREP‐Accredited Programs: Changes Over Five Decades

This study examined changes in race, ethnicity, and gender of faculty members in APA‐ and CACREP‐accredited counseling programs over 5 decades based on the year of their degree. Of those faculty members working in accredited programs who graduated in the 1960s/1970s, 26.7% were female, 5.6% were racially diverse, and 1.7% were Latina/o. Of those who graduated 5 decades later, 63% were female, 18% were racially diverse, and 4.9% were Latina/o. Implications are discussed. Este estudio examinó los cambios en raza, etnicidad y sexo de los miembros del profesorado en programas de consejería acreditados por la APA y CACREP a lo largo de 5 décadas basados en el año de graduación del profesor. De aquellos miembros del profesorado trabajando en programas acreditados que se graduaron en las décadas de los 60 y 70, el 26.7% fueron mujeres, el 5.6% racialmente diversos y el 1.7% latinos. De aquellos que se graduaron 5 décadas después, el 63% fueron mujeres, el 18% racialmente diversos y el 4.9% latinos. Se discuten las implicaciones.     

Boundary Considerations Between Doctoral Students and Master's Students

Counselor educators have a responsibility to teach students about boundary issues and multiple relationships. In addition to counselor–client concerns, there has been increased attention to faculty–student multiple relationships. Like faculty, doctoral students in counselor education programs often engage in roles with master's‐level students in which they hold a position of authority. This article reviews the professional literature on multiple relationships and boundary issues within counselor preparation programs and applies the research to boundary considerations between graduate students. Potentially fruitful areas for research are also suggested.     

Metacognition in nurse practitioner students: How nurse educators can best serve their students

The dynamic and changing healthcare environment requires educators to prepare nurse practitioner students with more than knowledge and skills. Healthcare providers need to be prepared with enhanced skills related to critical thinking and decision making. Metacognition training has been used by many disciplines within and outside of healthcare to prepare individuals to work in an environment that has volatility, uncertainty, complexity, ambiguity, and delayed feedback (VUCAD). This retrospective exploratory study uses computerized strategic management simulation (SMS) data to address the question: What parameters of metacognition do master's level nurse practitioner (NP) students excel versus underperform? Elements of Presentation: Presentation will include SMS parameters linked with the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies. In doing this, faculty can better assess students' individualized learning needs and tailor their academic education to address specific needs. Fifty-nine master's level students completed SMS, measuring five unique parameters of metacognition (Crisis, Task, Strategy, People & Information Management). Students' mean and median scores were observed to be high range for crisis management; and moderate range for task management, strategy management, and people management. Conversely, mean and median scores were in the low range for information management. Knowledge gained from this study can be used for curriculum development and planning to ensure that the parameters of metacognition are demonstrated throughout the curriculum's content delivery, training exercises, and evaluation methods. Knowledge related to areas in which NP students score in the low range can be added to courses to assist students better.     

Getting Everybody Involved

Abstract

This paper describes a creative approach for training counselor and counselor educators that provides collaborative interactions among students and faculty in several university training programs. Structured around a problem-solving activity and self-reflection questionnaires, undergraduate teachers-in-training were given an opportunity to receive one-to-one consultative counseling from the master's level counselors-in-training, who in turn received structured problem-solving supervision from the doctoral level students. Finally, the doctoral level students received faculty support to facilitate the development of their supervisory skills. The goal of this training approach is to provide students at all three levels with experiences similar to those they will encounter as professionals following graduation from the university, but within the context of scaffolding from faculty and more advanced students.     

Using Direct Skills Teaching to Improve Job Skills for Persons With Disabilities

This study evaluated whether a direct skills training (DST) approach for persons with disabilities can better prepare participants for job interviews. Twenty graduate students in a master's program in rehabilitation counseling at various agency internship sites were trained in a 4‐session Presenting Qualifications curriculum based on DST administered to 126 participants in 20 group settings. Participants reported greater confidence and preparedness in the interview process, in answering difficult questions, and in highlighting past accomplishments after the group. Results support the feasibility of training entry‐level rehabilitation counselors in the DST approach to teach job interview skills to individuals with disabilities.