CACREP is the Council for Accreditation of Counseling and Related Educational Programs. CACREP focuses on accrediting counseling programs, such as Clinical Mental Health Counseling and School Counseling, in the master-level and doctoral level programs.
History
CACREP was found in 1981 by the American Personal Guidance Associations (Brief Orientation). The purpose of its creation was to oversee accreditation of counseling and related educational programs. Since 1981, CACREP has focused on revising every 7-year basis, revision committee are charged to examine the standards for areas of potential redundancy, lists within standards, and over-prescriptiveness (Urosky, 2013). Though CACREP has overcome milestones, it still encounters the challenges
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“Counseling has not established a single entity containing its accreditation, credentialing, and membership organizations”. (Mascari & Webber, 2013). In the institutions, “counselor educators with a different education background, other than counseling, contributes confusion” (Mascari & Webber, 2013). CACREP has been striving to establish a unified counseling profession by “creating common standards accepted by the profession and influenced by the degrees and license of the faculty” (Mascari & Webber, 2013). Through CACREP accredited programs, CACREP is assisting in clearing counselor identity through its process of preparation program accreditation. (Mascari & Webber, 2013).
Purpose
The purpose of CACREP is to set minimum standards for counseling and related educational programs. The CACREP standards are meant to set a guideline for the counseling professional field and programs (CACREP, 2016b). CACREP focuses on encouraging and promoting the continuing development and improvement of preparation programs and preparing counseling and related professionals to provide services consistent with the idea of optimal human development (CACREP, 2016a).
The CACREP 2016 standards have six
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Under Section 1 in the CACREP standards, CACREP accredited program’s institution must give financial support to the program, so programs may be able to maintain its effectiveness and quality (CACREP, 2016c). With the support financial support of the institution, CACREP accredited programs are able to focus on expanding their resources and knowledge. For example, attending professional activities, scholarly activities, and service to the profession (CACREP, 2016c). CACREP accredited programs have a well-organized faculty member system, with individual members having a main responsibility within the program. A faculty member is identified as the practicum and internship coordinator (CACREP, 2016c). The individual is focused on assisting students to identify practicum and internship location interest. Then, they assist the student in the process of apply and being accepted into the practicum or internship of their
I now that I have the knowledge to aspire to take up my role within one of the identified population foci. APRNs program developed my core competencies by allowing me to be more efficient adaptability with regards to newly emerging APRN roles or population focus. Furthermore, achieving my course objectives enable me to understand the specific APRN roles. For example, course objectives provide me with a better detail, and align my licensure goals with the responsibilities expected of each role. Licensure will provide me and my fellow APRN graduates with the full authority to practice. Also, certification is required to meet the highest possible standards as APRNs are expected to align knowledge, skills and experience with the standards of health care professionals. This field has very narrow margins for error, and it is therefore important, for APRNs to meet the highest and most stringent academic qualifications. In order to be a recognized as APRN graduate, one is required to complete formal education with a graduate degree or post-graduate certificate awarded by an academic institute and accredited by a recognized accrediting agency empowered by the relevant government education
In this paper, it will be explored the meaning behind the ASCA national model, its importance, and how it will shape the counselors to be. As a counselor in training, it was understood the ASCA national model is a guideline for professional school counselors to be more productive and sufficient in the workplace. Therefore, as a trainee it is vital to grasp and implement these four components: foundation, management system, delivery system, and accountability.
Hanna, F. J., & Bemak, F. (1997). The quest for identity in the counseling profession. Counselor Education and Supervision, 36(3), 194. Retrieved from http://search.proquest.com.library.capella.edu/docview/201301734?accountid=27965
Before applying to Capella University, I researched the counseling program and the benefits I would have in enrolling in this program. What I found was that the school counseling program is accredited (CACREP) which means the university has taken the time and the means to make sure the program and the standards are professionally stable. I have a masters in Elementary Education, and I am seeking a second in the school counseling field. With my experience; my compassion for children and people and an opportunity to seek a new field of study, I hope Capella University will allow me to continue my newly challenging educational journey towards achieving my goal in becoming a School Guidance Counselor.
The American Counseling Association is the largest professional counselor association in the world and serves over 56,000 helpers by providing resources and tools to utilize for best practices in the counseling field (ACA, n.d.). As an ACA member, professional counselors have access to professional journals, webinars, forums and other mediums that can strengthen and enhance helping skills and best practices. It would be of great advantage for both graduate students training in a counseling field, as well as professional counselors working in their field to take advantage of the being a member of the ACA.
Professional identity is the result of a developmental process that facilitates individuals to reach an understanding of their profession in conjunction with their own self-concept, enabling them to articulate their role, philosophy, and approach to others within and outside of their chosen. As counselors engage in this individually unique growth process, it is hoped that the counseling profession as a whole will be strengthened as its practitioners and educators reach a heightened sense of purpose and a synergistic collective identity, an identity which is still developing within the profession. The term collective identity refers to having shared goals, resources, and aspirations for the profession. In order for individuals to build a personal relationship with their chosen occupation, it is important for a clear foundation to be established. To build this foundation, a professional philosophy must be constructed which clarifies and distinguishes one’s profession from other similar vocations; in this instance, other mental health fields. In counseling, this foundation is thought to be created by establishing clear professional expectations through licensure, streamlined educational programming, professional organizations, and ethical standards that build on an underlying professional philosophy. This article will review current literature and research on professional identity in the counseling field. This review will then be presented in relation to the external evaluation of success within counseling and counselor education and how this evaluation is influenced and internally understood through one’s gender role beliefs and associated societal expectations.
Corey, G. (2013). Theory and practice of counseling and psychology. Belmont, CA: Brooks/Cole Cenage Learning
Monitor effectiveness “As a counselor taking reasonable steps to seek supervision and improve when necessary.” (B. Schauland, personal communication, November 11,
According to the Health and Care Professionals Council (HCPC) continuing professional development is defined as “the way professionals continue to learn and develop throughout their careers so they keep their skills and knowledge up to date and are able to work safely, legally and effectively.” (HCPC, 2012). Continuing professional development (CPD) is an important factor of health care professionals work and practice as it ensures that they are up to date with relevant policies and procedures, that their quality of work is of a high degree and also to benefit the service users.
Whiston, S. C. (2009). Principles and applications of assessment in counseling. Belmont, CA: Cengage Learning.
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
This makes the process realistic and fair, however, no matter what standards your agency is subjected to, the process is a long and tedious undertaking (Doerner, 2012). The accreditation process can last up to a year and a half, which I see as a con due to the heavy workload and personal shortage that most agencies operate with. For an agency to tackle this process, it must comply with all standards and 80% of elective standards and then provide an application with documentation to CALEA for review. If the review is successful, a team is sent out to visit the agency and inspect for compliance of the reviewed application (Doerner, 2012). That team then makes a report to the Commission of their inspection and provides a recommendation (Doerner, 2012). The Commission then makes a decision to either grant or deny accreditation to the agency (Doerner, 2012). If granted, the agency will be accredited for 5 years, but then will have to re-file to maintain their accreditation (Doerner, 2012). This renewal process is extremely important because the agency will have to ensure it is in compliance with any newly implemented standards or standards that have been amended (Doerner,
This mission is accomplished by promoting development of professional counselors, advancing the profession, and using it to encourage respect for human dignity and diversity. The American Counseling Association functions on the contributions of ACA members and other donors. This foundation gives monetary support to those in the counseling profession through grants and scholarships. Members are encouraged to become donors to the foundation (American Counseling Association, 2016).
There are many values that I examined in this course. As a future mental health counselor, I accept and value all that I have absorbed to make my future career a reality. Most importantly, I have learned to do what is ethically right when it comes to obeying all state laws. The responsibility of a counselor is to gain an understanding of their client background and develop a strong counselor-patient relationship. I have reexamined that making choices that are appropriate and not jeopardize losing my license as a result of not being responsible for my client. Overall, the information learned in this course will forever imprint in my passion as a mental health professional.