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
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.
The program audit, provided by the American School Counselor Association, serves to set the standard for the school counseling program. The program assessment aligns with the four components of the ASCA National Model and serves as an instrument for analyzing each component (ASCA, 2012). By using all the components of the audit, strengths and areas of improvement of the programs are determined and goals for the following year are created (ASCA, 2005).
First and foremost the ASCA National Crosswalking Tool have sections that primarily focuses on the key components of an exemplary school counselor performance and accountability model for structuring a comprehensive guidance program. The ASCA National Model Crosswalking Tools can be used to develop the appropriate scope and sequence for a guidance curriculum.When implementing this tool correctly in a school system, there are major influences that can be utilized in helping students. In the paragraphs below I will describe key points of how it will improve student learning, foster student development of career awareness, and students will acquire self knowledge to enhance their personal and social development. This tool is useful and effective when applied in state education agencies and is most effective tool for students to transition throughout their academic settings.
“Nugent and Jones (2009) defined professional identity as how training and personal characteristics are applied in the professional setting. It was theorized that there was a need for development of a strong professional identity among counselor trainees, because professional identity confusion resulted in several negative consequences when these counselors entered the community workforce (Pistole & Roberts, 2002)”. Counselors play an important role in today’s society. Counseling has evolved through the years into the specialized workforce it is today.
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.
Monitor effectiveness “As a counselor taking reasonable steps to seek supervision and improve when necessary.” (B. Schauland, personal communication, November 11,
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,
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs, Third Edition. Alexandria, VA: Author.
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.
Corey, G. (2013). Theory and practice of counseling and psychology. Belmont, CA: Brooks/Cole Cenage Learning
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).
Whiston, S. C. (2009). Principles and applications of assessment in counseling. Belmont, CA: Cengage Learning.
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.