Counselor Education Department

I. Overall objectives of all programs are for counselor students to:

A. Possess the core knowledge and skill competencies required of professional counselors in the following areas:

1. Professional orientation and ethical practice
2. Social and cultural diversity
3. Human growth and development
4. Career development
5. Helping relationships
6. Group work
7. Assessment
8. Research and program evaluation

B. Explain the counseling process, theories, and models and possess skill in the effective use of counseling methods.

C. Apply the basic processes of counseling and consulting.

D. Develop a commitment to personal and professional growth, the profession of counseling, and professional leadership.

E. Apply current and emerging technology resources consistent with professional practice.

F. Possess basic understanding of clinical work related to substance abuse and crisis and emergency response procedures.

II. Objectives in Clinical Mental Health Counseling. In addition to the overall objectives, Clinical Mental Health Counseling students will:

A. Demonstrate knowledge of the historical, philosophical, societal, cultural, economic, and political dimensions of clinical mental health counseling;

B. Demonstrate knowledge of the roles, functions, and professional identity of mental health counselors and the structures and operations of professional organizations, preparation standards, credentialing bodies, public policy issues, and current trends relevant to the practice of clinical mental health counseling;

C. Demonstrate knowledge of legal and ethical practices of clinical mental health counseling (ACA and AMHCA Code of Ethics), national certification standards, and state Mental Health Counselor licensure standards and regulations, and its application to the practice of clinical mental health counseling;

D. Demonstrate knowledge of how the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, ability status, and equity impact self and others in mental health counseling; including the recognition of the importance of family, social networks, and community systems in the treatment of mental and emotional disorders;

E. Demonstrate knowledge of the strategies, and skills in the design, implementation, management and evaluation of clinical mental health programs and services, including applications of technology;

F. Demonstrate knowledge of principles, theories, and practices of mental health services including methods, models, and principles of clinical supervision;

G. Demonstrate knowledge of prevention, assessment, diagnosis, treatment, referral, and aftercare of mental and emotional disorders; crisis and emergency interventions (suicide, disasters, and other trauma-related events), as well as knowledge of psychopharmacology, substance and co-occurring disorders;

H. Demonstrate knowledge of evidence-based principles and practices that promote optimal mental health including relevant best practice treatment models and outcome measures.

III. Objectives of Student Affairs and Higher Education. In addition to the overall objectives, Student Affairs and Higher Education students will:

A. Apply student development theories and models in an understanding of the interrelationships among the educational, personal/social, and career roles and responsibilities of college students within the diverse context of the higher education environment.

B. Apply appropriate program design, implementation, management, and evaluation strategies within student affairs systems.

C. Explain the history, philosophy and trends which govern the role of a well-informed, prepared, legal and ethical advocate for postsecondary student learning and development.

D. Demonstrate an understanding of leadership, organization, and management practices of Student Affairs including student services, budget and finance, personnel, and risk and crisis management.

• ACA: The American Counseling Association is the world’s largest association for counseling. It was developed to provide support systems for professionals with similar needs. Increasing acceptance of the counseling profession has lead to the establishment of more jobs, better wages and greater recognition of our value to society. Membership provides access to professional identity, development, and support. ACA has 56 chartered branches in the U.S., Europe, and Latin America. There are 19 chartered divisions within the American Counseling Association. These divisions provide leadership, resources and information unique to specialized areas and/or principles of counseling.

• CACREP: The Council for Accreditation of Counseling and Related Educational Programs (CACREP), the accrediting body of the American Counseling Association (ACA), was incorporated in 1981. Its purpose is to work with institutions offering graduate-level programs in this field so that they might achieve accreditation status. CACREP offers professional recognition, access to Licensure and certification, and portability of credits.

• NBCC: The National Board for Certified Counselors (NBCC), an independent, not-for-profit organization, was incorporated in 1982 to establish and monitor a national certification system, to identify for professionals and the public those counselors who have voluntarily sought and obtained certification and to maintain a register of those counselors.