Testing the Engagement Theory of Program Quality in CACREP‐Accredited Counselor Education Programs

This study examined the engagement theory of program quality ( Haworth & Conrad, 1997 ), which highlights positive student learning outcomes that result from stakeholder involvement in program evaluation within master's‐level graduate programs. A total of 481 master's‐level counseling students and 63 faculty members, representing 68 Council for Accreditation of Counseling and Related Educational Programs (CACREP)–accredited counselor education programs, participated in the study. Findings reveal that engagement theory is a potentially useful quality assessment resource for CACREP‐accredited programs in their efforts at enhancing and sustaining program quality.     

Recruitment and Retention of Ethnic Minority Counselor Educators: An Exploratory Study of CACREP‐Accredited Counseling Programs

This exploratory study sought to determine the strategies used by programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) to recruit and retain ethnic minority faculty. Seventy‐three CACREP liaisons were surveyed, and the results indicated that many programs have not developed specific strategies to recruit and retain ethnic minority faculty. Mentoring was the most frequently reported strategy for retaining ethnic minority faculty. Implications for counselor education are discussed.     

Factors That Influence Self‐Efficacy of Counseling Students: An Exploratory Study

The study examined whether age, prior work experience, number of courses taken, and number of internship hours have a positive relationship with counseling self‐efficacy. Participants were 116 counselor education students. The results from correlation and multivariate analyses of covariance revealed that the length of internship hours and prior related work experience were positively correlated with counseling self‐efficacy. The differences in counseling anxiety, affection adjustment, and assessment found between the students in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) and those in non‐CACREP‐accredited programs disappeared when the background variables were controlled as covariates.     

Two Decades of CACREP and What Do We Know?

Since 1981, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has operated as the primary accreditation body for the counseling profession. In this role it has developed and revised its standards and processes for approval. During this time, many institutions with counselor education programs have applied to, and been reviewed and accredited by CACREP. This article examines some of the literature and research that has been published since the creation of CACREP and suggests future research that may help additional counselor education programs to consider the accreditation process.     

CACREP Accreditation Intentions

The authors discuss results of a national survey, conducted by the AACD Committee for Standards Review, of counselor preparation programs regarding their intentions related to CACREP accreditation. Programs were separated into four groups: Group 1—programs that held CACREP accreditation; Group 2—programs with definite intentions of seeking CACREP accreditation; Group 3—programs that were uncertain whether they would pursue CACREP accreditation; and Group 4—programs that did not anticipate seeking CACREP accreditation. Data were analyzed for patterns of response across groups. Size and type of program and reasons central to program decisions concerning accreditation provided focus for the study. Implications of the findings are discussed.     

Counseling Faculty Members' Involvement in Schools and School Reform: A National Survey

Counselor education faculty from programs in school counseling accredited by the Council for Accreditation of Counseling and Related Education Programs (CACREP) in school were surveyed and found to have substantial involvement in activities relevant to K-12 education.     

A Study of Multicultural Counseling Training at CACREP-Accredited Counselor Education Programs

This article presents an exploratory study to determine the status of multicultural counseling training in counseling programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).     

Perceptions Regarding the Professional Identity of Counselor Education Doctoral Graduates in Private Practice: A Qualitative Study

Ten doctoral graduates of counselor education programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) who were engaged in full-time private practice were interviewed for this qualitative study to determine how they viewed professional identity.     

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.     

Community College Employee Wellness Programs

This paper describes the prevalence and characteristics of employee wellness programs in public community colleges accredited by the Southern Association of Colleges and Schools (SACS). A random sample of 250 public community colleges accredited by SACS was mailed a 46-item employee-wellness program survey. The survey solicited program information regarding funding, activities offered, program administration, participation rates, and incentives. The results indicated that the majority of the employee wellness program administrative bodies were either the health and physical education departments or wellness committees. The main coordinators of the wellness programs were either part-time directors within the institutions, wellness committees, or full-time directors within the institutions. Of the institutions surveyed, 27 out of 64 (42.2%) offered employee wellness programs. The findings indicate that the prevalence of employee wellness programs in public community colleges accredited by SACS is below previous research findings in community colleges and universities and do not meet the national health goals of employee health promotion prevalence set forth by the U.S. Department of Health and Human Services.     

Counselor Education and Counseling Psychology: Where are the Jobs?

Employment opportunities for persons with doctoral degrees in counselor education and counseling psychology were studied. Over 15 months, 708 positions were identified and analyzed to determine frequency of advertised positions calling for either degree, types of positions, and references to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) or the American Psychological Association. Additional analyses were conducted for counselor education. Results found the counselor education degree to have a clear identity in the marketplace, especially for faculty positions, whereas the degree in counseling psychology was more often 1 of multiple degrees listed for an advertised position. Implications are discussed, including implications for CACREP‐accredited doctoral programs and needs for future research.     

Faculty Perceptions of CACREP Accreditation

Faculty members in CACREP-accredited institutions were surveyed for the purposes of (a) determining common program characteristics; (b) determining if and how accreditation had influenced curricula, institutional support, and length and type of supervised experiences; (c) assessing faculty opinion concerning whether accreditation efforts had improved the quality of counselor preparation programs; (d) assessing faculty opinion concerning the effectiveness of the Standards as criteria for evaluating programs; and (e) assessing faculty opinion of the fairness and adequacy of the accreditation review process. The status of programs is summarized, with curricula and length of supervised counseling experiences having been most often influenced by accreditation efforts. Faculties were mixed in their reactions as to whether accreditation had improved the quality of their programs. Those faculties that had initiated change as a result of self-study thought that their programs were improved. Satisfaction with the Standards as criteria and with CACREP as the accreditation decision-making body was substantial.     

Playful Postmodernism: Building with Diversity in the Postmodern Classroom

The authors surveyed program directors at all bachelor of social work and master of social work programs accredited by the Council on Social Work Education using an online tool that assessed whether and how their respective social work programs are covering content related to HIV/AIDS. Of the 650 program directors, 153 (24%) participated in the survey. Programs reported coverage of HIV/AIDS content in various foundation content areas, including human behavior in the social environment, populations at risk, and social work practice. The authors also surveyed use of various pedagogical methods, and respondents reported the most use of guest speakers, lectures, and readings in delivering HIV/AIDS content. More than 70% of bachelor and master of social work programs reported having at least 1 field placement specific to HIV/AIDS. In addition, the authors evaluated social work textbooks for specific content on social work with HIV/AIDS, and recommendations are made for inclusion of more HIV/AIDS specific content.     

Do Formalized Gatekeeping Procedures Increase Programs' Follow‐Up With Deficient Trainees?

The authors investigated whether formalized gatekeeping procedures and program‐level characteristics influence the rates at which deficient trainees are graduated from counseling programs. One hundred eighteen faculty members reported that counselor educators face diverse pressures to avoid investigating potentially deficient students, including concerns about being sued and concerns about receiving compromised teaching evaluations. However, faculty members in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs and faculty members in programs with more formalized gatekeeping procedures seemed to more effectively follow through with concerns they had about specific students. These findings support the implementation of both broad, program‐wide training standards and specific, formalized procedures to more effectively screen deficient trainees.     

A National Survey of Assessment Instruments Taught by Counselor Educators

This study reports results of a questionnaire of 210 counselor educators regarding assessment instruments covered in their assessment courses. Instruments are ranked on how extensively they are covered, and comparisons of coverage are made by assessment category (e.g., educational, clinical) and by instructor and program characteristic (e.g., Council for Accreditation of Counseling and Related Educational Programs [CACREP] vs. non‐CACREP). Suggestions regarding which assessment techniques to cover in a basic counselor education testing and assessment course are made.     

Globalizing the Business School Curriculum: The Fordham Experience

ABSTRACT

Catalogs, application packages, and program materials from 106 business schools were analyzed to determine the degree of international coverage in business schools' curricula. The study found that 49% of the accredited schools and 33% of the non-accredited schools had international programs. In the accredited schools, 63% of the international programs were at the graduate level, whereas in the non-accredited schools, 92% were at the undergraduate level. Moreover, 92% of the AACSB accredited schools and 89% of the non-accredited schools offered international courses. The trend is to require international functional courses, such as international finance, in the traditional MBA programs and offer international functional courses as electives in the traditional BBA programs. In the BBA programs, there is an increasing tendency to offer foreign culture and foreign history courses. Several traditional MBA programs offer courses, such as global management or a general global business environment.     

Doctoral Student Persistence in Counselor Education Programs: Student–Program Match

The authors present the findings of a qualitative study (N = 33) of doctoral student persistence in counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (2001). Using in‐depth interviews with students representing 17 different doctoral programs, the findings revealed factors that influenced students' decisions to persist or leave their counselor education doctoral programs. A key determinant in attrition or persistence decisions was a match between the students' goals/expectations and the faculty members' expectations and goals for the program. Implications of the findings for program selection, recruiting, and student retention are discussed.     

GRADUATE EDUCATION IN GERONTOLOGICAL PSYCHOLOGY: RESULTS OF A SURVEY

A questionnaire concerning graduate offerings in the psychology of aging was mailed to 238 departments of psychology throughout the United States. Of the 191 responses (a return rate of 80%), 16 departments were found to offer a formal program of graduate study in ger‐ontological psychology. An additional 11 departments reported new or planned programs in this specialty area. Of the remaining respondents, 22% reported one or more course offerings in the psychology of aging or one or more faculty with interests in this topic. However, approximately one‐half of the departments of psychology in American universities provided no opportunity for the study of adult development and aging. Information concerning postdoctoral study, programs of study in Canadian universities, and specialization in the clinical psychology of aging was also obtained. Such opportunities do not appear to be plentiful, especially in clinical gerontology.     

Essential Characteristics of Master's Level Counselors: Perceptions of Agency Administrators

The purpose of this study was to determine to what degree the Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards represent skills and knowledge that mental health agency employers use to judge candidates for master's level counseling positions. A total of 84 professionals who hired master's level counselors in their agencies rated the likely effect of each CACREP knowledge and skill area on their judgment of a potential candidate. Respondents also checked specific knowledge and skills they considered important and the type(s) of master's degrees typically possessed by counselors hired by their agency. Data suggested that each knowledge and skill area may have a moderate to significant impact on the employers' judgments, although some competencies were clearly seen to be more relevant than others. Family intervention was the most highly endorsed specialization, and candidates with social work degrees were hired far more frequently than was any other single type. Implications for counselor education programs and graduates are discussed.