A Look at Counselor Education Programs in Light of Section 504 of the Rehabilitation Act of 1973

The fundamental objective of Section 504 of the Rehabilitation Act of 1973 is to prohibit discrimination against all handicapped individuals attempting to participate in any program or activity that receives federal financial assistance. Therefore, this act has had a major impact on most institutions of higher education. Counselor education programs at these institutions are specifically affected in areas related to admission and treatment of handicapped students. A recent U.S. Supreme Court case is helpful in establishing guidelines for the application of Section 504 to these counselor education programs.     

A “Chameleonic” Identity: Foreign-Born Doctoral Students in U.S. Counselor Education

This study explored the interplay between a multidimensional model of acculturation and professional identity development among eight foreign-born doctoral students in U.S. counselor education. Themes generated through an interpretive phenomenological analysis revealed that the participants, while trying to adapt to the Euro-American cultural context of their counselor programs, experienced a sense of conflict, loss, and grief, resulting in what they called a “chameleonic” professional identity. Findings illustrated that for international counseling students, professional identity development is an arduous and complex process deeply intertwined with their acculturation experiences. Implications for counselor programs and future research are further discussed.     

Understanding and Counseling Korean Americans: Implications for Training

Korean Americans are a growing subgroup of the U.S. population with distinct characteristics and counseling needs. These characteristics and needs are considered and implications for counselor training are explored.     

Preparing International Counselor Educators Through Online Distance Learning

Online learning has emerged as a significant teaching medium, influencing how higher education is conducted in the U.S. and globally. While widely accepted in select disciplines, distance learning as the method for counselor preparation is often met with skepticism or resistance in the counseling profession. The purpose of this paper is to argue for the confluence of distance and global training in counselor education and training, and to illustrate that confluence through examining the teaching and learning process of doctoral students in a distance PhD program accredited by the U.S. Council for Accreditation of Counseling and Related Educational Programs.     

Utilization of Counseling Services: Comparing International and U.S. College Students

Counseling center utilization patterns during a 2‐year period for 218 international and 222 U.S. college students were examined. Significant between‐group differences were found with regard to age, academic status, referral source, relationship status, self‐reported concerns, counselor diagnosis, disposition, hospitalization rates, prior counseling experience, and use of crisis appointments. Significant within‐group differences among international students were also found. Implications for improving programs and clinical services are discussed.     

Proposed Guidelines for Operating Counselor Education and Supervision Training Clinics

The purpose of this article is to justify and present a set of guidelines for the effective and ethical administration of counselor education and supervision training clinics. Responding directly to a call for creating guidelines, the authors address core issues surrounding their development. Benefits for clear and accessible guidelines and risks associated with their absence are covered. Drawing upon existing contributions from the field and related professions, guidelines are proposed along with a plan for their approval and implementation in counselor education training clinics.     

Trends in Counselor Preparation: Courses,Program Emphases,Philosophical Orientation,and Experimental Components

This article presents the results of a survey of counselor preparation programs in the U.S. concerning courses, program emphases, philosophical orientations and experiential components. Trends are generated based on data collected over a 10-year period. The authors discuss implications for the future.     

Counselor Educators’ Perceptions of and Experiences with International Students

Thirty-six counselor educators’ perceptions and experiences with international student trainees were examined in this online survey research. Findings support the issues identified in the literature as confronting international students and also surface some issues specific to students in counselor training. International counselor education students tend to experience more difficulties in areas related to language, clinical training, adjustment, and cultural differences. Similarities and differences were also found within international student categories involving western and non-western countries and between international and domestic students. Counselor educators in general reported favorably on working with international students. Findings support attention being given to further examine the specific training and supervisory needs of international counseling students.Portions of this article were presented at the 2003 Southern Association of Counselor Education and Supervision Conference, Chattanooga, U.S.A. and at the 2004 American Counseling Association Convention, Kansas City, Missouri, U.S.A.     

Integrating Social Justice Advocacy With National Standards of Practice: Implications for School Counselor Education

Social justice in the education of all K‐12 students begins with school counselors; preparing school counselors as advocates and leaders who can implement these principles in U.S. schools begins with counselor educators. Suggestions for intentional preparation of school counselors to be social justice advocates in schools by integrating the principles of the National Center for Transforming School Counseling with the American School Counselor Association National Model for School Counseling Programs (2005) and the Council for Accreditation of Counseling and Related Educational Programs 2009 Standards are described. Ideas for educating school counselors as effective advocates in the context of specific training experiences throughout counselor training programs are provided.     

Group problem solving to promote integration in a desegregated high school: a case study

The purpose of this paper is to describe the application of a group problem-solving process to the problem of how to promote integration in a public secondary school in the U.S.A. The Improving the Human Environment of Schools (IHES) facilitation process of small-group, collaborative problem solving (Avis & Bigelow, 1984) was used to approach the broad presenting problem that the school was desegregated, but not integrated. Two observable manifestations of the problem—counselor programming, and differential academic achievement among white and racial/ethnic minority group students—were identified. Following an analysis of the counselor programming problem, the two solutions prioritized for implementation were to develop an integrated peer counseling program and to conduct a reassessment of counselor functions in light of the expressed concerns. Implementation plans and implications of the process are discussed. The case study represents a cooperative effort between a state agency and a local secondary school to address a complex, controversial issue in a positive, efficient, creative, and constructive manner.     

School Counselor Preparation to Meet the Guidance Needs of Exceptional Students: A National Study

A representative sample of counselor educators at U.S. universities were surveyed to identify the kinds of curricula school counselor preparation programs use for preparing students to work with exceptional students (ES). Program courses in exceptional student education (ESE), competencies, field experiences, state certification requirements for ESE courses, the degree of importance accorded by counselor educators to prepare graduates to serve ES, and the educators' level of satisfaction with current program requirements were investigated. Sixty‐two percent of the programs surveyed did not offer a specific ESE course; however, 53% of these programs (N = 146) reported that ESE competencies were incorporated in other program courses.     

Bridging eastern & western philosophies and models

In view of the increasing need formeaningful cross-cultural understanding, thefacilitation of dialogue about diverse modelsof human wellness will help promote greaterunderstanding for educational professionalsacross divergent cultural backgrounds. Such adiscussion will by necessity is comprehensiveand far-reaching. Topics of consideration willinclude the common concerns of counselors andeducators, cross-cultural trainingopportunities, and Eastern and Westernphilosophies of education, development, andemotional wellness. As a beginning step in thisprocess of understanding perspectives fromdifferent parts of the globe, a pilot studyusing a questionnaire was conducted withrespect to Chinese and U.S. Universityeducators. Findings regarding similaritiesand differences are described. Preliminaryfindings suggest that differing philosophiesmay underlay the perspectives of Chineseeducators, who are strongly influenced byConfucius, and American educators who arestrongly influenced by Western thinkers such asDewey. Yet, both Chinese and Americaneducators agreed that the top priority ofeducators was student academic achievement. The results of the study suggested that therole of counselor be construed differently inChina as compared to the U.S. for a complexityof reasons described in this article.     

White Privilege,Oppression, and Racial Identity Development: Implications for Supervision

Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision.     

Preparation of the Elementary School Counselor: 1972

This is the fourth in a series of quadrennial surveys begun in 1960 to determine the extent and nature of counselor preparation at the master's and doctoral levels in the field of elementary school guidance and counseling. Nearly 90 percent (325) of the 367 counselor education departments in the U.S. responded to this survey. The main finding is the great acceleration of programs which provide specialization since 1968. Generic programs (n = 132), however, are still common. Major emphasis in specialized programs rests in laboratory and practicum experiences. Counselor educators in elementary school guidance and counseling are still mainly people who have not taken their advanced work in the field of elementary school guidance and counseling.     

Characteristics of Counselor Educators

Counselor educators of 1964 are described comparatively through use of data obtained from a U.S. Office of Education directory of counselor educators and membership directories of APGA and APA. Highest degree groups were used for most comparisons, but ACES regional and professional membership groups were also used. PhDs outnumbered EdDs appreciably and Masters plus Others fell far behind both. Three ACES regions outranked the two others significantly on proposition of PhDs. APGA membership was higher than APA with EdDs ranking first on the former and PhDs on the latter. Employment, certification, and licensure and professional interest data showed PhDs more psychologically oriented than EdDs. Overall, the group represented education more than psychology and limited commitment to and interest in counseling and counselor education.     

Problems of Professional Competence Among Counselor Trainees: Programmatic Issues and Guidelines

Counselor education programs have a responsibility to ensure that individuals are competently trained, demonstrate understanding of ethical guidelines, and are free of observable psychological issues that may affect their ability to provide adequate counseling services. Counselor trainees who do not reach or maintain these professional standards may exhibit problems of professional competence (PPC). This position paper provides a review of the issues related to PPC among counselor trainees. It offers guidelines to counselor education programs for developing PPC policies and procedures. Future directions for research and training practice are discussed.     

马里兰大学学科设置和素质培养特色以及美国的教授终身制

介绍了美国高等教育的办学理念和管理体制,以及马里兰大学在学科设置、大学生素质培养等方面的重要举措,并对终身教授制度进行了分析。     

A Nationwide Survey of Supervision Training

A survey of existing counseling supervision courses was conducted to provide guidelines for counselor educators interested in designing supervision instruction for their programs.     

The Doctorate in Counselor Education

The doctorate in Counselor Education and Supervision is the terminal degree in the field of counselor education within the U.S. The authors surveyed CACREP-accredited doctoral programs to assess department characteristics, clinical experience and credentials, research experience, and the admission, retention, and evaluation of students. Results indicated that the PhD was a preferable degree to other degree offerings. Programs were found to be diverse in their policies and procedures relating to admissions and retention, time to complete the program, and student expectations. International students and faculty representation was found to be sparse in CACREP-doctoral programs. Implications for future research and practice are offered.