ACES at Its Best: Celebrating the Human Spirit

Reproduced here is the presidential message delivered at the Association for Counselor Education and Supervision (ACES) luncheon held during the American Counseling Association National Conference in Washington, DC, in March 2000.     

Lessons From History

Reproduced here is a version of the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon, held during the American Counseling Association National Conference in Denver on April 29, 1995.     

Presidential Address: Making Professional Development a Priority

This address was presented at the Association for Counselor Education and Supervision Luncheon, American Counseling Association annual meeting, Orlando, Florida, April 5, 1997.     

ACES: Celebrating Our Past While Shaping Our Future

Reproduced here is the presidential message delivered at the Association for Counselor Education and Supervision luncheon held during the American Counseling Association National Conference in New Orleans, LA, in March 2002.     

Perceived Benefit of CACREP (2001) Core Curriculum Standards

The purpose of this study was to evaluate the perceived benefit of the core curriculum standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001). A total of 641 individuals, whose names were obtained from a 6% proportional randomized sample of members from the American Mental Health Counselors Association, American School Counselor Association, and Association for Counselor Education and Supervision, responded to this study. Results suggest various perceptions both within and between groups regarding the 8 CACREP core curriculum standards.     

Vanguards of Change

Following is the speech presented by the president of the Association for Counselor Education and Supervision at its annual luncheon, which was held on April 3, 2004, during the American Counseling Association National Conference in Kansas City, Missouri.     

ACES 2000: Compositions and Improvisations

This 1999 presidential address was given at the luncheon of the Association of Counselor Education and Supervision on April 15, 1999 in San Diego, California as part of the conference of the American Counseling Association.     

ACES: Promoting Professionalism,Collaboration, and Advocacy

Reproduced here is a version of the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon, during the American Counseling Association national convention in Atlanta on March 16, 1993. (Appendix A is a reference list the was available at the luncheon for those who found the content of the message interesting and wanted to pursue it further.)     

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.     

Medicare Reimbursement for Counselors: Counseling Professionals’ Advocacy Beliefs and Behavior

The authors analyzed data from 5,528 American Counseling Association members to examine advocacy beliefs and behavior regarding Medicare reimbursement and advocacy for counselors. Nearly half (49.3%) of the respondents had participated in one or more forms of Medicare reimbursement advocacy. Advocacy participation differed significantly by professional status.     

Counseling Programs' Informed Consent Practices: A Survey of Student Preferences

This study examined 115 master's‐level counseling students' preferences for content, timing, and method of programmatic informed consent. Students rated the majority of items as moderately or extremely important to receive, and they indicated a desire for the informed consent to be facilitated through a combination of both oral and written methods throughout their programs of study. Results reinforce and go beyond the Council for Accreditation of Counseling and Related Educational Programs (2009) and American Counseling Association (2005) expectations for informed consent. Implications for counselor education are discussed.     

One School, Many Differences: An Assessment Tool for School Counselors and Multicultural Counseling

Multicultural counseling competencies (MCCs) have typically been measured with instruments designed for and normed on mental health professionals – for example, MCCTS-R; Holcomb-McCoy (Professional School Counseling 4:195–208, 2001); MCI; Sodowsky et al. (Journal of Counseling and Development 41:137–148, 1994); D’Andrea et al. (Journal of Counseling & Development 70:143–150, 1991). One published instrument specifically assesses school counselor MCCs – MCCTS-R; Holcomb-McCoy (Professional School Counseling 4:195–208, 2001) – but it does not conform to ASCA standards (2010, E.2). Following a set of validation procedures, an instrument designed to specifically assess school counselors’ multicultural counseling competencies was created that conforms to American School Counselor Association and Association for Multicultural Counseling and Development standards. Its creation is detailed here and the resulting instrument is presented for examination and consideration.     

A Survey of Consultation Articles in Key Counseling Journals, 1967-1991

We reviewed issues of four key American Counseling Association journals for the years 1967-1991. We searched for articles that included some discussion of the consulting function and report finding 204 articles. We identify the leading author and institutional contributors and key each article to one or more content categories.     

Pedagogy in Counselor Education: A 10‐Year Content Analysis of Journals

This content analysis includes 230 peer‐reviewed articles regarding teaching and learning published in journals of the American Counseling Association and its divisions between January 2001 and December 2010. Results include examination of focus, pedagogical foundations, and the methodologies used. Implications for the scholarship of teaching and learning in counselor education are discussed.     

Toward a Developmental Counseling Curriculum

Extensive attention has been given by ACES and AACD to the unique role of the counseling profession. It is suggested that the definition of the profession lies in the association name: American Association for Counseling and Development. Counselors must integrate developmental theory systematically into the practice of counseling. Several alternative developmental models are summarized in this article, along with their implications for the future. Special attention is given to the soul of counseling, which is defined as a professional commitment to development. Counseling is not psychology, it is a specialized profession with a unique role in society.     

Code of Fair Testing Practices in Education (Revised)

A note from the Working Group of the Joint Committee on Testing Practices:
The Code of Fair Testing Practices in Education (Code) prepared by the Joint Committee on Testing Practices (JCTP) has just been revised for the first time since its initial introduction in 1988.
The revision of the Code was inspired primarily by the revision of the Standards for Educational and Psychological Testing (AERA, APA, NCME, 1999) and recent changes in testing practices in a variety of professions.
The revised Code (JCTP, 2004) has been endorsed by all seven member associations of the Joint Committee, which includes representatives of the National Council on Measurement in Education, as well as the American Counseling Association, American Educational Research Association, American Psychological Association, American Speech-Language-Hearing Association, National Association of School Psychologists, and National Association of Test Directors. The mission of the JCTP is to provide "a means by which professional organizations and test publishers can work together to improve the use of tests in assessment and appraisal."
The revised Code is likely to continue having a major impact on the development and use of testing and assessment in education. It is presented in this issue of Educational Measurement: Issues and Practice and may be reproduced in whole or in part without fees or permission, provided that any reproduction includes appropriate citation. Additional information about the Code may be obtained from: Joint Committee on Testing Practices, Science Directorate, American Psychological Association, 750 First Street, NE, Washington, DC 20002-4242.     

Integrating DSM-III-R Training Into School,Marriage and Family,and Mental Health Counselor Preparation

The authors discuss integrating Diagnostic and Statistical Manual of Mental Disorders (3rd edition, revised; DSM-III-R; American Psychiatric Association, 1987) training into the school, marriage and family, and mental health counseling tracks of a master's level program that was designed according to Council for Accreditation of Counseling and Related Educational Programs standards.     

Political Ideology and Perceptions of Social Justice Advocacy Among Members of the American Counseling Association

This study explored perceptions of social justice advocacy among liberal, moderate, and conservative members (N?=?214) of the American Counseling Association (ACA). Results showed that conservative participants had somewhat less favorable perceptions of social justice advocacy, but generally did not differ statistically from liberal and moderate participants. Statistically significant differences, however, were found among extremely liberal participants. All participants generally supported the use of ACA resources for social activism. Implications and limitations are discussed.     

Pedagogy in Counselor Education: 2011–2015 Update

This research update includes a quantitative content analysis of 133 peer‐reviewed articles regarding teaching and learning published in 21 journals of the American Counseling Association and its divisions between January 2011 and December 2015. The authors discuss the focus areas, pedagogical foundations, and methodologies of the articles in comparison with the findings of the original 2001–2010 study.