Student and Faculty RFPs
CACREP has supported research that examines the various impacts of accreditation and related issues through initiating RFPs on current affairs within the counseling profession. CACREP believes empirical data is needed to support the belief that accreditation makes a significant difference in terms of quality and professional identity of counseling professionals, programs, and students. Furthermore, employers and policy makers interested in adopting education requirements related to CACREP-degrees, as well as counseling program faculty and administrators seeking financial support from their institutions to seek accreditation, often request such empirical data when developing a rationale.
CACREP Research Agenda (dated 2018)
Past Faculty Projects:
(2014) Drs. Julia Chibbaro, Michael Keim, Julia Whisenhunt, Susan Boes, and Caroline Perjessy, University of West Georgia. Clinical Supervisors Assessment of Clinical Employability and its’ Relationship to CACREP Skills, Dispositions, and Knowledge
(2012) Dr. Tracy Duncan, New Jersey City University. Exploring the Experiences of Implementing CACREP Standards into Counselor Education Programs: Identification of Facilitators and Barrier of the Accreditation Process
(2012) Dr. Saundra Tomlinson-Clarke, Rutgers University. Impact of CACREP Accreditation on Accredited and Nonaccredited Programs in New Jersey
(2010) Drs. Summer M. Reiner, Robert A. Dobmeier, and Thomas J. Hernández, The College at Brockport, State University of New York. Counselor Educators’ Perceptions of the Impact of Counselor Identity on Legislative Issues
(2009) Dr. Dana Heller Levitt, Montclair State University. Outcomes-Based Assessment in Counselor Education: A Proposed Model for New Standards
(2008) Drs Brandon Hunt and Elizabeth Mellin, The Pennsylvania State University. The Professional Identity of Counselors: A National Study
Research is an important part of counselor preparation, and CACREP is supporting student research with a grant for a student or group of students currently enrolled in a CACREP accredited program. CACREP is interested in a wide variety of research topics that would assist with and are of relevance to CACREP’s accreditation mission. Suggested topics might include student learning outcomes, supervision, student evaluation, licensure topics, value of accreditation and related dissertation topics for doctoral students.
Students can submit proposals according to the guidelines below and request up to $500 for their research. If an application is approved, the grant funds will be awarded according to institutional policies. An accurate accounting of all expenses will be required.
Past Student Projects:
(2013) Benjamin Newman, The College of William and Mary. Effects of Changing to a 60-Credit Hour School Counseling Program on Admissions Quality, Admissions Diversity, and Job Placement Rates.
(2012) Nicole Bradley, Kent State University. CACREP Accredited Clinical Mental Health Counseling Programs Conceptualization of Self-care and the Integration of Self-care in the Curriculum: A Multiple Case Study
(2012) Eleni Honderich & Jessica Lloyd-Hazzlet, The College of William and Mary. The Role of CACREP Accreditation on Counseling Students’ Decision to Seek Enrollment within a Graduate Program: A National Survey
(2012) Allison E. Buller, Western Michigan University. Excellent Teaching in Counselor Education
(2009) Kristi Lee Wyatt [Primary Researcher & Supervisor], The College of William and Mary. Perceptions of Preparedness Among Graduates of CACREP Programs and Their Employers: Using Program Evaluation to Assess Outcomes of the CACREP Model