On-Site Visit Team Report

Name of Institution:

Academic Department:Please include the academic department(s) that the programs are housed.

CACREP Program Liaison:

Visiting Team Chair:Please enter name and affiliated institution

Visiting Team Members: Please list visiting team members, including their institution

Dates of Site Visit:
Please enter start and end date of site visit.

Multiple Sites: Please click on the slider below to indicate that the program(s) is offered at multiple sites.

Multiple Sites - Campus locations: Please list each site where the program(s) is offered.

Agenda for On-site Team:
To complete the agenda, enter the date for Day 1 then add the first agenda item/event. Click on the + button to add more meeting/event fields for Day 1. To add Day 2 and 3, please click on “Add New Day” button then add agenda items.

Day #1

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Meetings/Events Description

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Entry-Level Programs: Please select program area(s) for which accreditation is sought and indicate the degree(s) offered.

CACREP Program Title

Degree Awarded

Program Name

Doctoral-Level Programs

CACREP Program Title

Degree Awarded

Program Name

Program(s) Description

Section 1 - The Learning Environment

The following Standards apply to all entry-level and doctoral-level programs for which accreditation is being sought unless otherwise specified.

Standards	Met Select all	Not Met Select all
THE INSTITUTION
A. Academic Unit Responsibility
B. Institutional Media
C. Sufficient Financial Support
D. Graduate Assistantships
E. Faculty Support
F. Learning Resources
G. Technical Support
H. Personal Counseling Services
I. Counseling Instruction Environments
THE ACADEMIC UNIT
J. Degree Credit Hour Requirements
K. Student Diversity Efforts
L. Admissions Decisions
M. New Student Orientation
N. Student Handbook
O. Retention, Remediation, and Dismissal Policy
P. Academic Advisor
Q. Faculty Diversity Efforts
R. Core Faculty Resources
S. Core Faculty Credit Delivery
T. FTE Ratio
U. Faculty Work Loads
V. Clerical Assistance
FACULTY AND STAFF
W. Core Faculty Education Requirements
X. Core Faculty Professional Identity
Y. Core Faculty Program Authority
Z. Non-Core Faculty
AA. Non-Core Faculty Orientation
BB. Faculty Preparation and Experience
CC. Academic Unit Leader
DD. Practicum and Internship Coordinator

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Specific Requirements: (Specify Standard for each requirement not met). Please note that if a program has requirements, only a 2-year accreditation can be recommended. If the program does not adequately address the requirements in this report, these requirements may become conditions.Note: Please include for any standard that is "not met" an entry for this section. If all standards are met please enter "N/A".

Section 2 - Professional Counseling Identity

The following Standards apply to all entry-level and doctoral-level programs for which accreditation is being sought unless otherwise specified.

Standards	Met Select all	Not Met Select all
FOUNDATION
A. Mission Statement and Objectives
B. Program Objectives
C. Student Professional Identity
COUNSELING CURRICULUM
D. Syllabi
E. Counseling-related Research
F. Common Core Areas
F.1 PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE
F.1.a History and Philosophy
F.1.b Role, Functions, and Relationships
F.1.c Community Outreach and Emergency Teams
F.1.d Advocacy for the Profession
F.1.e Advocacy Processes
F.1.f Professional Counseling Organizations
F.1.g Professional Counseling Credentialing
F.1.h Current Labor Market Information
F.1.i Ethical Standards
F.1.j Impact of Technology
F.1.k Self-Evaluation
F.1.l Self-Care Strategies
F.1.m Counseling Supervision
F.2 SOCIAL AND CULTURAL DIVERSITY
F.2.a Multicultural and Pluralistic Characteristics
F.2.b Theories of Multicultural Counseling and Identity Development
F.2.c Multicultural Counseling Competencies
F.2.d Impact of Heritage, Attitudes, Beliefs, and Experiences
F.2.e Effects of Power and Privilege
F.2.f Help-Seeking Behaviors
F.2.g Impact of Spiritual Beliefs
F.2.h Eliminating Barriers, Prejudices, and Processes Of Oppression
F.3 HUMAN GROWTH AND DEVELOPMENT
F.3.a Theories of Individual and Family Development
F.3.b Theories of Learning
F.3.c Theories of Personality Development
F.3.d Theories of Addictions and Addictive Behaviors
F.3.e Biological, Neurological, and Physiological Factors
F.3.f Systemic and Environmental Factors
F.3.g Effects of Crisis, Disasters, and Trauma
F.3.h Differing Abilities and Differentiated Interventions
F.3.i Promoting Resilience, Optimum Development, and Wellness
F.4 CAREER DEVELOPMENT
F.4.a Theories of Career Development, Counseling, and Decision Making
F.4.b Interrelationships Between Work and Life Roles
F.4.c Identifying and Using Career Informational Resources
F.4.d Work Environment and Clients’ Life Experiences
F.4.e Assessment of Contributing Factors to Career Development
F.4.f Program Planning, Implementation, and Evaluation
F.4.g Advocacy Strategies
F.4.h Facilitating Client Skill Development
F.4.i Assessment Tools and Techniques
F.4.j Ethical and Culturally Relevant Strategies
F.5 COUNSELING AND HELPING RELATIONSHIPS
F.5.a Theories and Models Of Counseling
F.5.b Systems Approach to Conceptualizing Clients
F.5.c Theories of Consultation
F.5.d In-Person and Technology-Assisted Relationships
F.5.e Impact of Technology
F.5.f Counselor Characteristics and Behaviors
F.5.g Interviewing, Counseling, and Case Conceptualization Skills
F.5.h Treatment or Intervention Plans
F.5.i Measurable Client Outcomes
F.5.j Evidence-Based Counseling
F.5.k Community-Based Resources
F.5.l Suicide Prevention
F.5.m Crisis Intervention
F.5.n Personal Model of Counseling
F.6 GROUP COUNSELING AND GROUP WORK
F.6.a Theoretical Foundations
F.6.b Group Dynamics
F.6.c Therapeutic Factors
F.6.d Effective Group Leaders
F.6.e Group Formation
F.6.f Types of Groups
F.6.g Designing and Facilitating Groups
F.6.h Small Group Experience
F.7 ASSESSMENT AND TESTING
F.7.a Historical Perspectives
F.7.b Initial Assessment Meetings
F.7.c Assessment of Risk to Self and Others
F.7.d Identifying and Reporting Trauma and Abuse
F.7.e Diagnostic And Intervention Planning
F.7.f Testing and Assessment Concepts
F.7.g Statistical Concepts
F.7.h Reliability and Validity
F.7.i Academic/Educational, Career, Personal, and Social Development
F.7.j Environmental Assessments and Behavioral Observations
F.7.k Symptom Checklists and Testing
F.7.l Using Assessment Results to Diagnose
F.7.m Assessment Selection, Administration, and Interpretation
F.8 RESEARCH AND PROGRAM EVALUATION
F.8.a Importance of Research
F.8.b Evidence-Based Counseling
F.8.c Needs Assessments
F.8.d Outcome Measures
F.8.e Evaluating Interventions and Programs
F.8.f Research Methods
F.8.g Research and Program Evaluation Designs
F.8.h Statistical Methods
F.8.i Analysis and Use of Data
F.8.j Reporting Research and Program Evaluation Results

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Section 3 - Professional Practice

Professional practice, which includes practicum and internship, provides for the application of theory and the development of counseling skills under supervision. These experiences will provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community.

The following Standards apply to entry-level programs for which accreditation is being sought.

Standards	Met Select all	Not Met Select all
ENTRY-LEVEL PROFESSIONAL PRACTICE
A. Professional Liability Insurance
B. Recordings and/or Live Supervision
C. Formative and Summative Evaluations
D. Professional Activities and Resources for Students
E. Group Leadership or Co-Leadership
PRACTICUM
F. Practicum Duration
G. Direct Service with Clients
H. Individual/Triadic Supervision
I. Group Supervision
INTERNSHIP
J. Internship Duration
K. Direct Service Hours
L. Individual/Triadic Supervision
M. Group Supervision
SUPERVISIOR QUALIFICATIONS
N. Faculty Supervisor Qualifications
O. Student Supervisor Qualifications
P. Site Supervisor Qualifications
Q. Orientation, Consultation, and Professional Development
R. Supervision Agreements
PRACTICUM AND INTERNSHIP COURSE LOADS
S. Course Load and Ratio for Individual/Triadic Supervision
T. Course Load and Ratio for Group Supervision
U. Group Supervision Ratio
V. Course Load and Ratio for Supervision of Student Supervisors

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Section 4 - Evaluation of the Program

Evaluation in the program includes opportunities for counselor education program faculty to comprehensively evaluate overall program effectiveness. Assessment of students’ knowledge, skills, and professional dispositions is integral. Evaluation data will help program faculty reflect on aspects of the program that work well and those that need improvement and will inform programmatic and curricular decisions.

The following Standards apply to all entry-level and doctoral-level programs for which accreditation is being sought unless otherwise specified.

Standards	Met Select all	Not Met Select all
EVALUATION OF THE PROGRAM
A. Systematic Evaluation Plan for Program Objectives
B. Use of Data in Program Evaluation
C. Use of Program Evaluation Data to Inform Program Modifications
D. Development, Posting and Notification of Annual Report
E. Annual Posting of Data
ASSESSMENT OF STUDENTS
F. Systematic Assessment of Individual Student Progress
G. Systematic Assessment of Individual Student Dispositions
H. Process for Use of Data for Retention, Remediation and Dismissal
EVALUATION OF FACULTY AND STUDENTS
I. Written Procedures for Student Evaluation of Faculty
J. Student Evaluation of Faculty
K. Student Evaluation of Supervisors

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Section 5 – Entry-Level Specialty Areas

Please remember to submit the Site Team Recommendation Form to cacrep@cacrep.org

Does the program have ADDICTION COUNSELING?

Addiction Counseling

Students who are preparing to specialize as addiction counselors are expected to possess the knowledge and skills necessary to address a wide range of issues in the context of addiction counseling, treatment, and prevention programs, as well as in a more broad mental health counseling context. Counselor education programs with a specialty area in addiction counseling must document where each of the lettered standards listed below is covered in the curriculum.

Standards	Met Select all	Not Met Select all
5.A.1 FOUNDATIONS
5.A.1.a History and Development
5.A.1.b Theories and Models
5.A.1.c Principles and Philosophies
5.A.1.d Case Conceptualization and Treatment Planning
5.A.1.e Effects of Substances and Addictive Disorders
5.A.1.f Tests and Assessments
5.A.2. CONTEXTUAL DIMENSIONS
5.A.2.a Roles and Settings
5.A.2.b Potential to Mimic and/or Co-Occur
5.A.2.c Risk or Resilience Factors
5.A.2.d Regulatory Processes and Policy
5.A.2.e Importance of Systems
5.A.2.f Wellness and Spirituality
5.A.2.g Education Programs
5.A.2.h Psychopharmacological Medications
5.A.2.i Diagnostic Process
5.A.2.j Cultural Factors
5.A.2.k Professional Organizations, Standards, and Credentials
5.A.2.l Legal and Ethical Considerations
5.A.2.m Practice and Management Considerations
5.A.3. PRACTICE
5.A.3.a Screening, Assessment, and Testing
5.A.3.b Biopsychosocial and Spiritual History
5.A.3.c Assessment for Symptoms
5.A.3.d Techniques and Interventions
5.A.3.e Reducing Negative Effects
5.A.3.f Helping Clients Identify Effects and Benefits
5.A.3.g Individualized Strategies and Treatment Modalities
5.A.3.h Interfacing with the Legal System

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Does the program have CAREER COUNSELING?

Career Counseling

Students who are preparing to specialize as career counselors will demonstrate the professional knowledge and skills necessary to help people develop life-career plans, with a focus on the interaction of work and other life roles. Counselor education programs with a specialty area in career counseling must document where each of the lettered standards listed below is covered in the curriculum.

Standards	Met Select all	Not Met Select all
5.B.1. FOUNDATIONS
5.B.1.a History and Development
5.B.1.b Emergent Theories
5.B.1.c Career Development Principles and Decision Making
5.B.1.d Tests and Assessments
5.B.2.CONTEXTUAL DIMENSIONS
5.B.2.a Roles and Settings
5.B.2.b Career Counseling Advocacy
5.B.2.c Diverse Populations
5.B.2.d Attitudes and Decision-Making
5.B.2.e Impact of Globalization
5.B.2.f Gender Roles and Responsibilities
5.B.2.g Occupational Information and Resources
5.B.2.h Planning and Search Resources
5.B.2.i Professional Organizations, Standards, and Credentials
5.B.2.j Legal and Ethical Considerations
5.B.3. PRACTICE
5.B.3.a Intake Interview and Assessment
5.B.3.b Strategies to Help Clients Develop Skills
5.B.3.c Employability, Job Search, and Job Creation Skills
5.B.3.d Use of Technology
5.B.3.e Marketing and Promoting
5.B.3.f Career Information Resources
5.B.3.g Managing Programs and Services

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Does the program have CLINICAL MENTAL HEALTH COUNSELING?

Clinical Mental Health Counseling

Students who are preparing to specialize as clinical mental health counselors will demonstrate the knowledge and skills necessary to address a wide variety of circumstances within the context of clinical mental health counseling. Counselor education programs with a specialty area in clinical mental health counseling must document where each of the lettered standards listed below is covered in the curriculum.

Standards	Met Select all	Not Met Select all
5.C.1. FOUNDATIONS
5.C.1.a History and Development
5.C.1.b Theories and Models
5.C.1.c Case Conceptualization and Treatment Planning
5.C.1.d Addiction and Co-Occurring Disorders
5.C.1.e Tests and Assessments
5.C.2. CONTEXTUAL DIMENSIONS
5.C.2.a Roles and Settings
5.C.2.b Mental and Emotional Disorders
5.C.2.c Mental Health Service Delivery
5.C.2.d Diagnostic Process
5.C.2.e Potential to Mimic and/or Co-Occur
5.C.2.f Crisis and Trauma
5.C.2.g Biological and Neurological Mechanisms
5.C.2.h Psychopharmacological Medications
5.C.2.i Legislation and Policy
5.C.2.j Cultural Factors
5.C.2.k Professional Organizations, Standards, and Credentials
5.C.2.l Legal and Ethical Considerations
5.C.2.m Practice and Management Issues
5.C.3. PRACTICE
5.C.3.a Treatment Planning and Caseload Management
5.C.3.b Techniques and Interventions
5.C.3.c Interfacing with Legal System
5.C.3.d Interfacing with Health Care Professionals
5.C.3.e Advocacy Strategies

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Does the program have CLINICAL REHABILITATION COUNSELING?

Clinical Rehabilitation Counseling

Students who are preparing to specialize as clinical rehabilitation counselors will demonstrate the professional knowledge and skills necessary to address a wide variety of circumstances within the clinical rehabilitation counseling context. Counselor education programs with a specialty area in clinical rehabilitation counseling must document where each of the lettered standards listed below is covered in the curriculum.

Standards	Met Select all	Not Met Select all
5.D.1. FOUNDATIONS
5.D.1.a History and Development
5.D.1.b Theories and Models
5.D.1.c Psychosocial Aspects
5.D.1.d Biopsychosocial Case Conceptualization and Treatment Planning
5.D.1.e Addiction and Co-Occurring Disorders
5.D.1.f Etiology and Effects of Disabilities
5.D.1.g Screening and Assessment Instruments
5.D.2. CONTEXTUAL DIMENSIONS
5.D.2.a Roles and Settings
5.D.2.b Relationships with Medical and Allied Health Professionals
5.D.2.c Service Delivery Systems
5.D.2.d Rehabilitation Counseling Services
5.D.2.e Emergency Management System
5.D.2.f Diagnostic Process
5.D.2.g Potential to Mimic and/or Co-occur
5.D.2.h Crisis and Trauma
5.D.2.i Biological and Neurological Mechanisms
5.D.2.j Co-Occurring Disabilities
5.D.2.k Discrimination
5.D.2.l Psychopharmacological Medications
5.D.2.m Holistic Functioning
5.D.2.n Meaningful Employment
5.D.2.o Family, Social Networks, and Community
5.D.2.p Environmental, Attitudinal, and Individual Barriers
5.D.2.q Assistive Technology
5.D.2.r Legislation and Policy
5.D.2.s Cultural Factors
5.D.2.t Professional Issues
5.D.2.u Practice and Management Issues
5.D.2.v Professional Organizations, Standards, and Credentials
5.D.2.w Legal and Ethical Considerations
5.D.3. PRACTICE
5.D.3.a Diagnostic Assessments
5.D.3.b Career- and Work-related Assessments
5.D.3.c Advocacy Strategies
5.D.3.d Interfacing with Medical and Allied Health Professionals
5.D.3.e Consulting and Educating

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Does the program have COLLEGE COUNSELING AND STUDENT AFFAIRS?

College Counseling and Student Affairs

Students who are preparing to specialize as college counselors and student affairs professionals will demonstrate the knowledge and skills necessary to promote the academic, career, personal, and social development of individuals in higher education settings. Counselor education programs with a specialty area in college counseling and student affairs must document where each of the lettered standards listed below is covered in the curriculum.

Standards	Met Select all	Not Met Select all
5.E.1.FOUNDATIONS
5.E.1.a History and Development
5.E.1.b Student Development Theories
5.E.1.c Organizational, Management, and Leadership Theories
5.E.1.d Student Development Principles
5.E.1.e Assessments
5.E.2. CONTEXTUAL DIMENSIONS
5.E.2.a Roles and Settings
5.E.2.b Emergency Management Plan
5.E.2.c Collaboration
5.E.2.d Risk Factors and Warning Signs
5.E.2.e Violence Prevention Models
5.E.2.f Substance Abuse
5.E.2.g Current Trends
5.E.2.h Culture, Finance, and Personnel Practices
5.E.2.i Environmental, Political, and Cultural Factors
5.E.2.j Barriers to Learning and Career Opportunities
5.E.2.k Learning Styles and Other Personal Characteristics
5.E.2.l Policies, Programs, and Services
5.E.2.m Needs of Diverse Individuals
5.E.2.n Higher Education Resources
5.E.2.o Professional Organizations, Standards, and Credentials
5.E.2.p Legal and Ethical Considerations
5.E.3. PRACTICE
5.E.3.a Collaboration
5.E.3.b Personal/Social Development
5.E.3.c Interventions
5.E.3.d Addiction Prevention and Intervention
5.E.3.e Multiple Data Sources

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Does the program have MARRIAGE, COUPLE & FAMILY COUNSELING?

Marriage, Couple, and Family Counseling

Students who are preparing to specialize as marriage, couple, and family counselors are expected to possess the knowledge and skills necessary to address a wide variety of issues in the context of relationships and families. Counselor education programs with a specialty area in marriage, couple, and family counseling must document where each of the lettered standards listed below is covered in the curriculum.

Standards

Standards	Met Select all	Not Met Select all
5.F.1. FOUNDATIONS
5.F.1.a History and Development
5.F.1.b Theories of Family Systems and Dynamics
5.F.1.c Theories of Marriage, Couple, and Family Counseling
5.F.1.d Sociology of the Family
5.F.1.e Systems Perspective
5.F.1.f Assessments
5.F.2. CONTEXTUAL DIMENSIONS
5.F.2.a Roles and Settings
5.F.2.b Marriage, Couples, and Family Structures
5.F.2.c Assessments
5.F.2.d Diagnostic Process
5.F.2.e Human Sexuality
5.F.2.f Aging and Intergenerational Influences
5.F.2.g Crisis and Trauma
5.F.2.h Addiction
5.F.2.i Interpersonal Violence
5.F.2.j Unemployment, Under-Employment, and Changes
5.F.2.k Career, Life, and Gender Roles
5.F.2.l Physical, Mental Health, and Psychopharmacological Factors
5.F.2.m Cultural Factors
5.F.2.n Professional Organizations, Standards, and Credentials
5.F.2.o Ethical and Legal Considerations
5.F.2.p Practice and Management Considerations
5.F.3. PRACTICE
5.F.3.a Assessment, Evaluation, and Case Management
5.F.3.b Family Wellness
5.F.3.c Techniques and Interventions
5.F.3.d Treatment, Planning, and Intervention
5.F.3.e Interfacing with the Legal System

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Does the program have SCHOOL COUNSELING?

School Counseling

Students who are preparing to specialize as school counselors will demonstrate the professional knowledge and skills necessary to promote the academic, career, and personal/social development of all P–12 students through data-informed school counseling programs. Counselor education programs with a specialty area in school counseling must document where each of the lettered standards listed below is covered in the curriculum.

Standards	Met Select all	Not Met Select all
5.G.1. FOUNDATIONS
5.G.1.a History and Development
5.G.1.b School Counseling Program Models
5.G.1.c P-12 Career Development Models
5.G.1.d Collaboration and Consultation
5.G.1.e P-12 Assessments
5.G.2. CONTEXTUAL DIMENSIONS
5.G.2.a Leadership and Advocacy
5.G.2.b Consultation
5.G.2.c College and Career Readiness
5.G.2.d School Leadership and Multidisciplinary Teams
5.G.2.e Emergency Management Plans
5.G.2.f School Counseling Advocacy
5.G.2.g Risk Factors and Warning Signs
5.G.2.h Psychopharmacological Medications
5.G.2.i Substance Abuse
5.G.2.j Leadership Styles
5.G.2.k Community Resources and Referral Sources
5.G.2.l Professional Organizations, Standards, and Credentials
5.G.2.m Legislation and Policy
5.G.2.n Legal and Ethical Considerations
5.G.3. PRACTICE
5.G.3.a Mission Statement and Objectives
5.G.3.b Design and Evaluation
5.G.3.c Curriculum Design, Lesson Planning, and Classroom Management
5.G.3.d Academic Development
5.G.3.e Career Counseling Interventions and Assessments
5.G.3.f Personal/Social Counseling
5.G.3.g School and Postsecondary Transitions
5.G.3.h Academic Achievement
5.G.3.i Promotion and Graduation Rates
5.G.3.j College and Career Readiness Interventions
5.G.3.k Promoting Equity
5.G.3.l Collaboration and Teamwork
5.G.3.m Peer Intervention Programs
5.G.3.n Accountability Data
5.G.3.o Program and Student Advocacy

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Does the program have REHABILITATION COUNSELING?

Rehabilitation Counseling

Students who are preparing to specialize as rehabilitation counselors will demonstrate the knowledge, skills, and attitudes necessary to address varied issues within the rehabilitation counseling context. Rehabilitation counselors work collaboratively with individuals with disabilities, their support systems, and their environments to achieve their personal, social, psychological, and vocational goals. Counselor education programs with a specialty area in rehabilitation counseling must document where each of the lettered standards listed below is covered in the curriculum.

Standards	Met Select all	Not Met Select all
5.H.1. FOUNDATIONS
5.H.1.a History, legislation, systems, philosophy, and current trends of rehabilitation counseling
5.H.1.b Theories, models, and interventions related to rehabilitation counseling
5.H.1.c Principles and processes of vocational rehabilitation, career development, and job development and placement
5.H.1.d Principles of independent living, self-determination, and informed choice
5.H.1.e Principles of societal inclusion, participation, access, and universal design, with respect for individual differences
5.H.1.f Classification, terminology, etiology, functional capacity, prognosis, and effects of disabilities
5.H.1.g Methods of assessment for individuals with disabilities, including testing instruments, individual accommodations, environmental modification, and interpretation of results

Standards	Met Select all	Not Met Select all
5.H.2. CONTEXTUAL DIMENSIONS
5.H.2.a Professional rehabilitation counseling scope of practice, roles, and settings
5.H.2.b Medical and psychosocial aspects of disability, including attention to coexisting conditions
5.H.2.c Individual response to disability, including the role of families, communities, and other social networks
5.H.2.d Information about the existence, onset, degree, progression, and impact of an individual’s disability, and an understanding of diagnostic systems including the International Classification of Functioning, Disability and Health (ICF), International Classification of Diseases (ICD), and Diagnostic and Statistical Manual of Mental Disorders (DSM)
5.H.2.e Impact of psychosocial influences, cultural beliefs and values, diversity and social justice issues, poverty, and health disparities, with implications for employment and quality of life for individuals with disabilities
5.H.2.f Impact of socioeconomic trends, public policies, stigma, access, and attitudinal barriers as they relate to disability
5.H.2.g Awareness and understanding of the impact of crisis, trauma, and disaster on individuals with disabilities, as well as the disability-related implications for emergency management preparation
5.H.2.h Impact of disability on human sexuality
5.H.2.i Awareness of rehabilitation counseling specialty area services and practices, as well as specialized services for specific disability populations
5.H.2.j Knowledge of organizational settings related to rehabilitation counseling services at the federal, tribal, state, and local levels
5.H.2.k Education and employment trends, labor market information, and resources about careers and the world of work, as they apply to individuals with disabilities
5.H.2.l Social Security benefits, workers’ compensation insurance, long-term disability insurance, veterans’ benefits, and other benefit systems that are used by individuals with disabilities
5.H.2.m Individual needs for assistive technology and rehabilitation services
5.H.2.n Advocacy on behalf of individuals with disabilities and the profession as related to disability and disability legislation
5.H.2.o Federal, tribal, state, and local legislation, regulations, and policies relevant to individuals with disabilities
5.H.2.p Professional organizations, preparation standards, and credentials relevant to the practice of rehabilitation counseling
5.H.2.q Legal and ethical aspects of rehabilitation counseling, including ethical decision-making models
5.H.2.r Administration and management of rehabilitation counseling practice, including coordination of services, payment for services, and record keeping

Standards	Met Select all	Not Met Select all
5.H.3. PRACTICE
5.H.3.a Evaluation of feasibility for services and case management strategies that facilitate rehabilitation and independent living planning
5.H.3.b Informal and formal assessment of the needs and adaptive, functional, and transferable skills of individuals with disabilities
5.H.3.c Evaluation and application of assistive technology with an emphasis on individualized assessment and planning
5.H.3.d Understanding and use of resources for research and evidence-based practices applicable to rehabilitation counseling
5.H.3.e Strategies to enhance coping and adjustment to disability
5.H.3.f Strategies to analyze work activity and labor market data and trends, to facilitate the match between an individual with a disability and targeted jobs
5.H.3.g Advocacy for the full integration and inclusion of individuals with disabilities, including strategies to reduce attitudinal and environmental barriers
5.H.3.h Assisting individuals with disabilities to obtain knowledge of and access to community and technology services and resources
5.H.3.i Consultation with medical/health professionals or interdisciplinary teams regarding the physical/mental/cognitive diagnoses, prognoses, interventions, or permanent functional limitations or restrictions of individuals with disabilities
5.H.3.j Consultation and collaboration with employers regarding the legal rights and benefits of hiring individuals with disabilities, including accommodations, universal design, and workplace disability prevention
5.H.3.k Assisting individuals with disabilities to obtain knowledge of and access to community and technology services and resources
5.H.3.l Consultation with medical/health professionals or interdisciplinary teams regarding the physical/mental/cognitive diagnoses, prognoses, interventions, or permanent functional limitations or restrictions of individuals with disabilities
5.H.3.m Consultation and collaboration with employers regarding the legal rights and benefits of hiring individuals with disabilities, including accommodations, universal design, and workplace disability prevention

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Section 6 – Doctoral Standards

Does the program have a doctoral program in COUNSELOR EDUCATION & SUPERVISION?

A. The Doctoral Learning Environment

Doctoral degree programs in Counselor Education and Supervision are intended to prepare graduates to work as counselor educators, supervisors, researchers, and practitioners in academic and clinical settings. The doctoral program standards are intended to accommodate the unique strengths of different programs.

Standards	Met Select all	Not Met Select all
THE PROGRAM
6.A.1 Degree Credit Hour Requirements
6.A.2 Extend, Prepare, Support, and Equip
6.A.3 Admission Criteria
6.A.4 Admissions Evaluation of Curricular Experiences
6.A.5 Dissertation Research
6.A.6 Core Faculty Requirements
6.A.7 Doctoral Committee

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

B. Doctoral Professional Identity

Doctoral programs in counselor education address professional roles in five doctoral core areas: counseling, supervision, teaching, research and scholarship, and leadership and advocacy. These five doctoral core areas represent the foundational knowledge required of doctoral graduates in counselor education. Therefore, counselor education programs must document where each of the lettered standards listed below is covered in the curriculum.

Standards	Met Select all	Not Met Select all
6.B.1. COUNSELING
6.B.1.a Counseling Theories
6.B.1.b Theories Integration
6.B.1.c Client Conceptualization
6.B.1.d Evidence-based Practices
6.B.1.e Evaluating Effectiveness
6.B.1.f Ethical and Culturally Relevant Counseling
6.B.2. SUPERVISION
6.B.2.a Purposes of Clinical Supervision
6.B.2.b Frameworks and Models
6.B.2.c Roles and Relationships
6.B.2.d Skills
6.B.2.e Personal Style
6.B.2.f Assessment
6.B.2.g Modalities and Technology
6.B.2.h Administrative Procedures
6.B.2.i Evaluation, Remediation, and Gatekeeping
6.B.2.j Legal and Ethical Issues
6.B.2.k Culturally Relevant Strategies
6.B.3. TEACHING
6.B.3.a Roles and Responsibilities
6.B.3.b Pedagogy and Teaching Methods
6.B.3.c Adult Development and Learning
6.B.3.d Instructional Design, Delivery, and Evaluation
6.B.3.e Online Instruction
6.B.3.f Screening, Remediation, and Gatekeeping
6.B.3.g Assessment of Learning
6.B.3.h Ethical and Culturally Relevant Strategies
6.B.3.i Mentoring in Counselor Education
6.B.4. RESEARCH AND SCHOLARSHIP
6.B.4.a Research Designs
6.B.4.b Univariate and Multivariate Research Designs
6.B.4.c Qualitative Designs and Data Analysis
6.B.4.d Emergent Practices and Processes
6.B.4.e Instrument Design
6.B.4.f Program Evaluation
6.B.4.g Research Questions
6.B.4.h Writing for Publication
6.B.4.i Conference Proposals
6.B.4.j Research Proposals
6.B.4.k Grant Proposals
6.B.4.l Ethical and Culturally Relevant Strategies
6.B.5. LEADERSHIP AND ADVOCACY
6.B.5.a Theories and Skills
6.B.5.b Organizational Leadership
6.B.5.c Educational Leadership
6.B.5.d Accreditation
6.B.5.e Organizational Leadership, Management, and Administration
6.B.5.f Crises and Disasters
6.B.5.g Consultation
6.B.5.h Current Issues
6.B.5.i Professional Advocacy
6.B.5.j Client Advocacy
6.B.5.k Leadership Strategies
6.B.5.l Ethical and Culturally Relevant Practices

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

C. Doctoral Level Practicum and Internship

Standards	Met Select all	Not Met Select all
PRACTICUM
6.C.1 Practicum Duration, Experiences, and Direct Service
6.C.2 Supervisors
6.C.3 Supervisor Qualifications
6.C.4 Individual/Triadic Supervision
6.C.5 Group Supervision
6.C.6 Liability Insurance
INTERNSHIP
6.C.7 Internship Duration, Experiences and Liability
6.C.8 Individual/Triadic Supervision
6.C.9 Group Supervision

Strengths:Note: It is recommended to copy and paste from Microsoft Word.

Suggestions: (Not necessarily related to a specific Standard, but for program enhancement of improvement).Note: It is recommended to copy and paste from Microsoft Word.

Please remember to submit the Site Team Recommendation Form to cacrep@cacrep.org

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