Future of Counseling Psychology in Schools of Education: Endorsement of the Master’s Training Competencies

CCPTP Master's Competencies Workgroup: Nadya Fouad, Mike Scheel (Co-Chair), Jim Lichtenberg (Co-Chair), & Margo Jackson

Assumptions Guiding Process

Professional counseling is broadly defined

Interventions occur at multiple levels.

Professional counseling occurs in many locations and facilities

Professional counseling is distinct from professional doctoral-level psychology, and the professional socialization of counselors is also distinct.

States regulate specific requirements

Assumptions Guiding Process

The competencies prepare students for additional post-master’s supervised experience or for entry into a doctoral program.

The master’s degree in professional counseling consists of at least 45 credit hours or 2 full

time years of study/preparation. two semesters of supervised practicum with

appropriate supervision. The competencies are designed to be flexible,

not to be proscriptive, and to be adapted for each individual program’s emphasis.

Assumptions Guiding Process

The competencies focus on individual student learning outcomes, rather than on program accreditation.

Benchmarks are organized developmentally, with the first level to be assessed early in the program and the second level at the point of degree conferral.

Assumptions Guiding Process

Programs can set their own minimal expected level of competence for each competency domain as well as for overall performance.

The ratings for each competency would be “lacking” “emerging” “proficient”

Although many of the competencies are identified discretely, they are in fact, integrated and infused throughout the curriculum.

Overview of Clusters

5 CLUSTERS (IN BOLD CAPS)

11 Core Competencies (in Bold Italics) Essential Components

Indicators Examples

Professionalism Cluster

Professionalism Cluster

Relational and Science Clusters

RELATIONAL

Relationships

Interpersonal Relationships

Affective Skills

Expressive Skills

SCIENCE

Scientific Knowledge and Methods

Scientific Mindedness

Scientific Foundation of Professional Counseling

Scientific Foundation of Professional Practice

Application Cluster

Systems Cluster

SYSTEMS

Interdisciplinary Systems

Knowledge of the Shared and Distinctive Contributions of Other Professions

Advocacy

Empowerment

Systems Change

8.a,k

5. Professional Identity

  Demonstrates beginning understanding of self as professional; “thinking like a professional counselor” Examples:Demonstrates knowledge of the program and profession (training model, core competencies)Demonstrates knowledge about practicing within one’s competence  

Displays emerging professional identity as professional counselor; uses resources (e.g., supervision, literature) for professional development  Examples:Has membership in professional organizations Attends colloquia, workshops, conferencesConsults literature relevant to client care 

8.h,i,j,k

3. Application of Assessment Methods

  No expectation at this level Demonstrates knowledge of measurement across domains of functioning and practice settingsExamples:Demonstrates awareness of need to base diagnosis and assessment on multiple sources of informationDemonstrates awareness of need for selection of assessment measures appropriate to population/problem 

Questions?

Are there any missing competency domains? Are any of the competencies not needed or

not essential for entry-level supervised professional counselors?

Are there additional behavioral examples? Are the examples appropriate for each stage

(early and exit)? How well do the MCAC professional domain

standards align with the competencies and are there suggestions for better alignment?

Other feedback?