The academic unit in which the program in counselling is offered is located in an accredited Canadian university.
The academic unit in which the program is offered is a recognized part of the Faculty of Gradate Studies. The program is fully described in the university calendar regarding admission criteria, program requirements, financial aid, etc.
There is cooperation with other programs at the university and with community based resources, which are involved in components of students’ programs
The institution provides financial support to ensure the ongoing operation of the program. This includes financial support and time for faculty members to engage in professional activities and associations, technical and personnel support to engage in research activities, library facilities to support the scholarly and professional work of faculty and students.
The institution provides counselling services. These services are provided by professionals, who are at arms length from the program.
II – MISSION, ORIENTATION, OBJECTIVES, and PRIORITIES
The program has a clearly defined, published mission statement that indicates the program’s goals, its orientation, and priorities, along with a description of the ways in which the program reviews and updates its mission. There is clear evidence that the program and the administrative unit in which it is located have endorsed the mission statement and that it is available to faculty, students and community resources connected with the program.
The administrative unit that is directly responsible for the graduate preservice professional education of counsellors has developed a set of objectives for the counsellor education program.
The objectives are consistent with current theory, research, and practice in the field of counselling within a pluralistic society.
The objectives reflect the present and projected needs of a pluralistic society.
The objectives are based on a systematic and documented assessment of need.
Major stake holding groups connected with the program (program faculty, current and former students, personnel in cooperating agencies, professionals in the field, and major employers) have been involved in the assessment of need upon which objectives are determined and priorities are set.
The program activities are directly related to program objectives;
The objectives are written in a way that makes it possible to assess the extent to which they are being met.
The objectives are current as evidenced by systematic periodic review (at least every three years) and revision as needed.
III – PROGRAM OF STUDIES
A. General Standards
The program is comprised of a minimum of 48 credit hours of course work, which may be completed on a full time or a part time basis. Distance education programs are also acceptable provided they meet accreditation standards.
The program facilitates opportunities for students to identify and connect with the Canadian Counselling and Pyschotherapy Association and other professional bodies. Further, it encourages students to participate in the professional activities of these associations and in other ongoing professional development activities, such as workshops and seminars.
The program provides for a balanced integration of theory and supervised practice.
The program is sufficiently flexible to allow for individual differences in student background, interest, and ability.
A set of core competencies is specified for the program.
The program provides appropriate opportunities for self-appraisal and self-understanding on the part of the student.
The program provides appropriate opportunities for students to develop interpersonal skills through feedback from peers and instructors.
Educational, career, and personal counselling services are available to all students and are provided by qualified persons other than the counsellor education faculty.
Detailed course syllabi, which include objectives, course content, required resource materials, and evaluation criteria, are distributed and explained at the beginning of each course and are available for all current and prospective students.
Elective courses are available to all students.
Course material involves the use of relevant research data by faculty and students.
The program must be fully established with an ongoing record of graduates (minimum of two years).
There is evidence of an ongoing professional relationship between program faculty and professional counsellors in the community.
The program has a community based advisory committee made up of representatives of major stakeholders such as former students, personnel in cooperating agencies, professionals from the community and employers. The committee is expected to meet at least once each year.
B. Core Concepts and Competencies
All students in the counselling program are required to engage in curricular experiences and to demonstrate competence in each of the following core areas
Counselling as a Profession including:
the history and philosophy of counselling as a helping profession; athe role and identity of professional counsellors and their relationships with other related professionals;
professional organizations (primarily the Canadian Counselling and Pyschotherapy Association) including mission and goals, membership criteria, activities, services to members, and current priorities;
required standards of preparation including certification and accreditation standards.
Ethical and Legal Issues in Counselling including:
certification standards and issues;
ethical standards of the Canadian Counselling and Pyschotherapy Association and related bodies;
legal issues;
opportunity to apply ethical decision-making processes to case material.
Counselling and Consultation Processes including:
counselling theories that provide the student with a consistent framework to conceptualize client issues and identify and select appropriate counselling strategies and interventions. Presentation of theories should include the foundations of their development; their cognitive, affective and behavioural components; research evidence for their effectiveness; and their application to practice. Theories presented should reflect current professional practice.
an understanding of essential interviewing and counselling skills so that the student is able to establish an effective therapeutic relationship and develop and maintain appropriate professional boundaries. The student should be able to understand and apply effective counselling approaches and techniques to facilitate client exploration of issues, examination of alternate perspectives, and development of appropriate actions with respect to the issues presented. It is recognized that these involvements will also require a measure of student reflection and self-exploration. A prepracticum experience of at least 40 hours of laboratory practice in basic counselling skills and simulated interviews is required of all students.
a systems perspective that recognizes that all clients are part of larger societal, colleague, friendship and family systems. Curricular experiences are provided regarding systems theories (including family theories) and related approaches and strategies.
a general model of consultation. This should include issues related to the development of consultation models, ways in which counselling and consultation approaches differ, strategies for effective consultation, and the opportunity to apply theoretical models to practice.
ethical and legal issues related to counselling and consultation.
Group Counselling - Understanding and ethical application of group counselling approaches, including:
theories related to group counselling, including research evidence regarding the effectiveness of various group approaches.
group goals, function, structure and processes, including communication, norms, decision-making, problem solving and conflict management.
phases of group development and related interventions
issues to consider in developing a group, including purpose, selection criteria and methods, member needs and roles, leader approaches and skills, group processes, group design, group activities, methods of evaluating effectiveness.
issues related to the preparation and supervision of group leaders.
ethical and legal issues related to group counselling.
Human Development and Learning, including:
an understanding of the application of theories of human development in understanding and working with individuals, families and groups experiencing developmental transitions across the lifespan.
an understanding of the application of learning theory and theories of personality in a variety of counselling and consultation processes.
an understanding of developmental issues, challenges and crises including, addiction, psychopathology, disabling conditions, etc.
ethical and legal considerations.
Diversity – Understanding and respecting human diversity within the Canadian multi-cultural society, including:
Variability in age, gender, culture and ethnicity, race, religious preference, sexual orientation, physical and psychical ability, socioeconomic status, lifestyle and family patterns;
Issues and trends affecting diverse groups;
Individual, family and group strategies with diverse populations;
Legal and ethical issues
Lifestyle and Career Development, including:
Knowledge of theories of career development and their application to counselling and consultation processes.
An understanding of the role of career development issues as they relate to life roles and issues of diversity across the lifespan.
Knowledge of relevant print and computer-based resources needed in career focused counselling and consultation, including career guidance programs.
An ability to appropriately use a variety of vocational and career assessment instruments.
An understanding of and an ability to effectively utilize career counselling processes.
An ability to develop, apply and evaluate career counselling programs with specific populations.
Ethical and legal considerations.
Assessment Processes, including
Knowledge related to the evolution of the development of individual and group assessment instruments and processes,
Knowledge of basic concepts of measurement theory, including reliability and validity and related statistical concepts.
Knowledge and the ability to use a variety of assessment approaches, including standardized and non-standardized instruments, computer based approaches, observational methods, etc.
An understanding of the influences of issues of diversity regarding appraisal.
An ability to appropriately select, apply and interpret appraisal techniques and instruments within counselling and consultation processes.
Ethical and legal issues related to assessment.
Research Methods, including:
Knowledge of basic principles of qualitative and quantitative research design, along with related processes of data analysis.
An understanding of challenges involved in conducting counselling research.
Knowledge of the influence of issues of diversity related to conducting research.
Legal and ethical issues involved in research.
Program Evaluation, including an understanding of how to conduct needs assessments, specify program objectives and evaluate the impact of counselling programs.
C. Elective Concepts and Competencies
The program offers elective coursework to permit students to focus on at least one area of special interest, such as the following:
School counselling
Counselling in higher education
Community/agency counselling
Rehabilitation counselling
Career counselling
Family counselling
D. Supervised Practice Clinical instruction includes supervised practice completed within a student’s program of study. Practicum requirements are considered to be the most critical experience aspects of the program.
During their training, students must complete an initial 100-hour supervised practicum. The purpose of this practicum is to foster the development of counselling skills under supervision. The practicum will include:
50 hours of direct service with clients, including experience in individual counselling (minimum 40 hours) and group work (minimum 10 hours);
weekly interaction with an average of one hour per week of individual and/or joint (two students and one supervisor) supervision;
an average of one and one half hours per week of group supervision based on video recording and case studies that is provided on a regular schedule over the course of the student’s practicum by a program faculty member or a supervisor under the supervision of a program faculty member; and
evaluation of the student’s performance throughout the practicum including a formal written evaluation after the student completes the practicum.
Faculty supervisors are responsible for the supervision of no more than five practicum students during any term.
Supervision of practicum students is credited by the university as a significant part of the faculty member's normal workload.
Students must complete a final 400 hour supervised practicum:
Of the 400 hours of supervised practicum, a minimum of 200 hours is spent in direct client contact.
Of the 200 hours spent in direct client contact, a minimum of 160 hours is spent in individual counselling.
Of the 200 hours spent in direct client contact, a minimum of 40 hours is spent in group work.
The practicum should provide the opportunity for the student to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, supervision, information and referral, team work, in-service and staff meetings);
The practicum should provide an opportunity for the student to develop program-appropriate audio and/or videotapes of the student’s interactions with clients for use in supervision;
The practicum should provide the opportunity for the student to gain supervised experience in the use of a variety of professional resources such as assessment instruments, technologies, print and multimedia, professional literature, and research; and
There should be a formal evaluation of the student’s performance during the final practicum by a program faculty member in consultation with the site supervisor.
For their practicum experience, students are placed in settings compatible with their career goals and their program of studies.
Opportunities are provided for students to develop professional relationships with staff members in their practicum settings.
The practicum supervisor's role is clearly identified and a specific time for supervision is allocated.
Practicum supervisors employ a combination of the following methods in discussing the student's counselling sessions: direct observation, review of audio tapes, review of video tapes, client reactions, and peer reactions,
Practicum experiences received off-campus are supervised by site personnel who have, at minimum, a master’s degree in counselling; significant (minimum two years of pertinent professional experience) counselling experience; reputed competence; and knowledge of the program’s expectation, requirements, and evaluation procedures for students.
The program faculty provides orientation, assistance, and consultation to supervisors.
Field personnel who assume major responsibility for the supervision of a student's practicum experience are assigned no more than two students at a given time unless the field supervisor is released from other work responsibilities.
Doctoral students who serve as practicum supervisors:
have completed counselling practicum experiences equivalent to those within the Master’s program;
have completed or are receiving training in counselling supervision; and
are themselves supervised by qualified program faculty with a faculty / student ratio of 1:5.
IV – STUDENTS
A. Screening, Selection, and Admission
The administrative unit, which is directly responsible for the preservice professional education of counsellors, has developed a policy and procedure for screening, selecting, and admitting students to its program.
Admission policy and procedures reflect an effort to select individuals who represent a variety of academic, experiential, and cultural backgrounds.
A committee of core program faculty members makes the decisions concerning admission of applicants on the basis of established criteria. These criteria include:
Acceptability to the Faculty of Graduate Studies.
An appropriate background as specified by the program.
Evidence of openness to self-examination and commitment to self-growth.
Evidence of commitment to a career in counselling.
Reputed social and interpersonal skills.
Evidence of satisfactory person-oriented field and/work experience.
B. Advisement
Students are assigned a faculty advisor at the time of admission and have an assigned advisor for the duration of their program.
Upon admission, students are provided with a program of studies that meets accreditation requirements.
C. Performance Review
Student’s performance is systematically reviewed as they progress through the program.
Where performance reviews indicate inappropriateness for the counselling field, faculty members assist in facilitating the student’s transition out of the program and, if possible, change to an area of study more appropriate for the student.
D. Program Information
The administrative unit which is directly responsible for the preservice professional training of counsellors has prepared, for distribution to prospective students, written descriptions of the program including admission requirements, financial aid, program offerings, and requirements for successful completion of the program.
Following acceptance into the program but prior to or at the beginning of the first term of enrolment in the program, the following occur:
An orientation to the program; and
A student handbook is distributed that includes university and/or program policies and/or information regarding the following:
Mission statement, orientation, and program objectives;
Activities including involvements with relevant professional organizations (e.g., CCPA) available to students in the program;
Policies and procedures pertaining to academic appeals;
Policies and procedures pertaining to student retention including possible student remediation and/or dismissal from the program for non-academic reasons; and
Procedures for obtaining references for credentialing and employment.
V- FACULTY
A Qualifications of Faculty
Core members of the counsellor education faculty:
Are experienced counsellors.
Possess an earned doctorate in counselling.
Are qualified by preparation and experience to conduct and supervise research activities.
Are actively involved in a professional organization of counsellors at the local and provincial level.
Are strongly encouraged to be active members of Canadian Counselling and Pyschotherapy Association and its Chapter of Counsellor Educators.
Are actively engaged in research in counselling and contribute to the literature in the field.
The program may employ additional program faculty who:
hold graduate degrees from a program in counsellor education or a closely-related field; and
identify with the counselling profession through memberships in appropriate professional organizations (e.g., CCPA) and appropriate certifications (e.g., CCC), and/or licenses (e.g., C. Psych) pertinent to the profession.
The program makes ongoing efforts to attract and retain faculty from the diverse ethnic, racial, gender, and personal backgrounds reflective of a diverse global society.
B. Number and Workload of Faculty
The program demonstrates that it has faculty resources of appropriate quality and sufficiency to achieve its mission, goals and objectives. The program has an identifiable full-time core faculty responsible for its leadership, who
function as an integral part of the academic unit of which the program is an element;
are sufficient in number for their academic and professional responsibilities;
number at least three (3) full-time faculty members assigned to the academic unit in counsellor education;ahave the authority to determine program curriculum within the structure of the institution’s policy.
Within the program the recommended ratio of full-time equivalent (FTE) students to FTE faculty is 10:1.
VI – PROGRAM GOVERNANCE
One member of the core faculty is officially designated as the professional leader of the counsellor education program, is responsible for coordination of the program, and is the one to whom inquiries regarding the overall program are addressed. This person is a full-time faculty member whose workload is at least 50% in the program. The person has release time from faculty member responsibilities to administer the program.
One core faculty member is identified as the clinical coordinator for the program and is responsible for the coordination of all clinical experiences in the counsellor education program. Release time should be provided for this activity.
The duties of the professional leader of the program (program coordinator) include – overseeing the curriculum of the program, developing a committee structure needed to operate the program, chairing regularly scheduled meetings of the counsellor education program faculty, representing the needs of the program to the university, and acting as CCPA Accreditation liaison.
Student representatives are included on all appropriate committees of the counsellor education program.
VII- INSTRUCTIONAL SUPPORT
The program is clearly identified as part of the institution's graduate program.
A minimum of 1/2-time graduate assistant is assigned to the program for each 20 full-time (or equivalent) students.
A minimum of one full-time secretary (or equivalent) is provided for every five full-time or equivalent) faculty members assigned to the program.
Adequate office space for faculty and adequate office, study, and lounge space for graduate students in the counsellor education program are provided.
Adequate facilities for supervised practicum experiences are provided either on campus or off campus.
Accessible laboratory facilities, on-or off-campus, that facilitate demonstration and training are available and used for instruction. The laboratory facilities provide for:
aprepracticum work in basic counselling skills and simulated interviews;
atraining in group work;
anecessary audio, video, and other equipment;
aobservational and interactive supervision capabilities that ensure protection of the student’s right to confidentiality.
Accessible counselling practicum settings, on-or off-campus that facilitate demonstration, and training are available and used for instruction. The settings provide for:
aindividual and group counselling, such as to ensure privacy for clients and space for appropriate equipment (e.g., TV monitoring and taping);
anecessary audio, video, and other equipment;
aobservational and interactive supervision capabilities that ensure protection of the client’s right to confidentiality.
Technical assistance is available for all equipment used.
Adequate test materials as well as library and laboratory space are available to support testing courses.
Library facilities provide adequate resource materials for study and research in counselling.
Inter-library loans, ERIC services, microfilm, and photocopy services are available.
An effort is made to secure financial assistance and/or part-time work opportunities for graduate students.
VIII – EVALUATION
Program objectives are reviewed, discussed and changed as needed on an on-going basis, with input from faculty, students, and community-based resources.
The program faculty conducts an annual review of each student’s progress and provides written feedback to students.
A yearly report should be provided to the CCPA Council on Accreditation. The report should include:
changes made to curricular offerings; and
changes in core and other faculty.
A formal evaluation of the program is conducted every three years, and a report provided to the CCPA Council on Accreditation. The report should include:
review of curricular offerings;
admissions and graduation statistics;
surveys of graduates, employers, and field placement supervisors;
evidence of program revision based on 1, 2, and 3.
The results of program evaluations are made broadly available to current students, faculty, institutional administrators, and community resources.
Students have regular opportunities to formally evaluate the faculty, and curricular experiences that are part of their program.
The academic unit leader annually discusses results of students’ evaluations with faculty.
Faculty are made aware of faculty evaluation procedures and any changes to those procedures.
REFERENCES
Canadian Psychological Association. (1991). Accreditation manual. (Ottawa, Ont.: Dr. K.R. Cohen Author).
Council for Accreditation of Counseling and Related Educational Programs. (2001). CACREP Standards for Accreditation of Counsellor Education Programs. (Washington, DC).
Peavy, V., Robertson, S., & Westwood, M. (1982). Guidelines for counsellor education programs in Canada. Canadian counsellor, 16 (3) . 135 – 142.
Robertson, S.E., & West, L.W. (1987). CGCA Procedures manual for counsellor education programs in Canada. (Ottawa, Ont.: Canadian Guidance and Counselling Association).
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