Method
Participants
The participants of the study will consist of a national sample of licensed professional counselors (LPC) who are currently in practice and their supervisors. This sample of LPCs will include both those individuals who have been trained in a CACREP-accredited counseling program and those individuals who were trained in a non-CACREP-accredited counseling program. Including both samples will help to give counseling service outcome measures for each group to compare the effectiveness. Ideally, the sample will be representative of the overall demographic population of counselor supervisors and professional counselors in terms of gender, race/ethnicity, sexual orientation, etc. so the findings of the sample can be generalized to the population of LPCs. The supervisors of LPCs have been included to …show more content…
This scale assesses counselor competencies through the scoring of counseling knowledge and skills. Scores are given on a Likert scale of 1 (Harmful) to 5 (Exceeds Expectations/Demonstrates Competencies). The categories for scoring on the CCS-R are aligned with the 2016 CACREP Common Core standards which will help to assess whether CACREP standards are sufficient for the educational requirements for national counseling licensure. Sample categories from the CCS-R include nonverbal skills, reflection of meaning, professional ethics, and multicultural competence in the counseling relationship. Included with the CCS-R will be a questionnaire (Appendix B) for the supervisors and supervisees to examine the sufficiency and opinions of practicing counselors on using CACREP standards for national licensure. The questionnaire will include questions such as, “Did you graduate from a CACREP-accredited counseling education program?” and “What are the disadvantages of using CACREP standards for national licensure
Participants
The participants of the study will consist of a national sample of licensed professional counselors (LPC) who are currently in practice and their supervisors. This sample of LPCs will include both those individuals who have been trained in a CACREP-accredited counseling program and those individuals who were trained in a non-CACREP-accredited counseling program. Including both samples will help to give counseling service outcome measures for each group to compare the effectiveness. Ideally, the sample will be representative of the overall demographic population of counselor supervisors and professional counselors in terms of gender, race/ethnicity, sexual orientation, etc. so the findings of the sample can be generalized to the population of LPCs. The supervisors of LPCs have been included to …show more content…
This scale assesses counselor competencies through the scoring of counseling knowledge and skills. Scores are given on a Likert scale of 1 (Harmful) to 5 (Exceeds Expectations/Demonstrates Competencies). The categories for scoring on the CCS-R are aligned with the 2016 CACREP Common Core standards which will help to assess whether CACREP standards are sufficient for the educational requirements for national counseling licensure. Sample categories from the CCS-R include nonverbal skills, reflection of meaning, professional ethics, and multicultural competence in the counseling relationship. Included with the CCS-R will be a questionnaire (Appendix B) for the supervisors and supervisees to examine the sufficiency and opinions of practicing counselors on using CACREP standards for national licensure. The questionnaire will include questions such as, “Did you graduate from a CACREP-accredited counseling education program?” and “What are the disadvantages of using CACREP standards for national licensure