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Assumptions Guiding Process

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.

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Assumptions Guiding Process

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  1. 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

  2. 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

  3. 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.

  4. 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.

  5. 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.

  6. Overview of Clusters • 5 CLUSTERS (IN BOLD CAPS) • 11 Core Competencies (in Bold Italics) • Essential Components • Indicators • Examples

  7. Professionalism Cluster • Professional Values and Attitudes • Integrity • Deportment • Accountability • Concern for the Welfare of Others • Professional Identity • Individual and Cultural Diversity • Self as Shaped by Individual and Cultural Diversity and Context • Others as Shaped by Individual and Cultural Diversity and Context • Interaction of Self and Others as Shaped by Individual and Cultural Diversity and Context • Applications based on Individual and Cultural Context

  8. Professionalism Cluster • Ethical/Legal Standards and Policy • Knowledge of Ethical, Legal and Professional Standards and Guidelines • Awareness and Application of Ethical Decision Making • Ethical Conduct • Reflective Practice/Self-Assessment/Self-Care • Reflective Practice • Self-Assessment • Self-Care • Participation in Supervision Process

  9. 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

  10. Application Cluster • APPLICATION • Evidence-Based Practice • Knowledge and Application of Evidence-Based Practice • Assessment • Knowledge of Measurement and Psychometrics • Knowledge of Assessment Methods • Application of Assessment Methods • Diagnosis • Conceptualization and Recommendations • Communication of Assessment Findings • Intervention • Intervention Planning • Skills • Intervention Implementation • Progress Evaluation

  11. Systems Cluster • SYSTEMS • Interdisciplinary Systems • Knowledge of the Shared and Distinctive Contributions of Other Professions • Advocacy • Empowerment • Systems Change

  12. 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?

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