The History and Development of Prof

The History and Development of Professional Preparation Standards
Unfortunately, the United States is cluttered with bogus “institutions of higher learning” that issue master’s and doctor’s “degrees” that are not worth the paper they are printed on and that can even get you into legal trouble if you attempt to proffer them as legitimate credentials. . . . Avoid these rip-offs as you would the plague. (Keith-Spiegel & Wiederman, 2000, p. 53)
Mental health professionals often have responsibilities that heavily impact the lives of others, many of whom are exceptionally vulnerable. Shoddy or inept training could cause you, even inadvertently, to harm people. One mechanism of ensuring good training is through accreditation of programs. Some of the fi rst programs to offer training standards that would eventually lead to accreditation were in social work during the early part of the twentieth century—soon to be followed by psychology programs in the mid-1940s (Morales, Sheafor, & Scott, 2012; Sheridan, Matarazzo, & Nelson, 1995). Few then realized that today there would literally be hundreds of accredited programs offering graduate training in counseling, social work, couples and family therapy, and psychology. Although starting a little later than the fi elds of psychology and social work, within the past 30 years the counseling fi eld has made great strides in its efforts toward accreditation.
The Council for Accreditation of Counseling and Related Educational Programs (CACREP): A Short History
The acronym CACREP is a mouthful to say. . . . In fact, without the Council for Accreditation of Counseling and Related Educational Programs, counseling would be far less credible as a profession compared to other human service fi elds that have such an agency. (Sweeney, 1992, p. 667) Although the idea of having standards for counselor education programs can be traced back to the 1940s (Sweeney, 1992), it was not until the 1960s that such standards began to take form with the adoption of training standards for elementary school counselors, secondary school counselors, and student personnel workers in higher education (Altekruse &
CHAPTER 3 Standards in the Profession 81
Wittmer, 1991). Soon, ACES began to examine the possibility of merging these various standards into one document entitled the Standards for the Preparation of Counselors and Other Personnel Service Specialists (Altekruse & Wittmer, 1991; Sweeney, 1995). Although the Standards were being unoffi cially used as early as 1973, it was not until 1979 that APGA (now ACA) offi cially adopted them, and in 1981 APGA created the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), a freestanding incorporated legal body that would oversee the accrediting process (Brooks & Gerstein, 1990). Adoption of the CACREP standards started slowly, and they have gone through a number of revisions prior to taking on their most recent form, which went into effect in January of 2009. Today they are considered to be the standard to which all counseling programs should strive (see CACREP, 2010a). Considering the vast number of changes that most programs have to make and the amount of time that it takes to implement such changes, it is a tribute to CACREP that 242 of the approximately 500 institutions that offer counseling programs oversee 579 accredited programs in a number of specialty areas (Urofsky, personal communication, March 5, 2010). An additional 35 programs are now applying for accreditation (CACREP, 2010b), and with New York State and California fairly recently obtaining licensure for counselors, it is likely that there will be a push in those states to accredit additional counseling programs. As you might guess, all evidence seems to indicate that the there will be continued expansion of the number of CACREP accredited programs. It is probably not surprising that accreditation of counseling problems has quickly spread, as the benefi ts are many (Bahen & Miller, 1998; McGlothlin & Davis, 2004; O’Brien, 2009; Schmidt, 1999): • Students who graduate from accredited programs study from a common curriculum, are generally more knowledgeable about core counseling issues, and usually participate in more intensive and longer fi eld work experiences. • Accreditation often becomes the standard by which credentialing bodies determine who is eligible to become certifi ed or licensed. • Accreditation bodies offer the impetus for setting and maintaining high standards. • Accreditation almost always results in improved programs. • Administrators and legislators are often more willing to provide money to maintain the high standards of accredited programs. • Those who graduate from accredited programs generally have better job opportunities. • Accredited programs will often attract better faculty. • Accredited programs will often attract better students. Although some have argued that accredited programs can limit creativity, are too costly, and delimit what can be offered, it is clear that CACREP is here to stay.
A Quick Overview of the CACREP Standards Today, CACREP offers standards for the doctoral degree in counselor education and for the master’s degree in clinical mental health counseling (54 credits until July 1, 2013, thereafter 60 credits), school counseling (48 credits), student affairs and college counseling (48 credits), career counseling (48 credits), addiction counseling (60 credits), and marriage, couple, and family counseling (60 credits) (CACREP, 2010c). In some counseling programs you will find accredited master’s degrees in counseling listed under related names (e.g., community counseling) as those programs were accredited under previous standards. As their accreditation periods runout, they will either become re-accredited under one of the new names or disband the program. For all master’s programs seeking CACREP accreditation, the standards delineate a variety of requirements within three primary areas: The Learning Environment, which sets minimal standards for structure and evaluation of the institution, the academic unit, faculty and staff; Professional Identity, which specifi es foundations of the program (e.g., mission statement and objectives) and delineates content areas that should be learned by students (i.e. professional orientation and ethical practice, social and cultural diversity, human growth and development, career development, helping relationships, group work, assessment, and research and program evaluation); and Professional Practice, which specifi es supervisor qualifi cations and requirements for fi eld work experience that include 100 hours of practicum and 600 hours of internship. Similar types of guidelines are also given for doctoral level programs in counselor education. In addition to these common standards, each specialty area has additional standards that must be met. For instance, clinical mental health counseling requires student learning in the following areas: foundations; counseling, prevention, and intervention; diversity and advocacy; assessment; research and evaluation; and diagnosis. School counseling requires all the same areas with the exception of diagnosis and with the addition of academic development, collaboration and consultation, and leadership. To meet the accreditation standards, most programs fi nd that they need to undertake at least moderate changes. Following the changes, and often while they are being made, a self-study report is written that spells out how the program meets each of the sections of the program standards. This report is then sent along with an application to the CACREP offi ce, which has independent readers review the report. If the report is accepted, then a CACREP team is appointed to visit and review the program and make a fi nal recommendation for or against accreditation. The CACREP accreditation process tends to be long and arduous. Despite this fact, or perhaps because of it, CACREP has become a major force in the preparation of highly trained counselors and will no doubt continue to have an impact on the counseling fi eld.
Other Accrediting Bodies A number of other accreditation bodies set standards in related fi elds. For instance, the Council on Rehabilitation Education (CORE, 2010) accredits rehabilitation counseling programs. Although CORE and CACREP had discussed the possibility of a merger, such talks fell through and are currently on hold (The CACREP Connection, 2007). In another related fi eld, we fi nd training centers being approved by the American Association of Pastoral Counselors (AAPC, 2005–2009). These centers do not offer degrees, but do offer training in pastoral counseling. Usually, a pastoral counselor already has obtained his or her degree in counseling, or a related fi eld, prior to going to one of these training centers. In the fi eld of psychology, the American Psychological Association (APA) currently sets standards for doctoral-level programs in counseling and clinical psychology (APA, 2010). The Council on Social Work Education (CSWE, 2010) is responsible for the accreditation of both undergraduate and graduate social work programs, while AAMFT’s Commission on Accreditation for Marital and Family Therapy Education (COAMFTE, 2002) is the accrediting body for marriage and family therapy programs. Although somewhat in confl ict with CACREP’s accreditation of marriage and family therapy counseling programs, this commission has accredited 107 marriage and family therapy programs in the United States and Canada (COAMFTE, 2010).
CHAPTER 3 Standards in the Profession 83
Credentialing
One method of ensuring that professionals are competent is through accreditation. Another means is through credentialing. Although credentialing in the mental health professions is a relatively new phenomenon, regulating occupations began as far back as the thirteenth century when the Holy Roman Empire set requirements for the practice of me

Hasil (Bahasa Indonesia) 1:

Sejarah dan perkembangan standar Persiapan ProfessionalSayangnya, Amerika Serikat berantakan dengan palsu "institusi pendidikan tinggi" yang mengeluarkan master dan doctor's "gelar" yang tidak sebanding dengan kertas mereka dicetak pada dan yang bahkan bisa mendapatkan Anda ke dalam masalah hukum jika Anda mencoba untuk menawari mereka sebagai sah kredensial.... Hindari rip-off ini seperti wabah. (Keith-Spiegel & Wiederman, 2000, halaman 53)Profesional kesehatan mental sering memiliki tanggung jawab yang sangat mempengaruhi kehidupan orang lain, banyak dari mereka sangat rentan. Pelatihan yang buruk atau tidak kompeten dapat menyebabkan Anda, bahkan secara tidak sengaja, untuk menyakiti orang. Salah satu mekanisme memastikan pelatihan yang baik adalah melalui akreditasi program. Beberapa program rst fi untuk menawarkan standar pelatihan yang akhirnya mengarah ke akreditasi berada dalam pekerjaan sosial selama bagian awal abad kedua puluh — segera untuk diikuti oleh psikologi program pada pertengahan 1940-an (Morales, Sheafor, & Scott, 2012; Sheridan, Matarazzo, & Nelson, 1995). Sedikit kemudian menyadari bahwa hari ini akan benar-benar ada ratusan program terakreditasi yang menawarkan pascasarjana pelatihan dalam konseling, kerja sosial, pasangan dan keluarga terapi, dan psikologi. Meskipun mulai sedikit lambat elds fi psikologi dan kerja sosial, dalam 30 tahun konseling fi eld telah membuat langkah besar dalam usahanya menuju akreditasi.Dewan Akreditasi konseling dan program pendidikan terkait (CACREP): sejarah singkatSingkatan CACREP adalah seteguk mengatakan.... Pada kenyataannya, tanpa Dewan Akreditasi konseling dan program pendidikan yang terkait, konseling akan jauh lebih dapat dipercaya sebagai sebuah profesi dibandingkan dengan lain elds fi pelayanan manusia yang memiliki lembaga tersebut. (Sweeney, 1992, ms. 667) Meskipun gagasan memiliki standar untuk program pendidikan konselor dapat ditelusuri kembali ke tahun 1940-an (Sweeney, 1992), itu tidak sampai tahun 1960-an yang standar tersebut mulai mengambil bentuk dengan adopsi standar pelatihan untuk konselor sekolah dasar, sekolah menengah konselor dan mahasiswa personil pekerja dalam pendidikan tinggi (Altekruse & Bab 3 standar dalam profesi 81Wittmer, 1991). Soon, ACES began to examine the possibility of merging these various standards into one document entitled the Standards for the Preparation of Counselors and Other Personnel Service Specialists (Altekruse & Wittmer, 1991; Sweeney, 1995). Although the Standards were being unoffi cially used as early as 1973, it was not until 1979 that APGA (now ACA) offi cially adopted them, and in 1981 APGA created the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), a freestanding incorporated legal body that would oversee the accrediting process (Brooks & Gerstein, 1990). Adoption of the CACREP standards started slowly, and they have gone through a number of revisions prior to taking on their most recent form, which went into effect in January of 2009. Today they are considered to be the standard to which all counseling programs should strive (see CACREP, 2010a). Considering the vast number of changes that most programs have to make and the amount of time that it takes to implement such changes, it is a tribute to CACREP that 242 of the approximately 500 institutions that offer counseling programs oversee 579 accredited programs in a number of specialty areas (Urofsky, personal communication, March 5, 2010). An additional 35 programs are now applying for accreditation (CACREP, 2010b), and with New York State and California fairly recently obtaining licensure for counselors, it is likely that there will be a push in those states to accredit additional counseling programs. As you might guess, all evidence seems to indicate that the there will be continued expansion of the number of CACREP accredited programs. It is probably not surprising that accreditation of counseling problems has quickly spread, as the benefi ts are many (Bahen & Miller, 1998; McGlothlin & Davis, 2004; O’Brien, 2009; Schmidt, 1999): • Students who graduate from accredited programs study from a common curriculum, are generally more knowledgeable about core counseling issues, and usually participate in more intensive and longer fi eld work experiences. • Accreditation often becomes the standard by which credentialing bodies determine who is eligible to become certifi ed or licensed. • Accreditation bodies offer the impetus for setting and maintaining high standards. • Accreditation almost always results in improved programs. • Administrators and legislators are often more willing to provide money to maintain the high standards of accredited programs. • Those who graduate from accredited programs generally have better job opportunities. • Accredited programs will often attract better faculty. • Accredited programs will often attract better students. Although some have argued that accredited programs can limit creativity, are too costly, and delimit what can be offered, it is clear that CACREP is here to stay.A Quick Overview of the CACREP Standards Today, CACREP offers standards for the doctoral degree in counselor education and for the master’s degree in clinical mental health counseling (54 credits until July 1, 2013, thereafter 60 credits), school counseling (48 credits), student affairs and college counseling (48 credits), career counseling (48 credits), addiction counseling (60 credits), and marriage, couple, and family counseling (60 credits) (CACREP, 2010c). In some counseling programs you will find accredited master’s degrees in counseling listed under related names (e.g., community counseling) as those programs were accredited under previous standards. As their accreditation periods runout, they will either become re-accredited under one of the new names or disband the program. For all master’s programs seeking CACREP accreditation, the standards delineate a variety of requirements within three primary areas: The Learning Environment, which sets minimal standards for structure and evaluation of the institution, the academic unit, faculty and staff; Professional Identity, which specifi es foundations of the program (e.g., mission statement and objectives) and delineates content areas that should be learned by students (i.e. professional orientation and ethical practice, social and cultural diversity, human growth and development, career development, helping relationships, group work, assessment, and research and program evaluation); and Professional Practice, which specifi es supervisor qualifi cations and requirements for fi eld work experience that include 100 hours of practicum and 600 hours of internship. Similar types of guidelines are also given for doctoral level programs in counselor education. In addition to these common standards, each specialty area has additional standards that must be met. For instance, clinical mental health counseling requires student learning in the following areas: foundations; counseling, prevention, and intervention; diversity and advocacy; assessment; research and evaluation; and diagnosis. School counseling requires all the same areas with the exception of diagnosis and with the addition of academic development, collaboration and consultation, and leadership. To meet the accreditation standards, most programs fi nd that they need to undertake at least moderate changes. Following the changes, and often while they are being made, a self-study report is written that spells out how the program meets each of the sections of the program standards. This report is then sent along with an application to the CACREP offi ce, which has independent readers review the report. If the report is accepted, then a CACREP team is appointed to visit and review the program and make a fi nal recommendation for or against accreditation. The CACREP accreditation process tends to be long and arduous. Despite this fact, or perhaps because of it, CACREP has become a major force in the preparation of highly trained counselors and will no doubt continue to have an impact on the counseling fi eld.Other Accrediting Bodies A number of other accreditation bodies set standards in related fi elds. For instance, the Council on Rehabilitation Education (CORE, 2010) accredits rehabilitation counseling programs. Although CORE and CACREP had discussed the possibility of a merger, such talks fell through and are currently on hold (The CACREP Connection, 2007). In another related fi eld, we fi nd training centers being approved by the American Association of Pastoral Counselors (AAPC, 2005–2009). These centers do not offer degrees, but do offer training in pastoral counseling. Usually, a pastoral counselor already has obtained his or her degree in counseling, or a related fi eld, prior to going to one of these training centers. In the fi eld of psychology, the American Psychological Association (APA) currently sets standards for doctoral-level programs in counseling and clinical psychology (APA, 2010). The Council on Social Work Education (CSWE, 2010) is responsible for the accreditation of both undergraduate and graduate social work programs, while AAMFT’s Commission on Accreditation for Marital and Family Therapy Education (COAMFTE, 2002) is the accrediting body for marriage and family therapy programs. Although somewhat in confl ict with CACREP’s accreditation of marriage and family therapy counseling programs, this commission has accredited 107 marriage and family therapy programs in the United States and Canada (COAMFTE, 2010).CHAPTER 3 Standards in the Profession 83CredentialingOne method of ensuring that professionals are competent is through accreditation. Another means is through credentialing. Although credentialing in the mental health professions is a relatively new phenomenon, regulating occupations began as far back as the thirteenth century when the Holy Roman Empire set requirements for the practice of me

Hasil (Bahasa Indonesia) 2:

Sejarah dan Perkembangan Standar Persiapan Profesional
Sayangnya, Amerika Serikat berantakan dengan palsu "perguruan tinggi" bahwa masalah master dan dokter "derajat" yang tidak sebanding dengan kertas mereka yang tercetak dan bahkan bisa membuat Anda menjadi masalah hukum jika Anda mencoba untuk mengajukan mereka sebagai mandat yang sah. . . . Menghindari rip-off seperti yang Anda lakukan wabah. (Keith-Spiegel & Wiederman, 2000, hal. 53)
profesional kesehatan mental sering memiliki tanggung jawab yang berat mempengaruhi kehidupan orang lain, banyak di antaranya adalah sangat rentan. Pelatihan buruk atau tidak layak dapat menyebabkan Anda, bahkan secara tidak sengaja, untuk menyakiti orang. Salah satu mekanisme untuk memastikan pelatihan yang baik adalah melalui akreditasi program. Beberapa program pertama untuk menawarkan standar pelatihan yang akhirnya akan menyebabkan akreditasi berada di pekerjaan sosial selama bagian awal abad kedua puluh-segera diikuti oleh program psikologi di pertengahan 1940-an (Morales, Sheafor, & Scott, 2012 ; Sheridan, Matarazzo, & Nelson, 1995). Beberapa kemudian menyadari bahwa hari ini ada harfiah akan ratusan terakreditasi program menawarkan pelatihan pascasarjana dalam konseling, pekerjaan sosial, pasangan dan terapi keluarga, dan psikologi. Meskipun mulai sedikit kemudian daripada medan psikologi dan pekerjaan sosial, dalam 30 tahun terakhir konseling lapangan telah membuat langkah besar dalam upayanya menuju akreditasi.
Dewan Akreditasi Konseling dan Terkait Program Pendidikan (CACREP): Pendek Sejarah
Akronim CACREP adalah seteguk untuk mengatakan. . . . Bahkan, tanpa Dewan Akreditasi Konseling dan Terkait Program Pendidikan, konseling akan jauh lebih kredibel sebagai profesi dibandingkan dengan layanan manusia fi medan lain yang memiliki lembaga seperti itu. (Sweeney, 1992, hal. 667) Meskipun gagasan memiliki standar untuk program pendidikan konselor dapat ditelusuri kembali ke tahun 1940-an (Sweeney, 1992), hal itu tidak sampai tahun 1960-an bahwa standar tersebut mulai mengambil bentuk dengan penerapan pelatihan standar untuk konselor sekolah dasar, konselor sekolah menengah, dan pekerja tenaga mahasiswa dalam pendidikan tinggi (Altekruse &
BAB 3 Standar Profesi di 81
Wittmer, 1991). Segera, ACES mulai meneliti kemungkinan penggabungan berbagai standar dalam satu dokumen berjudul Standar Persiapan Konselor dan lain Spesialis Layanan Personil (Altekruse & Wittmer, 1991; Sweeney, 1995). Meskipun Standar sedang unoffi secara resmi digunakan pada awal 1973, itu tidak sampai tahun 1979 bahwa APGA (sekarang ACA) pejabat secara resmi mengadopsi mereka, dan pada tahun 1981 APGA menciptakan Dewan Akreditasi Konseling dan Terkait Program Pendidikan (CACREP), sebuah badan hukum yang didirikan berdiri bebas yang akan mengawasi proses akreditasi (Brooks & Gerstein, 1990). Adopsi standar CACREP mulai perlahan-lahan, dan mereka telah melalui sejumlah revisi sebelum mengambil bentuk terbaru mereka, yang mulai berlaku pada bulan Januari 2009. Hari ini mereka dianggap sebagai standar yang semua program konseling harus berusaha (lihat CACREP, 2010a). Mengingat jumlah besar perubahan yang kebanyakan program harus membuat dan jumlah waktu yang dibutuhkan untuk menerapkan perubahan tersebut, itu merupakan penghargaan untuk CACREP bahwa 242 dari sekitar 500 lembaga yang menawarkan program konseling mengawasi 579 program terakreditasi di sejumlah daerah khusus (Urofsky, komunikasi pribadi, 5 Maret 2010). Tambahan 35 program sekarang mengajukan akreditasi (CACREP, 2010b), dan dengan New York State dan California cukup baru-baru mendapatkan lisensi untuk konselor, ada kemungkinan bahwa akan ada dorongan di negara-negara untuk mengakreditasi program konseling tambahan. Seperti yang Anda duga, semua bukti tampaknya menunjukkan bahwa ekspansi akan dilanjutkan dari jumlah CACREP terakreditasi program. Hal ini mungkin tidak mengherankan bahwa akreditasi masalah konseling telah cepat menyebar, sebagai ts benefi banyak (Bahen & Miller, 1998; McGlothlin & Davis, 2004; O'Brien, 2009; Schmidt, 1999): • Siswa yang lulus dari terakreditasi program studi dari kurikulum umum, umumnya lebih luas tentang isu-isu inti konseling, dan biasanya berpartisipasi dalam lebih intensif dan lebih lama lapangan pengalaman kerja. • Akreditasi sering menjadi standar yang tubuh credentialing menentukan siapa yang berhak menjadi Certifi ed atau berlisensi. • Badan akreditasi menawarkan dorongan untuk menetapkan dan mempertahankan standar yang tinggi. • Akreditasi hampir selalu menghasilkan program ditingkatkan. • Administrator dan legislator sering lebih bersedia untuk memberikan uang untuk mempertahankan standar tinggi program terakreditasi. • Mereka yang lulus dari program terakreditasi umumnya memiliki peluang kerja yang lebih baik. • Program Terakreditasi sering akan menarik fakultas yang lebih baik. • Program Terakreditasi sering akan menarik siswa lebih baik. Meskipun ada yang berpendapat bahwa program terakreditasi dapat membatasi kreativitas, terlalu mahal, dan membatasi apa yang bisa ditawarkan, jelas bahwa CACREP di sini untuk tinggal.
Tinjauan Cepat dari CACREP Standar Hari ini, CACREP menawarkan standar untuk gelar doktor di konselor pendidikan dan untuk gelar master dalam konseling kesehatan mental klinis (54 kredit sampai dengan 1 Juli 2013, setelah 60 kredit), konseling sekolah (48 sks), kemahasiswaan dan konseling perguruan tinggi (48 sks), konseling karir (48 sks), kecanduan konseling (60 sks), dan pernikahan, pasangan, dan konseling keluarga (60 sks) (CACREP, 2010c). Dalam beberapa program konseling Anda akan menemukan derajat terakreditasi master dalam konseling terdaftar di bawah nama yang terkait (misalnya, konseling masyarakat) sebagai program-program yang terakreditasi di bawah standar sebelumnya. Seperti periode akreditasi runout, mereka akan baik menjadi re-akreditasi di bawah salah satu nama baru atau membubarkan program. Untuk semua program master mencari akreditasi CACREP, standar menggambarkan berbagai persyaratan dalam tiga bidang utama: The Learning Environment, yang menetapkan standar minimal untuk struktur dan evaluasi lembaga, unit akademik, dosen dan staf; Identitas profesional, yang spesifik es fondasi program (misalnya, pernyataan misi dan tujuan) dan menjelaskan bidang isi yang harus dipelajari oleh siswa (yaitu orientasi profesional dan praktek etis, keragaman sosial dan budaya, pertumbuhan manusia dan pembangunan, pengembangan karir, membantu hubungan, kerja kelompok, penilaian, dan penelitian dan evaluasi program); dan Praktek Profesional, yang es spesifik pengawas qualifi kation dan persyaratan untuk pengalaman kerja lapangan yang meliputi 100 jam praktikum dan 600 jam magang. Sejenis pedoman juga diberikan untuk program tingkat doktor di bidang pendidikan konselor. Selain standar-standar umum, masing-masing daerah khusus memiliki standar tambahan yang harus dipenuhi. Misalnya, konseling kesehatan mental klinis memerlukan belajar siswa dalam bidang berikut: yayasan; konseling, pencegahan, dan intervensi; keragaman dan advokasi; penilaian; penelitian dan evaluasi; dan diagnosis. Konseling sekolah mengharuskan semua wilayah yang sama dengan pengecualian diagnosis dan dengan penambahan pengembangan akademik, kolaborasi dan konsultasi, dan kepemimpinan. Untuk memenuhi standar akreditasi, sebagian besar program mendapati bahwa mereka perlu melakukan perubahan setidaknya moderat. Setelah perubahan, dan sering sementara mereka sedang dibuat, laporan belajar-sendiri tertulis bahwa merinci bagaimana program memenuhi masing-masing bagian dari standar program. Laporan ini kemudian dikirim bersama dengan aplikasi ke CACREP aparat ce, yang memiliki pembaca independen meninjau laporan. Jika laporan diterima, maka tim CACREP ditunjuk untuk mengunjungi dan meninjau program dan membuat rekomendasi nal fi atau menentang akreditasi. Proses akreditasi CACREP cenderung panjang dan sulit. Meskipun fakta ini, atau mungkin karena itu, CACREP telah menjadi kekuatan utama dalam penyusunan konselor terlatih dan tidak diragukan lagi akan terus berdampak pada konseling lapangan.
Badan-Badan Akreditasi Lainnya Sejumlah badan akreditasi lain menetapkan standar di ladang terkait. Misalnya, Dewan Pendidikan Rehabilitasi (CORE, 2010) akreditasi program konseling rehabilitasi. Meskipun CORE dan CACREP telah membahas kemungkinan merger, pembicaraan tersebut jatuh dan saat ini ditahan (The CACREP Connection, 2007). Di lain lapangan terkait, kita menemukan pusat pelatihan yang disetujui oleh American Association of Pastoral Konselor (AAPC, 2005-2009). Pusat-pusat ini tidak menawarkan derajat, tetapi menawarkan pelatihan dalam konseling pastoral. Biasanya, seorang konselor pastoral sudah memperoleh gelar nya dalam konseling, atau lapangan terkait, sebelum pergi ke salah satu pusat pelatihan ini. Di bidang psikologi, American Psychological Association (APA) saat ini menetapkan standar untuk program doktor-tingkat dalam konseling dan psikologi klinis (APA, 2010). Dewan Pendidikan Pekerjaan Sosial (CSWE, 2010) bertanggung jawab untuk akreditasi sarjana maupun pascasarjana program kerja sosial, sementara Komisi AAMFT di Akreditasi Perkawinan dan Terapi Keluarga Pendidikan (COAMFTE, 2002) adalah badan akreditasi untuk menikah dan terapi keluarga program. Meskipun agak di ict confl dengan akreditasi CACREP tentang perkawinan dan terapi keluarga program konseling, komisi ini telah terakreditasi 107 perkawinan dan terapi keluarga program di Amerika Serikat dan Kanada (COAMFTE, 2010).
BAB 3 Standar di Profesi 83
credentialing
Salah satu metode untuk memastikan yang profesional kompeten adalah melalui akreditasi. Cara lain adalah melalui credentialing. Meskipun credentialing dalam profesi kesehatan mental adalah fenomena yang relatif baru, yang mengatur pekerjaan mulai sejauh abad ketiga belas ketika persyaratan yang ditetapkan Kekaisaran Romawi Suci untuk praktek saya