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Article Excerpt
Archival data from 1994 to 2003 were used to examine the Council for Accreditation of Counseling and Related Educational Program's (CACREP) association with professionalism for school counselor educators. Indicators of professionalism included school counselor educators' contributions to the profession (i.e., journal publications and conference presentations), leadership in professional organizations, and pursuit of counseling credentials. Data analysis revealed weak (small effect sizes), yet statistically significant, relationships between CACREP accreditation and indicators of professionalism for school counselor educators.
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The clarity of professional identity and the resolve of professional commitment are important in any field, and especially important given the dynamic nature of school counseling. While school counseling has traditionally been responsive to societal needs, current reforms that include the No Child Left Behind Act of 2001 (2002), the American School Counselor Association (ASCA) National Model (ASCA, 2003), and the Transforming School Counseling Initiative (The Education Trust, 2003) have put forth new visions for the role of the school counselor. At the same time, the National Board for Certified Counselors (NBCC) and the National Board for Professional Teaching Standards are revising ideas for national certification and recognition for school counselors. A large part of professional identity and commitment to the field is evidenced by the concept of professionalism, and each of these initiatives seeks to influence the professional behaviors of school counselors and school counselor educators.
In an attempt to clarify what has been described as a complex concept, VanZandt (1990) provided a working definition of professionalism that included such components as "a personal high standard of competence" and "the means by which a person promotes or maintains the image of the profession" (p. 243). In addition, Griffin (1993) suggested that professionalism includes both the attitudes an individual possesses toward the profession and the actions she or he takes (e.g., research, advocacy). For example, Borders and Benshoff (1992) posited that evidence of professionalism includes "active membership in professional organizations, pursuit of counseling credentials, and ongoing professional development activities" (p. 39). Baruth and Miller (1977) identified a variety of activities including presenting at conferences, holding leadership positions in professional organizations, and publishing journal articles and books as professional contributions.
Morgan (1986) suggested that professionalism in counseling serves to protect the public, improve the profession, and make professionals accountable to consumers; the ethical codes for ASCA and the Association for Counselor Education and Supervision (ACES) serve a similar purpose. Through ethical standards, ASCA (2004) has promoted the development of professionalism by requiring active involvement in professional organizations at the local, state, and national level by sharing "skills, ideas, and expertise" (p. 4). ASCA has also promoted "personal initiative to maintain professional competence and to keep abreast of professional information" (p. 3). Last, in its ethical code, ACES (1993) encourages participation in continuing education activities as a way of ensuring counselor supervisor competence.
Professionalism and Counselor Training
One main influence on professionalism in school counseling is graduate training. Brott and Myers (1999) indicated that the beginning of professional identity development starts during graduate school and that identity in turn influences future professional decisions. For example, course content presented by faculty can be important in exposing students to the concept of professionalism, and accreditation to some degree guides decisions about course content.
Although the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001) standards do not dictate practice, CACREP does promote professional identity and commitment through standards related to professional orientation. CACREP requires, as one of its core areas, curricular content in professional orientation (CACREP, 2001). Within this core area, faculty induct students into "professional roles, functions, and relationships"; professional organizations; and "professional credentialing, including certification, licensure, and accreditation practices" (CACREP, 2001, p. 60). Professionalism is also communicated in other parts of the curriculum, including the articulation of the school counselor role in school counseling specialty standards (CACREP, 2001). School counseling is the principal specialty area accredited by CACREP, representing 39% of all accredited master's-level programs.
In addition to curriculum content requirements, CACREP (2001) has also promoted the professionalism of faculty. In Standard IV.A. 5, CACREP specifies that faculty join and be actively involved in professional counseling organizations and possess relevant credentials (e.g., NCC [National Certified Counselor], LPC ]Licensed Professional Counselor]). CACREP also indicates, in Standard W.D, that faculty should be actively involved in professional development, research, and service (e.g., presenting at a conference, leadership).
Spruill and Benshoff (1996) suggested "one of the essential duties of counselor educators and supervisors...
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