"Program quality is a high priority in American higher education (Haworth & Conrad, 1997; Schuh & Upcraft, 2000). The drive by both public and private colleges and universities to enhance and evaluate program quality is partially fueled by an ever-increasing public demand for institutional accountability (Duderstadt & Womack, 2003; Suskie, 2006). As a result of this demand, two movements are occurring within American higher education -- the movement toward measuring student learning outcomes (SLOs) through outcome-based evaluation (Bogue & Aper, 2000; Schalock, 2001; Welsh & Dey, 2002) and the movement toward greater inclusion of stakeholders in program evaluation (Banta, 2002; Maki, 2004; Miller, 2007). Prior to 2009, the Council for Accreditation of Counseling and Related Educational Programs (CACREP) required accredited counselor education programs to include stakeholders (e.g., faculty, current students, alumni, employers) in program evaluation (CACREP, 2001). With its revised 2009 standards, CACREP began requiring accredited programs to place greater emphasis on SLOs (Cashwell, 2008; Urofsky, 2008). These practices demonstrate CACREP's commitment to quality assurance in the field of counselor education and to counseling students' growth and development (Conrad, Duren, & Haworth, 1998). The Engagement Theory of Program Quality (Haworth & Conrad, 1997) highlights many positive SLOs that result from stakeholder involvement in program evaluation within master's-level graduate programs. As such, Engagement Theory is a potentially useful quality assessment resource for CACREP-accredited programs in their efforts at enhancing and sustaining program quality. The primary purpose of this study was to examine Engagement Theory, which had not been previously tested in counselor education, within the context of CACREP-accredited programs. A total of 481 master's-level counseling students and 63 faculty members representing 68 American colleges and universities participated in the study. Findings revealed that study participants perceived Engagement Theory's 17 attributes of program quality as important indicators of program quality, thus giving validity to Engagement Theory as a potential program evaluation resource with CACREP-accredited counselor education programs. Participants' perceptions of the presence of the attributes varied, indicating that further examination of program quality within CACREP-accredited counselor education programs may be warranted."--Abstract from author supplied metadata.

Evidence-Based School Counseling presents a unique method for training graduate students to become effective school counselors that is presented in a "Tell, Show, Do, Coach" approach to instruction and reflective of ASCA, CACREP, and CAEP standards. This method is based on three interrelated components: (a) the ASCA National Model, especially its Mindsets & Behaviors for Student Success and its related student competencies, (b) the extensive research base associated with social/emotional learning (SEL), non-cognitive factors and college/career readiness, and (c) evidence-based programs tied to this research base and suited to school counselor implementation. The text highlights how the new ASCA Mindsets & Behaviors for Student Success have been modeled after this research base and provides resources for school counselors to find evidence-based programs and interventions connected to this research. Evidence-Based School Counseling provides extensive practice and coaching so students can arrive at practicum and internship feeling confident, and they can hit the ground running as they start their careers.

ABSTRACT: My study investigated important and frequently engaged work behaviors of counselor educators working in academic departments housing programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). An Internet-based survey was distributed to counselor educators. Findings indicated important and frequently engaged work behaviors within twelve conceptual categories: program administration, clinical counseling practice, scholarship, teaching and mentoring, clinical supervision, shared governance, infusing technology, community building, consultation, counselor-educator professional development, program evaluation, and research oversight. My study has implications relevant to counselor educators, counselor-education doctoral students, counselor education programs, and the practice of preparing future counselor educators.

Despite international students' growing presence in counseling related programs in the United States of America (U.S.), their unique difficulties and needs that merit attention, and their significant contributions in bringing global perspectives into higher education, there is a dearth of research that addresses this population's experiences and sufficiently identifies their challenges and needs leaving their voices easily neglected and unheard. A phenomenological approach to data collection and analysis was used to capture the essence of international doctoral students' training and supervisory experiences in the Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited counselor education programs and understand the unique challenges they encounter. Semi-structured Skype interviews were conducted with 10 international doctoral students who were enrolled or have recently graduated from CACREP-accredited counselor education. Seven main themes along with their subthemes were identified: (a) challenges of adjusting to the host culture and acculturation processes, (b) negotiating the repertoire: Surviving in American training environment, (c) English language proficiency: Barriers for academic performance, (d) clinical experiences and supervisory process: Challenges and opportunities for growth, (e) international students' sojourn in the United States: An integrative experience, (f) multiplicity of identities: Differences in cultural backgrounds molding ISs' experiences and perspectives, and (g) recommendations for improving training practices and supervisory process. The study created an opportunity for international students to have their voices heard, enable them to express their struggles and needs. The study yielded valuable information that can inform the evaluation of training effectiveness and supervisory practices and assist counselor educators and supervisors to effectively mentor their ISs and best prepare them to contribute to the growth and development of the counseling profession in their home countries.

A master of family therapy, Salvador Minuchin, traces for the first time the minute operations of day-to-day practice. Dr. Minuchin has achieved renown for his theoretical breakthroughs and his success at treatment. Now he explains in close detail those precise and difficult maneuvers that constitute his art. The book thus codifies the method of one of the country's most successful practitioners.

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