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. 8. a, k 5. Professional Identity Demonstrates beginning understanding of self as professional; “thinking like a professional counselor” Examples: Demonstrates knowledge of the program and profession (training model, core competencies) Demonstrates knowledge about practicing within one’s competence Displays emerging professional identity as professional counselor; uses resources (e.g., supervision, literature) for professional development Examples: Has membership in professional organizations Attends colloquia, workshops, conferences Consults literature relevant to client care

13. 8. h, i,j, k 3. Application of Assessment Methods No expectation at this levelDemonstrates knowledge of measurement across domains of functioning and practice settings Examples: Demonstrates awareness of need to base diagnosis and assessment on multiple sources of information Demonstrates awareness of need for selection of assessment measures appropriate to population/problem

14. 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?