An Addendum to My CACREP Post

Dr. Renfro-Michel stated in class that she "loves to learn." I believe learning also has been important to me and that much of my life has been characterized by an interest in learning and loving those experiences. Last week, however, tested my mettle. I found so much challenging and found myself discouraged. This week is much better. Reading Thriving is helping me to realize I am a new student all over again in a new program doing something I've never done before. I am taking better care of myself, sleeping better, eating better and finding time for activities other than fighting with my computer. I'm able to be a bit more gentle with being new to some major learning tasks.

My view last week was rather negative and I believe this was reflected in my blog entry regarding CACREP. I still believe there might be some conflicts with what can be taught in a CACREP-accredited program and what ASCA requires, but I am beginning to better understand the necessity for a CACREP program at MSU. I believe there are means of fully educating school counselors through this program and of assuring that they are well-prepared and knowledgeable about the differences between someone with a Master's degree in Community, Addictions or Higher Ed Counseling or an LPC and someone who works in a school. I spoke of not conducting in-depth on-going "clinical" counseling in a school and also realized that there should be differences in how school counselors conduct interviews related to issues of possible abuse. There was an incident that occurred in my former district from which I learned a great deal and which certainly impacts school counselors, but which might impact other counselors. I would like to learn more about whether a counselor in an agency would have had the same experience - or not.

A student in one of the elementary schools mentioned to a teacher possible sexual abuse by a parent. The teacher reported this allegation to a school counselor, who then met with the student. The counselor asked specific questions regarding the alleged abuse and then contacted DYFS and the local police, which is the procedure to be followed with any DYFS indident. The County Prosecutor's Office became involved, but the case was thrown out because the counselor had conducted such an in-depth interview that this was believed to possibly taint the accuracy of the student's reporting. The school counseling department was instructed to conduct only brief interviews in the future. We were informed that it is the role of DYFS and of the County Prosecutor's Office to conduct the in-depth interviews. It is my belief that, if a student shares any information related to possible abuse during a general school counseling interview, which does occur, the counselor would immediately need to stop any further questioning and contact DYFS and the police.

Back to CACREP - It seems to me that the thoroughness of a CACREP-accredited program provides a depth and breadth of knowledge related to counseling which is important and which will help school counselors to learn and to be well-prepared. MSU, by amending the practicum to being an on-site practicum experience, has added a component which leads to greater knowledge of counseling in the area of specialization. I am not convinced, however, that practicum and internship sites should be the same and tend to believe there might be a broader experience if students are able to complete these requirements in two different settings.