CACREP - I have mixed views regarding CACREP. I believe the structure and professional expectations of a CACREP-approved program are of significant value. Having a body which examines and approves counseling programs gives weight and consistency to the profession. Knowing that all CACREP-approved programs provide the same educational components is significant and valuable. CACREP provides the means to move toward a consistent national counseling program.

I am unsure of how CACREP fits with school counseling. School counselors should not diagnose and, in fact, could lose their New Jersey State certification if they were to diagnose students. Having an understanding of mental health issues and a knowledge of pathology is beneficial, but I am not certain it is necessary. School counselors should not provide on-going mental health counseling, but, rather, are expected to suggest referrals to mental health professionals if student issues seem to require such services. The focii of school counseling, according to the American School Counseling Association, is to address issues related to the academic, personal/social and career domains in order to maximize academic achievement for each student. A school counseling program should be developmentally appropriate and proactive.

Similar to community counseling, the school counselor needs to be an advocate for each student, a leader and someone who provides services which lead to wellness and improved functioning for all students. Addressing issues of equity; having a knowledge of multicultural, multiracial concerns; and being a strong student advocate; being able to effectively work with staff, parents/guardians and students; and having a strong knowledge of learning are critical for school counselors. This information needs to be an important aspect of school counselor training. A thorough knowledge of learning and of lesson design are not necessarily included in a CACREP program and may be a lack.