The authors describe the results of a national survey of graduate students in counseling and their perceptions of accreditation of programs in counselor training.

The ;iuthors discuss results of a national survey, conducted by the AACD Committee for Standards Review, of counselor preparation programs regarding their intentions related to (:ACRE€' accreditation. Programs were separated into four groups: Group 1 -programs that held CACREP accreditation; Group 5-programs with definite intentions of seeking CACREP accreditation; Group %-programs that were uncertain whether they would pursue CACKEP accreditation; and Group 4-programs that did not anticipate seeking CACREP accreditation. Data were analyzed for patterns of response across groups. Size and type of program and reasons central to program decisions concerning accreditation provided fortis for the study. Implications of the findings are discussed. Steinhauser and Bradley (1983) presented an excellent chronology of the development and implementation of the accreditation movement in counselor education. Preliminary efforts directed toward the establishment of preparation standards, accreditation efforts by the Association for Counselor Education and Supervision (ACES), and, finally, the formation of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) were carefully outlined. Concluding that "accreditation and other professionalization methods" (p. 106) may be a necessary component for the survival of the counseling profession, these authors described the response to the movement as enthusiastic. Jran II. Cecil is professor and chair of Counselor Educataon at The University of Alabama. Robert (Pete) Haz~rns b projessor of Counselor Education at the University of Wisconran, Oshkosh. John C. Moracco i\ prafP.\sor of Counselor Education at Auburn University. Nancy A . Scott ZS vice-president for Student AffiLir.7 at the Univer.yity of Northern Colorado. Sue E. Spooner is associate professor of Colkge Studrnt Perwnnel Adminutration at the Unioersity of Northern Colorado. Grata M . Vaughn z.\ ns.si\~ant udrnznistrator for Courueling in /he School District of Philadelphia.

This article features a model program of study for entry-level students pursuing a degree in community-agency counseling. The authors provide a review of professional literature concerning accreditation and perceived obstacles that may hinder faculty efforts toward pursuing accreditation. The authors address these perceived obstacles by observing that many programs in community-agency counseling may be close to meeting the accreditation standards as set forth in the American Personnel and Guidance Association's (1979) Standards for Preparation in Counselor Education and that an interdisciplinary approach in program modification may bring such programs into compliance with accreditation standards. The article features a detailed description of a model program in communityagency counseling, with specific focus on curriculum organization for core and elective course work, internship placements, and related features. The authors also discuss the impact of program accreditation in student employment opportunities and professional development. S . Allen Wilcoxonis axtitant professor, and Jean H . Cecil W professor and chairperson, Department of Counselor Education, The University of Alabama, University. DECEMBER 1985 99

Faculty members in CACREP‐accredited institutions were surveyed for the purposes of (a) determining common program characteristics; (b) determining if and how accreditation had influenced curricula, institutional support, and length and type of supervised experiences; (c) assessing faculty opinion concerning whether accreditation efforts had improved the quality of counselor preparation programs; (d) assessing faculty opinion concerning the effectiveness of the Standards as criteria for evaluating programs; and (e) assessing faculty opinion of the fairness and adequacy of the accreditation review process. The status of programs is summarized, with curricula and length of supervised counseling experiences having been most often influenced by accreditation efforts. Faculties were mixed in their reactions as to whether accreditation had improved the quality of their programs. Those faculties that had initiated change as a result of self‐study thought that their programs were improved. Satisfaction with the Standards as criteria and with CACREP as the accreditation decision‐making body was substantial.