This article presents an exploratory study to determine the status of multicultural counseling training in counseling programs accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).
Counselor educators are obligated to conduct follow-up studies of those who enter and leave their preparation programs. Perhaps the demand upon them is even more exacting than upon others who conduct professional preparation programs since counselor educators instruct and urge counselors to conduct follow-up studies of their students and activities. It should be noted that organized student follow-up studies are required of those institutions which expect to meet professional standards for preparing secondary school counselors.The purposes of student follow-up in counselor education seem selfevident: to ascertain how many actually enter the area for which preparation was obtained; to secure information concerning how well preparation enabled counselors to perform; to seek evidence upon which to base decisions regarding curriculum and program modification. In short, student follow-up enables the institution to make systematic judgements of the relative adequacy of its program.It will not be argued that student opinion, in and of itself, is sufficient to justify curriculum and program change. Decisions for change involve judgements directed toward operationalizing program objectives.Several factors, e.g., the competencies needed by the practitioner and orientation to the program, enter into and influence staff judgements with respect to curriculum and program change. However, the opinions of those who complete professional preparation programs should constitute credible evidence since such opinions are based upon direct experience in the program and the later application of learnings and skills in the work situation.Presumably, observations are made constantly about students' progress in preparation, the nature and quality of educational experiences provided them, and student and faculty reactions to such experiences. Usually, post-education contacts are maintained in respect to student placement, nature of position, and adjustment to work demands. But these incidental data, even when available, are just that-incidentaland cannot replace an organized, systematic follow-up of students. The Bruce Shertzer is Professor, Counselor
Reproduced here is the presidential address delivered at the Association for Counselor Education and Supervision (ACES) luncheon, American Counseling Association (ACA, formerly American Association for Counseling and Development [AACD]) Baltimore Convention on March 28, 1992.
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