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.
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