Or. Admin. Code § 584-435-0100 - School Counselor Program Standards
(1) Purpose of the Program: To prepare
candidates for the School Counselor License. Candidates who are preparing to
work as school counselors will demonstrate the professional knowledge, skills,
cultural competencies and professional dispositions necessary to promote the
academic, career, and social and emotional development of all pre-K-12
students.
(2) Candidate
requirements: Candidates seeking the School Counseling License shall:
(a) Obtain a master's or higher degree in
counseling, education, or related behavior sciences from an Approved
institution in the United States, or the foreign equivalent of such degree
approved by the Commission and a bachelor's degree. A master's degree or a
doctoral degree from an Approved institution in the United States validates a
nonaccredited bachelor's degree. Candidates must submit official transcripts
showing degree conferral.
(b)
Successfully complete 700 total hours of field experience (practicum +
internship), including:
(A) 100 hours of
counseling practicum experience in a setting serving children, adolescents, or
families and
(B) 600 hours of
counseling internship in a school setting.
(C) 50 total hours of field experience must
come from classroom-based counseling interventions in a school setting,
including curriculum, instruction, and assessment. These hours may be direct or
indirect, or from practicum or internship, or a combination.
(c) Demonstrate competence in all
eight core areas of the Counseling Candidate Core Knowledge Standards, as
evidenced by:
(A) University and site
supervisor final evaluations that reflect that the candidate has met standards
in all eight core areas;
(B)
Satisfactory levels in all key program assessments;
(C) Successful completion of all program
coursework;
(D) Meeting standards
in all evaluations of professional dispositions for school counseling;
and
(E) A professional portfolio
curated and assembled by the candidate, providing work samples and other
evidence of having met expectations in each of the eight core areas of the
School Counseling Professional Standards.
Note: The following standards refer to the 2016 CACREP Standards through a cross-match by alternate lettering.
(3) School Counseling
Program Professional Standards
(a) Faculty and
Staff
(A)
W.
Core counselor education program faculty have earned doctoral degrees in
counselor education, preferably from a CACREP-accredited program, or have
related doctoral degrees.
(B)
X. Core
counselor education program faculty identify with the counseling profession:
(i) Through sustained memberships in
professional counseling organizations;
(ii) Through the maintenance of
certifications and/or licenses related to their counseling specialty area(s);
and
(iii) By showing evidence of
sustained:
(I) Professional development and
renewal activities related to counseling;
(II) Professional service and advocacy in
counseling; and
(III) Research and
scholarly activity in counseling commensurate with their faculty
role.
(C)
Y.
Within the structure of the institution's policies, the core counselor
education program faculty have the authority to determine program curricula and
to establish operational policies and procedures for the
program.
(D)
Z. Non-core faculty may be employed who
support the mission, goals, and curriculum of the counselor education program.
They must have graduate or professional degrees in a field that supports the
mission of the program.
(E)
AA. The
core counselor education program faculty orient non-core faculty to program and
accreditation requirements relevant to the courses they
teach.
(F)
BB. All core and non-core counselor education
program faculty have relevant preparation and experience in relation to the
courses they teach.
(G)
CC. A core counselor education program
faculty member is clearly designated as the academic unit leader for counselor
education. This individual must have a written job description that includes:
(i) Having responsibility for the
coordination of the counseling program(s);
(ii) Responding to inquiries regarding the
overall academic unit;
(iii)
Providing input and making recommendations regarding the development of and
expenditures from the budget;
(iv)
Providing or delegating year-round leadership to the operation of the
program(s); and
(v) Receiving
release time from faculty member responsibilities to administer the academic
unit.
(H)
DD. A program faculty member or administrator
is identified as the practicum and internship coordinator for the academic unit
and/or program; this individual must have a written job description that
includes (1) having responsibility for the coordination of practicum and
internship experiences in designated counselor education program(s), and (2)
responding to inquiries regarding practicum and internship.
(b) Foundation
(A)
1. The
counselor education program has a publicly available mission statement and
program objectives.
(B)
2. The program objectives:
(i) Reflect current knowledge and projected
needs concerning counseling practice in a multicultural and pluralistic
society;
(ii) Reflect input from
all persons involved in the conduct of the program, including counselor
education program faculty, current and former students, and personnel in
cooperating agencies;
(iii) Address
student learning; and
(iv) Are
written so they can be evaluated.
(C)
3.
Students actively identify with the counseling profession by participating in
professional counseling organizations and by participating in seminars,
workshops, or other activities that contribute to personal and professional
growth.
(4) Counseling Candidate Core Knowledge
Standards: The eight common core areas represent the foundational knowledge
required of all entry-level counselor education graduates.
(a)
1.
PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE
(A)
1.
History and philosophy of the counseling profession and its specialty
areas.
(B)
2. The multiple professional roles and
functions of counselors across specialty areas, and their relationships with
human service and integrated behavioral health care systems, including
interagency and interorganizational collaboration and
consultation.
(C)
3. Counselors' roles and responsibilities as
members of interdisciplinary community outreach and emergency management
response teams.
(D)
4. The role and process of the professional
counselor advocating on behalf of the profession.
(E)
5.
Advocacy processes needed to address institutional and social barriers that
impede access, equity, and success for clients.
(F)
6.
Professional counseling organizations, including membership benefits,
activities, services to members, and current issues.
(G)
7.
Professional counseling credentialing, including certification, licensure, and
accreditation practices and standards, and the effects of public policy on
these issues.
(H)
8. Current labor market information relevant
to opportunities for practice within the counseling
profession.
(I)
9. Ethical standards of professional
counseling organizations and credentialing bodies, and applications of ethical
and legal considerations in professional counseling.
(J)
10.
Technology's impact on the counseling profession.
(K)
11.
Strategies for personal and professional self-evaluation and implications for
practice.
(L)
12. Self-care strategies appropriate to the
counselor role.
(M)
13. The role of counseling supervision in the
profession.
(b)
2.
SOCIAL AND CULTURAL DIVERSITY
(A)
1. Multicultural and pluralistic
characteristics within and among diverse groups nationally and
internationally.
(B)
2. Theories and models of multicultural
counseling, cultural identity development, and social justice and
advocacy.
(C)
3. Multicultural counseling
competencies.
(D)
4. The impact of heritage, attitudes,
beliefs, understandings, and acculturative experiences on an individual's views
of others.
(E)
5. The effects of power and privilege for
counselors and clients.
(F)
6.
Help-seeking behaviors of diverse clients.
(G)
7. The
impact of spiritual beliefs on clients' and counselors'
worldviews.
(H)
8. Strategies for identifying and eliminating
barriers, prejudices, and processes of intentional and unintentional oppression
and discrimination.
(c)
3.
HUMAN GROWTH AND DEVELOPMENT
(A)
1. Theories of individual and family
development across the lifespan.
(B)
2.
Theories of learning.
(C)
3.
Theories of normal and abnormal personality development.
(D)
4.
Theories and etiology of addictions and addictive
behaviors.
(E)
5. Biological, neurological, and
physiological factors that affect human development, functioning, and
behavior.
(F)
6. Systemic and environmental factors that
affect human development, functioning, and behavior.
(G)
7.
Effects of crisis, disasters, and trauma on diverse individuals across the
lifespan.
(H)
8. A general framework for understanding
differing abilities and strategies for differentiated
interventions.
(I)
9. Ethical and culturally relevant strategies
for promoting resilience and optimum development and wellness across the
lifespan.
(d)
4.
CAREER DEVELOPMENT
(A)
1. Theories and models of career development,
counseling, and decision making.
(B)
2.
Approaches for conceptualizing the interrelationships among and between work,
mental well-being, relationships, and other life roles and factors.
(C)
3. Processes for identifying and using
career, avocational, educational, occupational and labor market information
resources, technology, and information systems.
(D)
4.
Approaches for assessing the conditions of the work environment on clients'
life experiences.
(E)
5. Strategies for assessing abilities,
interests, values, personality and other factors that contribute to career
development.
(F)
6. Strategies for career development program
planning, organization, implementation, administration, and
evaluation.
(G)
7. Strategies for advocating for diverse
clients' career and educational. development and employment opportunities in a
global economy.
(H)
8. Strategies for facilitating client skill
development for career, educational, and life-work planning and
management.
(I)
9. Methods of identifying and using
assessment tools and techniques relevant to career planning and decision
making.
(J)
10. Ethical and culturally relevant
strategies for addressing career development.
(e)
5. COUNSELING AND HELPING RELATIONSHIPS
(A)
1.
Theories and models of counseling.
(B)
2. A
systems approach to conceptualizing clients.
(C)
3.
Theories, models, and strategies for understanding and practicing consultation.
(D)
4. Ethical and culturally relevant strategies
for establishing and maintaining in-person and technology-assisted
relationships.
(E)
5. The impact of technology on the counseling
process.
(F)
6. Counselor characteristics and behaviors
that influence the counseling process.
(G)
7.
Essential interviewing, counseling, and case conceptualization
skills.
(H)
8. Developmentally relevant counseling
treatment or intervention plans.
(I)
9.
Development of measurable outcomes for clients.
(J)
10.
Evidence-based counseling strategies and techniques for prevention and
intervention.
(L)
11. Strategies to promote client
understanding of and access to a variety of community-based
resources.
(M)
12. Suicide prevention models and
strategies.
(N)
13. Crisis intervention, trauma-informed, and
community-based strategies, such as Psychological First
Aid.
(O)
14. Processes for aiding students in
developing a personal model of counseling.
(f)
6. GROUP COUNSELING AND GROUP WORK
(A)
1.
Theoretical foundations of group counseling and group work.
(B)
2. Dynamics associated with group process and
development.
(C)
3. Therapeutic factors and how they
contribute to group effectiveness.
(D)
4.
Characteristics and functions of effective group leaders.
(E)
5.
Approaches to group formation, including recruiting, screening, and selecting
members.
(F)
6. Types of groups and other considerations
that affect conducting groups in varied settings.
(G)
7.
Ethical and culturally relevant strategies for designing and facilitating
groups.
(H)
8. Direct experiences in which students
participate as group members in a small group activity, approved by the
program, for a minimum of 10 clock hours over the course of one academic
term.
(g)
7.
ASSESSMENT AND TESTING
(A)
1. Historical perspectives concerning the
nature and meaning of assessment and testing in counseling.
(B)
2. Methods of effectively preparing for and
conducting initial assessment meetings.
(C)
3.
Procedures for assessing risk of aggression or danger to others, self-inflicted
harm, or suicide.
(D)
4. Procedures for identifying trauma and
abuse and for reporting abuse.
(E)
5. Use
of assessments for diagnostic and intervention planning purposes.
(F)
6. Basic concepts of standardized and
non-standardized testing, norm-referenced and criterion-referenced assessments,
and group and individual assessments.
(G)
7.
Statistical concepts, including scales of measurement, measures of central
tendency, indices of variability, shapes and types of distributions, and
correlations.
(H)
8. Reliability and validity in the use of
assessments.
(I)
9. Use of assessments relevant to
academic/educational, career, personal, and social
development.
(J)
10. Use of environmental assessments and
systematic behavioral observations.
(K)
11. Use
of symptom checklists, and personality and psychological
testing.
(L)
12. Use of assessment results to diagnose
developmental, behavioral, and mental disorders.
(M)
13.
Ethical and culturally relevant strategies for selecting, administering, and
interpreting assessment and test results.
(h)
8. RESEARCH AND PROGRAM EVALUATION
(A)
1. The
importance of research in advancing the counseling profession, including how to
critique research to inform counseling practice.
(B)
2.
Identification of evidence-based counseling practices.
(C)
3.
Needs assessments.
(D)
4. Development of outcome measures for
counseling programs.
(E)
5. Evaluation of counseling interventions and
programs.
(F)
6. Qualitative, quantitative, and mixed
research methods.
(G)
7. Designs used in research and program
evaluation.
(H)
8. Statistical methods used in conducting
research and program evaluation.
(I)
9.
Analysis and use of data in counseling.
(J)
10.
Ethical and culturally relevant strategies for conducting, interpreting, and
reporting the results of research and/or program evaluation.
(5)
G.
School Counseling Program Curriculum Standards
Students who are preparing to specialize as school counselors will demonstrate the professional knowledge and skills necessary to promote the academic, career, and social and emotional development of all PreK-12 students through data-informed school counseling programs. Counselor education programs with a specialty area in school counseling must document where each of the lettered standards listed below is covered in the curriculum.
(a)
1.
Foundations
(A)
1. History and development of school
counseling.
(B)
2. Models of school counseling programs.
(C)
3. Models of P-12 comprehensive career
development.
(D)
4. Models of school-based collaboration and
consultation.
(E)
5. Assessments specific to P-12 education.
(b)
2.
Contextual Dimensions
(A)
1. School counselor roles as leaders,
advocates, and systems change agents in P-12 schools.
(B)
2.
School counselor roles in consultation with families, P-12 and postsecondary
school personnel, and community agencies.
(C)
3.
School counselor roles in relation to college and career
readiness.
(D)
4. School counselor roles in school
leadership and multidisciplinary teams.
(E)
5.
School counselor roles and responsibilities in relation to the school emergency
management plans, and crises, disasters, and trauma.
(F)
6.
Competencies to advocate for school counseling roles.
(G)
7.
Characteristics, risk factors, and warning signs of students at risk for mental
health and behavioral disorders.
(H)
8.
Common medications that affect learning, behavior, and mood in children and
adolescents.
(I)
9. Signs and symptoms of substance abuse in
children and adolescents as well as the signs and symptoms of living in a home
where substance use occurs.
(J)
10.
Qualities and styles of effective leadership in schools.
(K)
11.
Community resources and referral sources.
(L)
12.
Professional organizations, preparation standards, and credentials relevant to
the practice of school counseling.
(M)
13.
Legislation and government policy relevant to school
counseling.
(N)
14. Legal and ethical considerations specific
to school counseling.
(c)
3.
Practice
(A)
1. Development of school counseling program
mission statements and objectives.
(B)
2.
Design and evaluation of school counseling programs.
(C)
3. Core
curriculum design, lesson plan development, classroom management strategies,
and differentiated instructional strategies.
(D)
4.
Interventions to promote academic development.
(E)
5. Use
of developmentally appropriate career counseling interventions and
assessments.
(F)
6. Techniques of personal/social counseling
in school settings.
(G)
7. Strategies to facilitate school and
postsecondary transitions.
(H)
8.
Skills to critically examine the connections between social, familial,
emotional, and behavior problems and academic achievement.
(I)
9.
Approaches to increase promotion and graduation rates.
(J)
10.
Interventions to promote college and career readiness.
(K)
11.
Strategies to promote equity in student achievement and college
access.
(L)
12. Techniques to foster collaboration and
teamwork within schools.
(M)
13.
Strategies for implementing and coordinating peer intervention
programs.
(N)
14. Use of accountability data to inform
decision making.
(O)
15. Use of data to advocate for programs and
students.
(6) School Counseling Clinical Practice
Standards
NOTE: 50 total hours of field experience must come from classroom-based counseling interventions in a school setting, including curriculum, instruction and assessment. These hours may be direct or indirect, or from practicum or internship, or a combination.
(a) Counseling Practicum
(A)
F.
Students complete supervised counseling practicum experiences that total a
minimum of 100 clock hours over a full academic term that is a minimum of 10
weeks.
(B)
G. Practicum students complete at least 40
clock hours of direct service with actual clients that contributes to the
development of counseling skills.
(C)
H.
Practicum students have weekly interaction with supervisors that averages one
hour per week of individual and/or triadic supervision throughout the practicum
by:
(i) A counselor education program faculty
member;
(ii) A student supervisor
who is under the supervision of a counselor education program faculty member;
or
(iii) A site supervisor who is
working in consultation on a regular schedule with a counselor education
program faculty member in accordance with the supervision agreement.
(D)
I. Practicum students participate in an
average of 11/2 hours per week of group supervision on a regular schedule
throughout the practicum. Group supervision must be provided by a counselor
education program faculty member or a student supervisor who is under the
supervision of a counselor education program faculty member.
(b) Internship
(A)
J.
After successful completion of the practicum, students complete 600 clock hours
of supervised counseling internship in roles and settings with clients in
schools.
(B)
K. Internship students complete at least 240
clock hours of direct service.
(C)
L.
Internship students have weekly interaction with supervisors that averages one
hour per week of individual and/or triadic supervision throughout the
internship, provided by:
(i) The site
supervisor;
(ii) Counselor
education program faculty; or
(iii)
A student supervisor who is under the supervision of a counselor education
program faculty member.
(D)
M.
Internship students participate in an average of 11/2 hours per week of
group supervision on a regular schedule throughout the internship. Group
supervision must be provided by a counselor education program faculty member or
a student supervisor who is under the supervision of a counselor education
program faculty member.
(c) Supervisor Qualifications
(A)
N.
Counselor education program faculty members serving as individual/triadic or
group practicum/internship supervisors for students in entry-level programs
have
(i) Relevant experience;
(ii) Professional credentials; and
(iii) Counseling supervision training and
experience.
(B)
O.
Students serving as individual/triadic or group practicum/internship
supervisors for students in entry-level programs must
(i) Have completed CACREP entry-level
counseling degree requirements;
(ii) Have completed or are receiving
preparation in counseling supervision; and
(iii) Be under supervision from counselor
education program faculty.
(C)
P. Site
supervisors have
(i) A minimum of a master's
degree, preferably in counseling, or a related profession;
(ii) Relevant certifications and/or
licenses;
(iii) A minimum of two
years of pertinent professional experience in the specialty area in which the
student is enrolled;
(iv) Knowledge
of the program's expectations, requirements, and evaluation procedures for
students; and
(v) Relevant training
in counseling supervision.
(D)
Q.
Orientation, consultation, and professional development opportunities are
provided by counselor education program faculty to site supervisors.
(E)
R. Written supervision agreements define the
roles and responsibilities of the faculty supervisor, site supervisor, and
student during practicum and internship. When individual/triadic practicum
supervision is conducted by a site supervisor in consultation with counselor
education program faculty, the supervision agreement must detail the format and
frequency of consultation to monitor student learning.
(7) Evaluation of the
Program
(a)
A. Counselor education programs have a
documented, empirically based plan for systematically evaluating the program
objectives, including student learning. For each of the types of data listed in
paragraph (B) of this section below, the plan outlines
(A) The data that will be
collected;
(B) A procedure for how
and when data will be collected;
(C) A method for how data will be reviewed or
analyzed; and
(D) An explanation
for how data will be used for curriculum and program improvement.
(b)
B. The counselor education program faculty
demonstrate the use of the following to evaluate the program objectives:
(A) Aggregate student assessment data that
address student knowledge, skills, and professional dispositions;
(B) Demographic and other characteristics of
applicants, students, and graduates; and
(C) Data from systematic follow-up studies of
graduates, site supervisors, and employers of program graduates.
(c)
C. Counselor education program faculty
provide evidence of the use of program evaluation data to inform program
modifications.
(d)
D.
Counselor education program faculty disseminate an annual report that includes, by program level:
(A) A summary of the program evaluation
results;
(B) Subsequent program
modifications; and
(C) Any other
substantial program changes.
(D)
The report is published on the program website in an easily accessible
location, and students currently in the program, program faculty, institutional
administrators, and personnel in cooperating agencies (e.g., employers, site
supervisors) are notified that the report is available.
(e)
E. Counselor education program faculty must
annually post on the program's website in an easily accessible location the
following specific information for each entry-level specialty area and doctoral
program:
(A) The number of graduates for the
past academic year;
(B) Completion
rates; and
(C) Job placement
rates.
(8) Assessment of Students
(a)
F. The
counselor education program faculty systematically assesses each student's
progress throughout the program by examining student learning in relation to a
combination of knowledge and skills. The assessment process includes the
following:
(A) Identification of key
performance indicators of student learning in each of the eight core areas and
in each student's respective specialty area(s) (for doctoral programs, each of
the five doctoral core areas);
(B)
Measurement of student learning conducted via multiple measures and over
multiple points in time; and
(C)
Review or analysis of data.
(b)
G. The
counselor education program faculty systematically assesses each student's
professional dispositions throughout the program. The assessment process
includes the following:
(A) Identification of
key professional dispositions;
(B)
Measurement of student professional dispositions over multiple points in time;
and
(C) Review or analysis of
data.
(c)
H. The counselor education program faculty
has a systematic process in place for the use of individual student assessment
data in relation to retention, remediation, and dismissal.
9. Evaluation of
Faculty and Supervisors
(a)
I. Written procedures for administering the
process for student evaluations of faculty are available to the counselor
education program faculty.
(b)
J.
Students have regular, systematic opportunities to formally evaluate counselor
education program faculty.
(c)
K.
Students have regular, systematic opportunities to formally evaluate practicum
and internship supervisors.
Notes
Statutory/Other Authority: ORS 342.138, ORS 342.147
Statutes/Other Implemented: ORS 342.138, ORS 342.147, ORS 342.165
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