XAVIER UNIVERSITY OF LOUISIANA Graduate Student Handbook. Counseling Program Division of Education and Counseling

Transcription

1 XAVIER UNIVERSITY OF LOUISIANA Graduate Student Handbook Counseling Program Division of Education and Counseling Spirituality Diversity Professionalism Inquiry Competence Technology Fall 2013 Summer 2015

2 Xavier UNIVERSITY OF LOUISIANA Division of Education and Counseling 1 Drexel Drive New Orleans, LA Dear Graduate Student: Welcome to the Counseling program at Xavier University. In order to prepare you for your admission to graduate studies, this Graduate Student Handbook will serve as a supplement to the University Catalog and will guide you through your program. It is your responsibility to become familiar with the academic policies and procedures under which you will be entering. Your program faculty are always ready to assist you in your sequence. You will also be assigned a faculty advisor. After reading the handbook, if you have questions, please feel free to contact me at or to send me an at jmiranti@xula.edu. The Handbook is updated once per year and is available online, along with a number of other resources at We look forward to welcoming you and wish you the best in the pursuit of your career goals. Judith G. Miranti, Ed.D. Graduate Counseling Program Coordinator 2

3 Table of Contents Introduction to the Counseling Program... 6 Xavier University of Louisiana... 6 Xavier University Mission & Goals... 6 The Division of Education and Counseling... 6 The Counseling Program... 8 Mission... 8 The Counseling Program Philosophy... 8 Clinical Mental Health Counseling Program... 8 Professional School Counseling Program... 8 Program Goals & Objectives... 9 Counseling program faculty Student orientation Division webpage and Blackboard links Professional Counseling What is professional counseling? Counseling Licensure and Certification Licensing requirements Graduate Student Associations Chi Sigma Iota, Epsilon Upsilon Chapter Professional Counseling Organizations American Counseling Association (ACA) and Divisions Louisiana Counseling Association (LCA) Academic Policies and Procedures Graduate Programs Purpose Counseling Specializations Graduate Program Policies Admissions requirements Master s degree procedures Transcript policy

4 Admission to a degree program Deferred admission Readmission Admission of International Students Transient Student admission Summer Session Orientation and Advisement Financial Arrangements Request for Transcript Fees and Expenses Academic Information General Policies Xavier University ID Admission to Candidacy Transfer Credit Requirement for a Second Master s Degree Registration Graduate Courses for Undergraduates Audit Policy Residence Requirements Withdrawal Process Academic Probation and Dismissal Academic probation Academic dismissal Appeal Readmission following dismissal Student Discipline Academic Standards Graduation Specific Requirements for Education and Counseling Students English writing competency requirements

5 Comprehensive examinations Thesis requirements Endorsement Policy Assessment Portals PROGRAM OF STUDY Graduate Counseling Course Descriptions Practicum and Internship Summer Practicum Prerequisites to Enrollment in Practicum Practicum and Internship Application Internship Supervision Professional Liability Insurance Dismissals Procedures for dismissal for academic failure Procedures for dismissal for other than academic reasons Counseling Graduate Program Student Handbook Receipt Verification Form

6 Introduction to the Counseling Program Xavier University of Louisiana There are 102 historically Black colleges and 244 Catholic Colleges in the United States, yet only one is both historically Black and Catholic. That distinction belongs to Xavier University of Louisiana, which strives to combine the best attributes of both its faith and its culture. Located in New Orleans, the university dates back to 1915, when the co-educational secondary school, from which it evolved, was founded by Saint Katharine Drexel and the Sisters of the Blessed Sacrament. Saint Katharine came to the city at the request of the local archbishop to provide African Americans at the time denied admission to existing local and state Catholic colleges-with opportunities for Catholic higher education. Although the Sisters maintain a vital presence on Campus, today Xavier is governed by an independent, lay/religious Board of Trustees on which the Sisters have representation. Even with its special mission to serve the Black, Catholic community, Xavier s doors have always been open to qualified candidates of any race or creed. Xavier University Mission & Goals Xavier University of Louisiana, founded by Saint Katharine Drexel and the Sisters of the Blessed Sacrament, is Catholic and historically Black. The ultimate purpose of the University is to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. This preparation takes place in a diverse learning and teaching environment that incorporates all relevant educational means, including research and community service. So that they will be able to assume roles of leadership and service, Xavier graduates will be: Prepared for continual spiritual, moral, and intellectual development; Liberally educated in the knowledge and skills required for leadership and service; and Educated in a specialty that will prepare them to meet the needs of an ever changing society. The Division of Education and Counseling Since 1915, when Xavier University was founded, it has accepted the sacred privilege and social responsibility of preparing well-qualified teachers for public and private elementary and secondary schools. Begun as a normal school, Xavier later became a four-year liberal arts institution awarding the Bachelor of Arts and the Bachelor of Science Degrees. Xavier University of Louisiana College of Pharmacy was established in 1927 for the purpose of educating blacks and other minority students to become highly trained professionals and leaders in the field of pharmacy. The College of Pharmacy offers the 6

7 entry-level Pharm.D. degree as the only academic program and has over 600 students in the professional program. In March 1998, Xavier University became the first private/independent college/university in Louisiana to received accreditation by the National Council for the Accreditation of Teacher Education (NCATE) which signifies that the graduates will have been prepared according to accepted national standards of excellence. The program has successfully been reaffirmed with no recommendations in fall The counseling faculty submitted the CACREP self-study in fall 2004 and was anticipating a site visit when Hurricane Katrina changed the landscape of the University and all five program faculty were displaced. Because of the extensive damage to the University and because the full time faculty were unsure of the future of the program, they chose not to return to Xavier. Only one adjunct faculty member who then became full time carried on the program. In fall 2007, a second full time faculty member was hired and in 2009, the third full time faculty member was added. The faculty had to begin the process anew. At the time, the CACREP standards were in the process of being revised and a decision was made to wait until the 2009 CACREP standards were adopted. Since that time, the program has continued to follow the standards and in 2011 received approval to pursue accreditation. AT THIS TIME THE PROGRAM IS NOT CACREP ACCREDITED. The administration of Xavier University, during the Academic Year , assembled an Efficiency and Effectiveness Committee to study the current academic structure and to recommend various models. An extensive, broad-based process ensued. The academic structure that was recommended was the divisional model and six divisions were created. During the Spring 2013 semester, the faculty in the Division of Education recommended that the name of the division be changed to the Division of Education and Counseling thus giving a separate identity to the counseling program. The administration accepted this nomenclature and the Division of Education has been changed to the Division of Education and Counseling. 7

8 The Counseling Program Mission The Counseling Program, housed in the Division of Education and Counseling, furthers Xavier s mission by preparing counselors to assume roles of leadership and service in society as Licensed Professional Counselors (LPC) through programmatic alignment with the Louisiana LPC Board of Examiners educational requirements. To promote a more just and humane society through counseling, the faculty prepare candidates who are knowledgeable, competent, reflective, and ethical. These candidates exhibit the highest degree of professionalism in facilitating the personal growth and development of clients at the individual, institutional, and systemic levels. This preparation takes place in a diverse teaching and learning environment that incorporates all relevant educational means, including scholarly works and community service. The Counseling Program Philosophy The Xavier University Counseling Program educates students within an integrated leadership-practitioner model thus enabling students to become professionals who are change agents in promoting and advocating for a more just and humane society. Clinical Mental Health Counseling Program The counseling program faculty prepare candidates using the LPC Board of Examiners eight content areas to work in a variety of diverse settings including agencies, institutions, and in private practice; collaborate with the local communities; promote a more just and human society through service learning and service projects; commit to ongoing program evaluation; advocate for their clients and the counseling profession; and, engage in continuing professional development. Professional School Counseling Program The counseling program faculty is equally committed to preparing candidates to be knowledgeable, competent, reflective and ethical Professional School Counselors. Faculty prepare candidates to work in diverse school environments; advocate care and support for all students; develop comprehensive school counselor programs based on the standards of the American School Counselor Association (ASCA Model) and adopted by the Louisiana Department of Education; collaborate with parents, school administrators and community agencies; commit to lifelong professional development; and promote a more just and humane society as leaders of the school counseling profession. The school counseling program is accredited by the National council for the Accreditation of Teacher Education (NCATE). 8

9 Program Goals & Objectives Regardless of specialization, students pursuing an MA in Counseling are must demonstrate knowledge and skills in all Student Learning Outcomes identified for core and specialization areas. In particular the counseling program faculty is committed to ensuring the development of reflective professionals, collaborative change agents toward a more just and humane society, as outlined in the Conceptual Framework for the Division of Education and Counseling. In order to realize this goal the division infuses all curricula with understandings that recognize and develop the gifts and rich heritage each person brings to the respective program. The Division identifies six constructs: spirituality, diversity, professionalism, inquiry, competence, and technology that undergird its conceptual framework. Through a process of reflection the core concepts are continuously related to one another and to the goals of the Division. 1.0 Spirituality: An innate dimension of the human person from which an individual derives an ability to form relationships (with God, the human community and all of creation), values and a perceived meaning of human life and experience. 1.1 Support the continuing development of self and others. (PD) 1.2 Engage in advocacy in the form of service learning, community service, program development, and volunteerism. (PD) 2.0 Diversity: The commitment to awareness and knowledge about human dispositions that leads to more respectful just and human interactions. 2.1 Build a sense of community in the learning environment.(pd) 2.2 Respect individual differences of people (race/ethnicity, language, gender, sexual orientation, religion, class, and exceptionalities).(pd) 2.3 Work well with individuals from varying cultural backgrounds and in diverse settings.(pd) 3.0 Professionalism: Values and beliefs that guide thought, activities, and attitudes which create a more just and humane world and is expressive of the worth and value placed on all beings. 3.1 Demonstrate responsibility for professional behavior both in and out of the professional setting.(s) 3.2 Collaborate with peers and others to achieve professional goals. (PD) 4.0 Inquiry: Systematic quest for truth and knowledge. 4.1 Investigate current issues in the professional field. (K) 4.2 Utilize critical thinking and data in making decisions. (K, S) 5.0 Competence: Mastery of knowledge and procedural skills gained through performance to improve student learning and client services. 5.1 Demonstrate extensive knowledge of the content.(k) 5.2 Assess learning and use results to implement best practices. (K) 5.3 Communicate effectively through the use of oral and written language.(s) 5.4 Demonstrate and model reflective practice to improve 9

10 student learning and client services.(s) 6.0 Technology: Newly developed and emerging materials, equipment, and strategies that enhance curriculum, classroom instruction, field experiences, clinical practice, assessments and evaluation. 6.1 Integrate a range of technology to enhance instruction and assessment. (S) 6.2 Use technology to enhance productivity and professional practice. (S) (K) Knowledge (S) Skill (PD) Professional Disposition Counseling program faculty. Kristy A. Brumfield, Ph.D, NCC Licensed Professional Counselor - Supervisor Registered Play Therapist - Supervisor Assistant Professor and CACREP Liaison Clinical Mental Health Advisor Library 510 (504) kbrumfi2@xula.edu (Revised-07/09) Kristy A. Brumfield is a Counselor Educator in the Clinical Mental Health and School Counseling programs in the Division of Education and Counseling. She has provided counseling services to children and adolescents in New Orleans for more than ten years and her professional interests include play therapy, multicultural counseling, work with preschool children, filial therapy, and group therapy with adolescents. Dr. Brumfield has demonstrated a passion for utilizing creative counseling techniques and is committed to professional development and advancement of the counseling profession. Her list of accomplishments includes numerous articles and presentations on therapy with children, awards for academic excellence, membership in several professional organizations and serving on the boards of the Louisiana Association for Play Therapy and Communities in Schools of Greater New Orleans. 10

11 Judith G. Miranti, Ed.D., LPC, LMFT, NCC Professor and Director of the Counseling Program School Counseling Advisor Library 520 (504) Dr. Miranti received her B.A. in Education from Our Lady of Holy Cross College in She received her M.Ed. in Psychology and Guidance from Our Lady of the Lake University in San Antonio in 1972 and her Ed.D. from the University of Nevada Reno in 1981 in Counseling and Personnel Services with a specialty in Marriage and Family Counseling. Dr. Miranti was a teacher, a principal and a school counselor before becoming a counselor educator. She joinedthe faculty at Xavier University in 2007 after serving as the Academic Vice President at Our Lady of Holy Cross College. Her research interests are Spirituality in Counseling and Women in Academe. Nicole M. Bourgeois, Ph.D., LMFT Lecturer and Graduate Counseling Program Field Placement Coordinator Library 512 (504) nbourge1@xula.edu Dr. Bourgeois is a Licensed Marriage and Family Therapist and Counselor Intern who is serving as a Lecturer in the Division of Education and Counseling at Xavier University for the school year. Dr. Bourgeois received her B.S. in Psychology from the Louisiana Scholars College at Northwestern State University in 2004, her M.A. in Marriage and Family Therapy from the University of Louisiana at Monroe in 2006, and her Ph.D. in Marriage and Family Therapy from St. Mary s University in San Antonio, TX in Dr. Bourgeois has served children, adolescents, and their families in a variety of settings including a residential treatment center, a treatment correctional facility, and private practice. Dr. Bourgeois has also worked with adults and couples on a wide range of issues in community counseling centers and private practice. Dr. Bourgeois interests in both clinical and research practices focus on the inclusion of children in family therapy through developmentally appropriate means. 11

12 Student orientation. The counseling program faculty provides a graduate student orientation prior to each academic semester. The primary objectives of this meeting are to introduce students to relevant divisional procedures and academic policies; advising, admission requirements; candidacy requirements, student organizations, and the Division of Education and Counseling Conceptual Framework. Information is disseminated to new and potential students regarding the sequencing of courses in each specialty area, school and clinical mental health. In addition to the student orientation prior to the beginning of each semester, there is a mandatory student forum which is scheduled within the first month of the session. This is a time to give program updates and allow students to raise any questions or programmatic issues. They find these forums extremely valuable. Division webpage and Blackboard links. The counseling program at Xavier University of Louisiana has a Web Page which contains information pertaining to the counseling program such as faculty information, programs specialties, program forms, student handbook, Professional Honor Society (Chi Sigma Iota), professional organizations, and other University links such as the University Catalog, important due dates, academic calendar, etc. Resources available to current students on Blackboard using the same login information that is used for Xavier include the Counseling link which has announcements, program of study, course syllabi. Professional Counseling Welcome to the Xavier University the Division of Education and Counseling. You have chosen to begin a journey with the goal of becoming a professional counselor. Counseling can be a worthwhile, fulfilling profession for those who are interested in promoting the well-being of clients in a variety of settings. As outlined in the following definition and discussion of professional counseling by the American Counseling Association, being a professional counselor carries an enormous responsibility and commitment. According to 20/20: A Vision for the Future of Counseling, the delegates comprised of 31 counseling organizations agreed upon a unified definition of counseling: Professional counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals (ACA, 2013). 12

13 What is professional counseling? Counseling is a collaborative effort between the counselor and client. Professional counselors help clients identify goals and potential solutions to problems which cause emotional turmoil; seek to improve communication and coping skills; strengthen selfesteem; and promote behavior change and optimal mental health. Professional counseling is the application of mental health, psychological or human development principles, through cognitive affective, and behavioral or systemic interventions, strategies that address wellness, personal growth, and/or career development, as well as pathology. Using a wellness model and incorporating spirituality enables clients to fully access all the dimensions of their personality. To prepare for this challenging career, professional counselors undergo extensive education and clinical training. This includes at least a Master s Degree and field training with a solid foundation in research methodology, techniques and theories, human growth and development, career and lifestyle development, social and cultural foundations, group work, ethics, assessment and diagnosis, practicum and internship. Professional counselors serve at all levels of schools and universities, in hospitals and mental health agencies, rehabilitation facilities, business and industry, correctional institutions, religious organizations and agencies, community and private practice settings. Counseling Licensure and Certification All graduate students should plan at the outset of their program to become licensed as professional counselors in Louisiana or another jurisdiction in which they plan to live and work. In addition, since Louisiana uses the NBCC examination for licensure, it is recommended that graduate students apply to become National Certified Counselors (NCC). Students who plan to work as school counselors will be required to become certified as school counselors by the state of Louisiana. National Certification and State Licensure (NBCC) 13

14 Licensing requirements. Mental Health Counselor Licensing Act. The Mental Health Counselor Licensing Act was passed in 1987 to provide for the regulation of the practice of mental health counseling in the state of Louisiana and to provide for the regulation of the use of the title "licensed professional counselor". The Louisiana law is found in Chapter 13 of Title 37 of the Louisiana Revised Statutes and comprises R.S. 37: Chapter 13 was amended by Act 225 of 1988, Act 415 of 1989, Act 544 of 1993, Act 1301 of 1995 and Act 834 of FAQs - Licensed Professional Counselors (Louisiana) The Master s Degree programs in clinical mental health and school counseling include all of the coursework requirements for licensure as a professional counselor in Louisiana and for credentialing as a National Certified Counselor (NCC). Two years of post masters of supervised clinical experience under an approved LPC supervisor and passing the NCE examination are required before any master s degree graduate is eligible for licensure as an LPC in Louisiana. Registration of Supervision for Counselor Interns (Louisiana) FAQs - Counselor Interns (Louisiana) During the internship experience, students are required to obtain application information and to develop a plan for becoming licensed as a professional counselor and for becoming a National Certified Counselor (NCC). Counseling licensure and certification requirement. The current certification and licensure course requirements are shown below. Both national certification and state licensure require passing the National Counselor Examination. State licensure further requires 3000 hours of supervised counseling experience over a minimum of two years post graduate degree period. 14

15 Louisiana licensure requirements Requirements for licensed professional counselor; renewal of license A. The board shall issue a license to each applicant who files an application upon a form and in such manner as the board prescribes, accompanied by such fee as required by R.S. 37:1106, and who furnishes satisfactory evidence to the board that he: (1) Is at least twenty-one years of age. (2) Is of good moral character. (3) Is a citizen of the United States or has legally declared his intention of becoming such. (4) Is a resident of the state of Louisiana or is in the act of establishing residency in the state of Louisiana. (5) Is not in violation of any of the provisions of this Chapter and the rules and regulations adopted hereunder. (6) Can document a minimum of three thousand hours of supervised experience during a minimum of two years of post-master's degree experience in professional mental health counseling under the supervision of a licensed professional counselor. Five hundred hours of supervised experience may be gained for each thirty graduate semester hours earned beyond the master's degree, provided that such hours are clearly related to the field of mental health counseling and are acceptable to the board, provided that in no case the applicant has less than two thousand hours of supervised experience. (7) Has declared special competencies and demonstrated professional competence therein by passing a written and, at the discretion of the board, an oral examination, as the board shall prescribe. (8) (a) Has received a graduate degree the substance of which is professional mental health counseling in content from a regionally accredited institution of higher education offering a graduate program in counseling that is approved by the board and has accumulated at least forty-eight graduate semester hours prior to September 1, 2015, and at least sixty graduate hours after September 1, All applicants shall complete a course in each of the eight required areas specified in Subparagraph (b) of this Paragraph and shall complete a supervised internship in mental health counseling as defined in the rules and regulations adopted by the board pursuant to the Administrative Procedure Act. Applicants may apply post-masters counseling courses towards licensure if their degree program consisted of less than sixty hours. (b) The following eight areas are required to have at least one semester course: (i) Counseling/theories of personality. (ii) Human growth and development. (iii) Abnormal behavior. (iv) Techniques of counseling. (v) Group dynamics, processes, and counseling. (vi) Lifestyle and career development. 15

16 (vii) Appraisal of individuals. (viii) Ethics. (c) The following two areas are encouraged for inclusion in graduate training: (i) Substance abuse. (ii) Marriage and family studies. (d) Techniques of counseling. (e) Group dynamics, processes, and counseling. (f) Lifestyle and career development. (g) Appraisal of individuals. (h) Substance abuse. (i) Marriage and family studies. B. The board shall license to practice all persons who present satisfactory evidence of qualifications as specified in this Section and under provisions of the rules and regulations of the board. Such licensure shall be signed by the chairman and vice chairman of the board under the seal of the board. C. No license shall be denied any applicant based upon the applicant's race, religion, creed, national origin, sex, or physical impairment. D. (1) A licensed professional counselor shall renew his license every two years in the month of June by meeting the requirement that forty clock hours of continuing education be obtained prior to each renewal date every two years in an area of professional mental health counseling as approved by the board and by paying a renewal fee. The chairman shall issue a document renewing the license for a term of two years. (2) The license of any mental health counselor who fails to have his license renewed biannually during the month of June shall lapse; however, the failure to renew said license shall not deprive said counselor of the right of renewal thereafter. A lapsed license may be renewed within a period of two years after the expired renewal date upon payment of all fees in arrears and presentation of evidence of completion of the continuing education requirement. Application for renewal after two years from the date of expiration will not be considered for renewal; the individual must apply under the current licensure guidelines. E. (1) A licensed professional counselor engaging in the appraisal of individuals shall furnish satisfactory evidence of formal graduate training in statistics, sampling theory, test construction, test and measurements and individual differences. Formal training shall include a practicum and supervised practice with appraisal instruments. (2) Nothing in this Chapter shall be construed as authorizing persons licensed herein to use appraisal instruments, devices, or procedures for the purpose of 16

17 treatment planning, diagnosis, classification, or description of mental and emotional disorders and disabilities, or of disorders of personality or behavior, which are outside the scope of this Chapter. Acts 1987, No. 892, 1, eff. July 20, 1987; Acts 1993, No. 544, 1; Acts 1995, No. 1301, 1; Acts 1999, No. 72, 1; Acts 2011, No. 320, 1, eff. June 28, Specific academic course requirements. CACREP Louisiana LPC Board NCC XULA Coursework Professional Orientation and Ethical Practice Ethics Professional Orientation to Counseling COUN 5005: Foundations & Ethics of the Counseling Profession Social and Cultural Diversity Social and Cultural Foundations in Counseling COUN 5120: Social & Cultural Diversity in Counseling Human Growth and Development Human Growth and Development Human Growth and Development Theories in Counseling COUN 5025: Human Growth and Development Abnormal Behavior COUN 5110: Psychopathology and Diagnosis Career Development Lifestyle and Career Development Career Counseling and Lifestyle Development COUN 5020: Lifestyle and Career Development Helping Relationships Counseling/Theories of Personality Helping Relationships in Counseling COUN 5010: Counseling Theories Techniques of Counseling COUN 5015: Counseling Techniques Group Work Group Dynamics, Processes, and Counseling Group Counseling Theories and Processes COUN 5100: Group Work in Counseling Assessment Appraisal of Individuals Assessment in Counseling COUN 5105: Appraisal & Assessment in Counseling Research and Program Evaluation Research and Program Evaluation COUN 5000: Research Methodology & Program Evaluation Practicum (100 Hours) Practicum (100 Hours) Counseling Field Experience (minimum 6 semester hours) COUN 5400/5410 Internship (600 Hours) Internship (300 Hours) COUN 5500/ /

18 Graduate Student Associations Chi Sigma Iota, Epsilon Upsilon Chapter. Chi Sigma Iota is an international counseling and professional honor society. Membership in the society is by invitation. Students who meet the criteria by attaining a 3.5 grade point average and are candidates of the program receive a letter inviting them to join the society. Initiation of new members is traditionally held each spring. Chi Sigma Iota is a NBCC provider and sponsors professional development workshops and seminars open to all Chi Sigma Iota members and to other mental health professionals. A program faculty is named a faculty advisor. Professional Counseling Organizations The program faculty believes that an essential component of establishing a counselor identity is membership and participation in counseling associations. Counseling students are strongly encouraged to affiliate with professional counseling organizations including, but not limited to the American Counseling Association (ACA) and the Louisiana Counseling Association (LCA) and their respective divisions. Several of these organizations are listed below. Depending on your specialty, membership in the Association School Counseling Association (ASCA), or the American Mental Health Counselors Association (AMHCA) is encouraged. Students who have special interest in areas of counseling such as the Association for Spiritual, Ethical and Religious and Values Issues in Counseling (ASERVIC) should join these divisions as well. Membership benefits include scholarly journals, newsletters, information on professional development opportunities. In addition, the associations advocate for the counseling profession and provide networking events that link members with professionals in the field. Scholarships to attend the state conference are available through the Division s professional development fund. Applications for these scholarships are open to Chi Sigma Iota, Epsilon Upsilon members and graduate students in the Xavier University counseling program. 18

19 American Counseling Association (ACA) and Divisions According to the American Counseling Association (ACA) website ( The American Counseling Association is a not-for-profit, professional and educational organization that is dedicated to the growth and enhancement of the counseling profession. Founded in 1952, ACA is the world's largest association exclusively representing professional counselors in various practice settings. Within the American Counseling Association there are 20 divisions. These divisions enhance professional identity and are organized around specific interest and practice areas. Association for Adult Development and Aging (AADA) Chartered in 1986, AADA serves as a focal point for information sharing, professional development, and advocacy related to adult development and aging issues; addresses counseling concerns across the lifespan. Association for Assessment and Research in Counseling (AARC) Originally the Association for Measurement and Evaluation in Guidance, AARC was chartered in The purpose of AARC is to promote the effective use of assessment in the counseling profession. Association for Child and Adolescent Counseling (ACAC) Association for Child and Adolescent Counseling aims to focus on the training needs of counselors who work with children and adolescents, while also providing professional support to those counselors, whether they are school counselors, play therapists, or counselor educators. Association for Creativity in Counseling (ACC) The Association for Creativity in Counseling (ACC) is a forum for counselors, counselor educators, creative arts therapists and counselors in training to explore unique and diverse approaches to counseling. ACC's goal is to promote greater awareness, advocacy, and understanding of diverse and creative approaches to counseling. American College Counseling Association (ACCA) ACCA is one of the newest divisions of the American Counseling Association. Chartered in 1991, the focus of ACCA is to foster student development in colleges, universities, and community colleges. 19

20 Association for Counselors and Educators in Government (ACEG) Originally the Military Educators and Counselors Association, ACEG was chartered in ACEG is dedicated to counseling clients and their families in local, state, and federal government or in military-related agencies. Association for Counselor Education and Supervision (ACES) Originally the National Association of Guidance and Counselor Trainers, ACES was a founding association of ACA in ACES emphasizes the need for quality education and supervision of counselors for all work settings. The Association for Humanistic Counseling (AHC) AHC, formerly C-AHEAD, a founding association of ACA in 1952, provides a forum for the exchange of information about humanistically-oriented counseling practices and promotes changes that reflect the growing body of knowledge about humanistic principles applied to human development and potential. Association for Lesbian, Gay, Bisexual and Transgender Issues in Counseling (ALGBTIC) Educates counselors to the unique needs of client identity development; and a non-threatening counseling environment by aiding in the reduction of stereotypical thinking and homoprejudice. Association for Multicultural Counseling and Development (AMCD) Originally the Association of Non-White Concerns in Personnel and Guidance, AMCD was chartered in AMCD strives to improve cultural, ethnic and racial empathy and understanding by programs to advance and sustain personal growth. American Mental Health Counselors Association (AMHCA) Chartered in 1978, AMHCA represents mental health counselors, advocating for client-access to quality services within the health care industry. American Rehabilitation Counseling Association (ARCA) ARCA is an organization of rehabilitation counseling practitioners, educators, and students who are concerned with enhancing the development of people with disabilities throughout their life span and in promoting excellence in the rehabilitation counseling profession's practice, research, consultation, and professional development. 20