Guided by The Mission of the School of Education, which emphasizes the themes of demonstrating: subject matter expertise; excellence in planning and practice; a commitment to all learners; a strong, positive effect on student growth; and professionalism, advocacy, and leadership, and the Standards of the Council for Accreditation of Counseling and Related Educational Programs, which emphasize the traditions, values and objectives of professional counseling programs, the faculty of the Department of Counselor Education engage students from the greater New Jersey area in the developmental process of becoming professional counselors who will address the needs of the people they serve in an ethical and competent manner.

On the basis of our departmental review process for Academic Year 2011-2012, the department faculty are pleased to report the following:

• In anticipation of the new CACREP-accreditation standards that were released in July 2009, the Department of Counselor Education developed two (2) new courses that were approved through the College governance system in the spring 2009.  They are: EPSY 661: “Counseling At-Risk and Exceptional Children and Adolescents” and COUN 555: “Differential Diagnosis and Treatment Planning”.  We began offering these courses as electives in the summer of 2010 for both the School and Community Counseling programs.  More importantly, these two courses have been designed to improve our curriculum based on the changes in the 2009 CACREP standards.  For example, the “Counseling At-Risk and Exceptional Children and Adolescents” course provides breadth and depth to our curriculum in School Counseling, while the “Differential Diagnosis” course has  become a core piece in our new 60-credit Clinical Mental Health Counseling (CMHC) program that was developed in response to the July 2009 standards (described below).  These courses have been fully implemented and woven into our curricular offerings in the School and Clinical Mental Health Counseling programs.
• A new evaluation form was created to collect data on students’ personal and professional development at key points during their program of study.  This form was implemented in the Fall of 2011 to be completed by course instructors at the conclusion of COUN 501 (Introduction to Counseling), COUN 670 (Counseling Theories and Techniques), and COUN 675 (Group Counseling).  These evaluation forms, along with a student completed self-evaluation form covering the same performance areas, are reviewed by the faculty when considering a student’s readiness to initiate the Practicum (COUN 690).  These evaluation forms are then completed one last time at the conclusion of the Practicum as students are evaluated for readiness to complete their culminating clinical sequence in the Internship Seminar (COUN 693 or COUN 694/695).
• During AY 2011-2012, an online e-Assessment student learning outcomes assessment system was developed and piloted (Fall 2011), and implemented (Spring 2012) by program faculty in response to the 2009 CACREP standards.  This new process provides systematic and continuous data collection related to the students’ acquisition of program-specific knowledge and skills (i.e., related to professional identity, professional practice, and program area standards). 
• The department faculty made changes in the marriage and family counseling and therapy curriculum in anticipation of the College’s approval of a new 60-credit program in Marriage, Couple and Family Counseling and Therapy (MCFCT) (described in detail below).  Because we currently have a 24-credit Post-Masters Educational Specialist degree program in Marriage and Family Therapy offered through our department, we were able to create this new 60-credit MCFCT program without creating additional courses in marriage, couple and family counseling and therapy.
• Also in response to the 2009 CACREP standard changes and our specific program needs, adjustments were made to the “Clinical Site Approval Request” forms for Clinical Mental Health, Marriage, Couple and Family Counseling and Therapy and School Counseling.  Additionally, an “On Site Supervision Agreement” was created that addresses in more detail the supervision relationship, and includes spaces for signatures of agreement to the contractual expectations for both the student and the clinical site supervisor.
• As reported on the Counselor Education website, the 2009 CACREP standards substantially changed the accreditation process for our 48-credit masters-degree program in Community Counseling.  Specifically, the capacity to re-accredit our Community Counseling programs at the 48-credit level has been eliminated.  In AY 2009-2010, the faculty developed a plan to meet the 60-credit standard for re-accreditation in 2013 based on the 2009 CACREP-standards.  In brief, we expanded of our accredited Community Counseling program options from 48-credits to 60-credit programs, which continue to lead to a Master of Arts in Counseling.  The two (2) 60-credit accredited-program options in Marriage, Couple and Family Counseling and Therapy (MCFCT) and the Clinical Mental Health Counseling (CMHC) help not only to maintain our CACREP-accreditation status, but are a relevant response to the  growing needs of our profession.  For example, a 60-credit masters-degree will match the educational requirements for licensure as Professional Counselors and Marriage and Family Therapists in New Jersey as follows:
• The old “Community Counseling: Human Services” program was expanded from 48-credits to a 60-credit program in Marriage, Couples and Family Counseling and Therapy. We are seeking accreditation for this program under the 2009 CACREP-standards for Marriage and Family Counseling programs.  We submitted documents to the state licensure board that described how graduates from this 60-credit program will meet the educational requirements for licensure as both a Licensed Marriage and Family Therapist (LMFT) and as a Licensed Professional Counselor (LPC) in New Jersey. For example, the 21-credits of curriculum for the “Required Courses in Marriage, Couple and Family Counseling” portion of this new program contains the same courses that are currently being offered through our Post-Masters Educational Specialist (Ed.S.) degree program in Marriage and Family Therapy that meets the educational requirements for the LMFT in New Jersey.  Practicum and internship sites are required to be family focused in their treatment orientation.  The two additional electives offer students the opportunity to increase their knowledge in such practice areas as addictions counseling and/or counseling adolescents, women and/or men.  Additionally, the core coursework (33 credits) for this degree continues to match the nine (9) core content areas outlined in the educational requirements for licensure as an LPC. 
• The old “Community Counseling: Substance Abuse and Addiction” program was expanded from 48-credits to a 60-credit program in Clinical Mental Health Counseling. We are seeking accreditation for this program under the 2009 CACREP-standards for Clinical Mental Health Counseling programs.  We submitted documents to the state licensure board that described how students within this program will be able to choose to take electives in addiction counseling that would meet the educational requirements for licensure as both a Licensed Clinical Alcohol and Drug Counselor (LCADC) and a Licensed Professional Counselor (LPC) in New Jersey.  If students are interested in general practice as a mental health counselor, then they may choose to take a variety of electives with their core mental health counseling coursework.  This general practice option would meet the educational requirements for licensure as a Licensed Professional Counselor (LPC) in New Jersey, as all coursework will be specific to counseling practice, and the core coursework (33 credits) for this degree continues to match the nine (9) core content areas outlined in the educational requirements for licensure as an LPC. Practicum and internship sites for the LCADC elective option will be required to be substance abuse and addiction focused in terms of their treatment population. 

In light of these changes, modifications were made to the Mission Statement and Program Objectives, which are reflected in The College of New Jersey’s Graduate Bulletin and the Department of Counselor Education’s Student Manual and Department Website.

The mission of every program in the department is to create exemplary counseling professionals prepared to enrich the lives of the people of New Jersey and the nation through counseling and service and to provide a national model of the preparation of counselors.  It is our hope that these program improvements will both serve this mission and the standards established by CACREP.

Consistent with the American Counseling Association’s Code of Ethics and Standards of Practice, the Department of Counselor Education at The College of New Jersey requires that its students commit themselves to respecting the dignity and promoting the welfare of as well as affirming individuals evidencing diversity in age, color, culture, ethnicity, disability, gender, language, race, religion, sexual orientation, marital status, and socioeconomic status.

The department further recognizes the culturally competent counselor, or counselor-in-training, is one who is actively (a) in the process of becoming aware of his or her own assumptions about human behavior, biases, preconceived notions, and personal limitations, (b) attempting to understand the worldview of his or her culturally different clients, and (c) in the process of developing and practicing appropriate, relevant, and sensitive intervention strategies and skills in working with his or her culturally different clients.

As such, the Department of Counselor Education at The College of New Jersey fully endorses the Association of Multicultural Counseling and Development’s (AMCD) Multicultural Counseling Competencies and expects that its students will commit themselves to an ongoing learning process devoted to increased knowledge, personal awareness, sensitivity, and skills pertinent to working with a diverse client population.

When students accept admission into the counselor education programs at The College of New Jersey, they agree to uphold this departmental position on cultural diversity and human rights. 

In support of our student’s commitment to this position, faculty in the department agree to create and nurture an inclusive learning community, and to commit to:  

1) fostering the holistic development of all students, not just their academic adjustment;

2) developing lines of scholarship and fostering student research on multiculturalism (e.g., confronting and coping with racism; racial identity development);

3) infusing multicultural issues into all courses, not just our course on multicultural counseling;

4) genuinely sharing with all students our own experiences of crossing cultural boundaries, while supporting the multicultural journeys of our students;

5) creating classroom environments in which it is safe for all opinions to be expressed;

6) confronting insensitive comments and behaviors; and

7) being available outside of the classroom to offer support and encouragement to explore the student’s biases, preconceived notions, and personal strengths and/or limitations, while attempting to understand the worldview of his or her culturally different clients.

Understanding that we are embedded within an increasingly multicultural society, the faculty believe that this commitment by students and faculty alike will help to create and support an inclusive learning community within our department, the School of Education, and the College.

PLEASE NOTE: This does not change our current Community Counseling accreditation status. We are fully-accredited with CACREP in both the School Counseling and Community Counseling programs through 2013 (and, as has been our practice, we will continue to seek re-accreditation through CACREP for our MA counseling programs).

Additionally, although there have been some important adjustments in terms of our curriculum offerings in the School Counseling program (CPSA) in response to the new 2009 standards, this program will remain as a 48-credit graduate program, which is in-line with the 2009 CACREP standards, as well as the certification standards for school counseling in New Jersey.

As a faculty, we developed a plan for re-accreditation in 2013 under the 2009 CACREP-standards.  Specifically, we have expanded our Community Counseling options by developing them into two 60-credit programs, which will continue to lead to a Master of Arts in Counseling.  One will be a program in Marriage, Couple and Family Counseling and Therapy (MCFCT) and the other will be a Clinical Mental Health Counseling (CMHC) program.  We feel that these changes will facilitate future CACREP-accreditations, and be responsive to the growing needs of our profession, as well as the professional licensure process in New Jersey.

In order to facilitate a timely transition, the Department gained college-level approval for the expansion of our current curriculum as follows:

• The “Community Counseling: Human Services” program (CPSE) has been expanded to become a 60-credit program in Marriage, Couple and Family Counseling and Therapy.  We will seek accreditation in 2013 for this program under the 2009 CACREP-standards for Marriage, Couple and Family Counseling programs.  We have submitted documents to the state licensure board that describe how graduates from this 60-credit program will have met the educational requirements for licensure as both a Licensed Marriage and Family Therapist (LMFT) and as a Licensed Professional Counselor (LPC) in New Jersey.

• The “Community Counseling: Substance Abuse and Addiction” program (CPSD) has been expanded to become a 60-credit program in Clinical Mental Health Counseling. We will seek accreditation in 2013 for this program under the 2009 CACREP-standards for Clinical Mental Health Counseling programs.  We have submitted documents to the state licensure board that describe how students within this program will be able to choose to take electives in addiction counseling that would meet the educational requirements for licensure as both a Licensed Clinical Alcohol and Drug Counselor (LCADC) and a Licensed Professional Counselor (LPC) in New Jersey.  Likewise, if students are interested in general practice as a mental health counselor, then they may pursue the same by taking a variety of elective courses with their core mental health counseling coursework.  This general practice option would meet the educational requirements for licensure as a Licensed Professional Counselor (LPC) in New Jersey.

We recognize that students may have a number of questions pertaining to these changes in our programs.  In light of these expanded options, if you are currently enrolled student, we strongly encourage you to meet with your advisor individually to plan your program of study.

For further information about the Council for Accrediation of Counseling and Related Educational Programs (CACREP), please refer to the following website:

http://www.cacrep.org/template/index.cfm