978-0135183816 Chapter 2

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Chapter 2

Professional Identity of Counselors

FOCUS QUESTIONS

1. How do you respond when your friends and relatives ask you what you are studying

in graduate school?

Points instructors may want to make:

2. How do you think the wellness model of mental health espoused by counselors is

different from the illness model or medical model of mental health?

Points instructors may want to make:

3. What are some of the major challenges facing the counseling profession today?

Points instructors may want to make:

• Working toward standardization of licensure requirements and school counselor

certification requirements across the 50 states, the District of Columbia, and

possessions of the United States.

• Ensuring that other mental health professional groups do not interfere with counselors

diagnosing and treating mental and emotional disorders or limit the testing practices

of counselors.

• Establishing job classifications in state governments and at the federal level for

counselors.

IN-CLASS ACTIVITY

Title: Counselor Professional Identity in the 21st Century

Learning

Goal: To understand contemporary issues facing the profession.

Procedures: Convene a class forum concerning the current state of the profession of

counseling and challenges to the profession in the 21st century. Have students

discuss measures they personally can take to promote and advance the

counseling profession. Also have students discuss what they would like to see

happen in the profession in the short term (10 years) and the long term (25-50

years).

Discussion

Questions: What role can students play in the standardization and professionalization of

counseling?

What do you believe to be the major obstacles facing the counseling profession

in the 21st century? Discussion topics may include problems with managed care,

supervision provided by professionals other than counselors (e.g., social

workers, psychologists), and non-uniformity of state laws concerning licensure

and supervision requirements, or other problems.

Point/Counterpoint (Debate) Topics

Title: Is counseling a profession?

Learning

Goal: To consider the criteria for being considered a profession and to compare the

status of counseling to those criteria.

Procedures: Assign (or allow students to volunteer) 2 groups of students (preferably 3-5

students per group) to each take one of the positions described below and

prepare a 5-minute argument in favor of that position. Have each group present

its argument. Next, allow the groups to confer for 2 minutes and then have each

group present its rebuttal to the other group’s argument. Lastly, have the class

members who served as the audience vote for which side was most persuasive.

Point: Counseling should be considered to be a bona fide profession.

vs.

Counterpoint: Counseling should still be considered to be a semi-profession.

Title: Is counseling truly a unique mental health profession that should have its own

licensure?

Learning

Goal: To consider the differences and similarities between counseling and other,

related mental health professions.

Point: The counseling profession is unique and distinctly different from other mental

health professions; therefore, counselors should have their own specific

licensure process.

vs.

Counterpoint: There are more similarities than differences between counseling and

other mental health professions and it would be more efficient and less

confusing for consumers if there were just one state license as a “mental

health professional.”

OUTSIDE CLASS ACTIVITY

Title: Becoming a licensed professional counselor, becoming a national certified

counselor, obtaining liability insurance, and joining ACA.

Learning

Goal: To begin taking the steps necessary to develop the identity of counselor.

Procedures: Ask students to visit the web site of their state licensure board to determine the

procedures necessary to become licensed or certified as a counselor in the state.

Have students present a plan to acquire the credential (how much supervised

experience, who can supervise, what type of setting allows for hours toward

licensure, how to register and study for the licensure test, deadline schedule for

submission and board review of licensure application: rolling, monthly,

quarterly, etc.). Have students visit the web site of the National Board for

Certified Counselors (www.nbcc.org) to learn about the National Certified

Counselor credential. Have students present a plan concerning the steps they

must take to acquire the credential. Have students visit the ACA web site

(www.counseling.org) and summarize the steps needed to become a member.

Also have students obtain information regarding the purchase of ACA

professional liability insurance (www.counseling.org/membership/membership-

savings/liability-insurance), both in their status as practicum or internship

students, and as working professional counselors after they complete their

degrees.

Question for Self-Reflection/Journaling

Question: What is my responsibility to advocate for my profession, and what are some actions I

will take, both now and when I am a counseling practitioner, to fulfill that responsibility?

CASE STUDY

Mike is a newly hired counselor at your agency. He comes highly recommended and is an

LPC. After talking briefly with Mike, you find out that he graduated from a master’s degree

program in clinical psychology and was grandparented as an LPC. You also discover that his

past clinical supervision has been with a licensed social worker.

Case Study Discussion

1. What issues are present that might possibly affect Mike’s identity and role as a counselor?

2. How might Mike’s supervisor and co-workers help Mike develop a strong identity as a

counselor?

3. Why is it important for Mike’s supervisors and co-workers to express understanding and

respect for the differing approaches of clinical psychologists, social workers, and counselors?

SHORT PAPER OR ORAL CLASS PRESENTATION TOPICS

1. Present on the American Counseling Association and the specialty areas within the

association (e.g., ACES, AMHCA, ASGW, etc.). Have students discuss the advantages of

being a member of ACA and one or more specialty divisions. Additionally, why is becoming

a member of professional counseling associations important for one’s identity as a counselor?

2. Have students interview counselors and other mental health professionals in the community,

or at their practicum site, or a school or agency, concerning their knowledge about the

differences among the various mental health professionals. Have students present their results

in class.

3. Ask students to review current legislation issues in your state concerning the counseling

profession (e.g., third party reimbursement legislation, privileged communication, funding of

elementary school counselors, etc.). The state counseling association web site will have

information available on state legislative initiatives. Have students discuss what they can

personally do to get involved in advocating for and advancing the profession.