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Louisiana Journal of Counseling
Volume XX
Fall 2013
A Branch of the American Counseling Association Peter Emerson, Meredith Nelson Editors Louisiana Journal of Counseling
CO-EDITOR The Louisiana Journal of Counseling Peter Emerson (LJC) is the official journal of the Southeastern Louisiana University Louisiana Counseling Association CO-EDITOR (LCA). The purpose of LCA is to foster Meredith Nelson counseling and development services LSU Shreveport to elementary, high school, college, and adult populations. Through this united EDITORIAL BOARD focus, LCA maintains and improves Mary Ballard professional standards, promotes Southeastern Louisiana University professional development, keeps Paul Caesar abreast of current legislation, and University of New Orleans encourages communication among Tim Fields members. Louisiana State University Barbara Hebert Manuscripts: See inside back cover for Southeastern Louisiana University guidelines. Justin Levitov Loyola University Membership: Information concerning Robert Minniear LCA and an application for membership LSU Shreveport may be obtained from the Executive Krystal Vaughn Director. Northwestern State University June Williams Change of Address: Members should Southeastern Louisiana University notify the Executive Director of any change of address. LCA OFFICERS Bruce Galbraith – President Advertising: For information John Crawford – Pres.-Elect concerning advertising contact the co- Tim Fields– Pres.–Elect-Elect editor as Meredith Nelson, LSUS, One Paul Caesar – Past President University Place, Shreveport, LA 71115 Marianne Terrebonne– Parliamentarian or by email at [email protected] or [email protected]. LCA reserves the LCA STAFF right to edit or refuse ads that are not Diane Austin – Executive Director appropriate. LCA is not responsible for Austin White – Business Manager claims made in ads nor does it endorse 353 Leo Ave. any advertised product or service. Shreveport, LA 71105 1.888.522.6362 Copies: The LJC is published annually as a member service. Additional copies LCA WEBSITE may be purchased from the Executive www.lacounseling.org Director for $15. Annual subscriptions are available to non-members for $15. Louisiana Journal of Counseling
Fall 2013 • Volume XX
3 From the Editors: Advocacy: What Do We As Counselors Need to Advocate For? Peter Emerson, Meredith Nelson, and Mary Emily Matheny (Southeastern Louisiana University
Section I: Professionals’ Articles
6 African American Pastors and Mental Health Professionals: Referral Themes Identified Using Qualitative Research Methods Lizzie L. West, Kathryn W. van Asselt, Andrea Daines, and Andre Judice
10 The Role of School Counseling Programs in Promoting College Opportunity: School Counselor’s Perceptions Jacquelin Breaux Broussard and Mitzi P. Trahan
19 Ethical Considerations for Dual Licensed Professionals Christian J. Dean
27 Undergraduate Major and Other Factors’ Effects on Success in Counselor- Training Trey Fitch, Shane Blasko, and Chris Bardill
Section II: Graduate Students ’ Articles
34 James Marcia’s Identity Development Statuses: Implications for Counselors in Louisiana Dwayne Jacobs From the Editors
Advocacy: What Do We As Counselors Need To Advocate For?
The definition of advocacy is clear and section maps out the expectations of the precise, “the process or act of arguing or professional counselor in regards to other pleading for a cause or proposal” (Lee, 1998, professionals and in relation to his/her duty to p.8). What is far less clear, indeed, is what the profession of counseling. Not only is the counselors are supposed to be advocating for as code silent in this section concerning our role as a profession. According to McClure and Russo, advocates for the counseling profession, no there are some within the profession of other mention of advocacy is made in any other counseling that would argue advocacy for the section. This may lead the counselor to believe profession of counseling itself, is “almost selfish that there is no responsibility to advocate for or self serving” because we are using the vital the profession, but only to advocate for the energy that could be devoted to client advocacy client. The purpose of this from the editors is to (as cited in Myers &Sweeny, 2004, p. 466). As underscore the responsibility each of us has as startling as that conclusion may seem to some counseling professionals to advocate for the professional counselors, the words of McClure profession. The authors will also suggest and Russo are substantiated by our own code of specific advocacy activities that counselors need ethics. In the American Counseling Association to participate in if the profession of counseling (ACA) Code of ethics, the process or act of is to continue to move forward. advocacy is mentioned only in Section A, The Counseling Relationship, where it states: Responsibility The authors have found that there is still a A.6.a.Advocacy strong misconception among licensed When appropriate, counselors advocate at professionals that the responsibility for individual, group, institutional, and societal promoting the profession of counseling lies with levels to examine potential barriers and their licensure board. The Louisiana Licensed obstacles that inhibit access and/or the growth Professional Counselors (LPC) Board of and development of the clients (ACA 2005, Examiners has never had advocacy as part of its P.5). mission (Emerson, 1995). “The mission of the Section A of the 2005 ACA Code of Ethics LPC Board to safeguard the public (consumers outlines the professional counseling of mental health counseling)” (p.1) is focused relationship between the counselor and his/her on the client and not the professional client, so it would make sense that the advocacy counselor. Further, the board is “not to be the described in this section would focus on the advocates for professional counselors” (P.1). If counselor’s responsibility to the client. The the licensure board is not the advocate for us authors noted that there is no similar professionally, who is responsible for advocacy description of our duty to advocate for the within the profession of counseling? profession included in Section C, Professional Responsibility. The Professional Responsibility The primary responsibility for advocacy of a.3. Call a representative the counseling professional falls to the b) Participate in a town hall meeting sponsored professional organization/s that represents by LCA counseling (Feit & Lloyd, 1990). These c) Join a committee that advocates for professional organizations need to be something of interest to you “collectively advocating for the profession as d) Participate when LCA (you) goes to associations (Reiner, Dobmeier & Hernandez, the capital 2013, p. 175). Cleary, the American Counseling e) Make a personal contact with your Association (ACA) and the Louisiana Counseling legislative representative Association (LCA) are the two principle 5.Continually advocate for Professional organizations that need to be working in Counseling with everyone you have concert for the advocacy of counselors in contact with daily. Louisiana. However, this does not mean that the members of each of these professional State Political Committee organizations can sit back and expect the The Louisiana Licensed Professional “association” to handle advocacy. “After all, Counselors Political Action Committee (LPC LCA is not someone else doing for us what PAC) is a major political voice for the LPC’s of needs to be done” (Emerson, 2010, p.5), to the Louisiana. This voice advocates for LPC’s from contrary “each individual is LCA” (p.5) and bears both a legal and political arena through the individual responsibility for advocacy of the education of official about counseling counseling profession. professional issues, and by supporting political candidates whose platform aligns with our Individual Action professional goals and interests. The Louisiana The following are steps to becoming more LPC PAC also provides a consolidated source of fully involved in advocacy. It is recommended information on the legal concerns for LPC's at that the counselor assess where they are in this both the state and national levels of process and try the next step in advocating for government, and is solely funded through the profession. donations. 1.Join your professional organization. Seems simple, however, far too many LPC’s and Counselor Training Programs Professional School Counselors’ do not belong to Another entity that should be responsible any professional organization. for increasing advocacy in our profession 2.First step after joining is to read all of the includes counselor training programs. From the information you are sent. LCA has done a very first day of class, counseling students spectacular job of staying on top of all the issues should be introduced to the concept of for all specialty areas of counseling. advocating, not only for their clients, but for the 3.Get active in your state conference. Start by profession as a whole. Some suggestions for attending, and then get involved in participating. incorporating advocacy into training programs 4.After reading all the bulletins, blasts, and would be requiring student membership in LCA newsletter articles get involved with an area that and ACA. Also, requiring students to network in interests you. town hall meetings and/or conferences and a) Respond to a call to action: with other counselors could help indoctrinate a.1. Send a form letter to a them towards advocacy. In addition, representative assignments related to advocacy such as a.2. Compose a letter to a contacting legislators, studying public policy, representative and working to collaborate with other mental health professionals may be infused in their curriculum. One assignment for a recent summer Myers, J. E, & Sweeny T. J., (Fall, 2004). intern class was to submit a journal entry about Advocacy for the counseling profession: advocacy and what it means to the student in Results of s national survey. Journal of their counseling journey. Below are a couple of Counseling Development, 82, 466-471. the students’ entries: Reiner, S. M., Dobmeier, R.A. & Hernandez, T.J. “The one thing that I’ve learned is that (2013). Perceived impact of professional advocacy goes beyond promoting the health of counselor identity: An exploratory Study. clients, it’s also advocating for the rights of Journal of Counseling & Development, 91, mental health professionals, for example 174-183. fighting to ensure that we (LPCs) are recognized as being on the same level as social workers and other mental health professionals.” “Advocacy is crucial to our profession as a means to establish a professional identity among other professions in the mental health field. It is a way to get our 'name out there' so -Peter Emerson and Meredith to speak. Advocacy is especially important to Nelson sustaining the heartbeat of counseling in the midst of the constantly churning mental health field. It is important for novice professionals Editors newly indoctrinated into counseling to see that their field is stood up for--giving them more of & an incentive to continue the advocacy, therefore continuing a thread of promotion for the profession.” -Mary Emily Matheny In closing, since each of us “is” LCA and (Masters in Counseling Student, responsible for advocacy for the counseling Southeastern Louisiana University) profession, the authors hope that each person reading this will renew and recommit to advocacy for the counseling profession.
References American Counseling Association (ACA). (2005). ACA Code of Ethics 2005. Retrieved January 5th, 2007 from http://www.counseling.org Emerson, P. (Fall, 2010). We are all professional counselors: Uniting our voice as one family. Louisiana Journal of Counseling,(17), (p 3-5) Emerson, P. (May, 1995). The Louisiana LPC Board mission: Protect the public. Licensed Professional Counselor Quarterly, 6, pp 1-2. Lee, C.C. (1998). Counselors as agents of social change. In C. C. Lee& G. R. Waltz (eds.), Social action: A mandate for counselors (pp. 3-14). Alexandria, VA: American Counseling Association. Section I: Professionals’ Ar ticles
African American Pastors and Mental Health Professionals: Referral Themes Identified Using Qualitative Research Methods
Lizzie L. West, Kathryn W. van Asselt, Andrea Daines, and Andre Judice
Capella University
This research study explored the personal experiences of ten African American pastors, located in a south central state, through the use of basic interpretive, qualitative research and a phenomenological design for data analysis. A face-to-face, semi-structured interview methodology was used to examine how African American pastors referred their church members to mental health professionals. Concerns about referrals included not knowing any local therapists, potential cultural barriers such as financial costs and transportation needs, and wanting Christian counselors to work with their church members. This study found that these pastors would refer their church members to mental health professionals if they knew more therapists in the community. Additionally, those pastors who had referred their church members to mental health professionals had no or limited negative experiences with counselors. Discussion and implications for mental health counselors are provided.
African American pastors provide Hernandez, & Sandman, 2012). The a wide range of prevention and African American community is more treatment-oriented programs that religious than other U.S. populations, contribute significantly to the with 87% belonging to a church and psychological well-being of their reportedly 53% attending weekly congregants. According to Chatters et religious events. They have higher rates al. (2011), 21% of church members of church attendance, affiliation, with serious personal problems frequency of prayer, and reported reported seeking help from a pastor. importance in life. Seventy-nine percent Within the African American say religion is very important to their community, pastors are sought more lives (Sahgal & Smith, 2009). often than psychiatrists, psychologists, VanderWaal, Hernandez, and Sandman doctors, marriage counselors, or social (2012) stated that because the church workers for serious personal and has been a vital empowering source for mental health problems (Chatters et many African Americans, al.). Understanding the factors understanding the roles of pastors in responsible for mental health referrals African American churches is essential is an important first step to finding to the mental health professional ways for greater collaboration between working with this population. pastors, as valued community African Americans and Mental Health members, and mental health The African American professionals (Mathews, 2011). population continues to face some Pastoral Roles in African cultural adversities, including previous American Communities negative stereotypes, mistrust of Developing collaborative authority, stigma, and generational strategies with pastors is one way to economic challenges. While African remove some of the existing barriers to Americans represent 12% of the U.S., mental health services (VanderWaal, they suffer from more phobias than non-Hispanic whites and over 25% of African members to the mental health American youth exposed to violence community. met diagnostic criteria for post- Method traumatic stress disorder (PTSD). The participants interviewed for African Americans report higher this study were ten African American distress levels and although this has pastors (eight men and two women), been attributed to socioeconomic and between the ages of 28 and 64 years old demographic differences, it still who currently work in a south central illustrates the need for mental health state, and have served as pastors for at services (U.S. Department of Health least two years. The first author, an and Human Services, 2001). Bledsoe, African American Christian who was Setterlund, Adams, Fok-Trela, and raised in the south used critical Connolly (2013) found that pastors reflection to avoid personal biases and were frequently exposed to many forms assumptions that could potentially of mental illness (e.g., chronic and influence data collection. Instead, the severe mental illness, crisis author’s experiences likely helped to intervention, suicide) and they served build trust during the conversations. as a direct point of contact for many of The secondary authors worked to help their parishioners. Aten, Topping, develop the manuscript. The interviews Denney and Bayne (2010) explored the lasted approximately 20-30 minutes collaboration between African American and were conducted in a location pastors and mental health professionals chosen by each participant. after Hurricane Katrina, and focused on Trustworthiness was obtained the role of African American pastors as through traditional means, including gatekeepers to potential disaster mental documentation, field notes, and health resources. They found that member checking. Face-to-face services that were administered directly interviews were analyzed for into communities via churches following groupings of common ideas, emergent a disaster were highly favored by pastors, core themes, characteristics, and and were more likely accepted by their descriptions using Moustaka’s (1994) church members. In addition, clergy Modified van Kaam method of analysis members reported that church and QSR XSight qualitative data members more often preferred help and analysis software. support from their clergy than from the Findings formal mental health community Four core themes emerged from (VanderWaal, Hernandez, & Sandman, the data: (a) influences on rate of 2012). referrals, (b) concerns about referring, This research explored the (c) referral experiences, and (d) mental referral patterns of African American health professional options and pastors to mental health professionals. characteristics. Six participants revealed The information explicated in this that if they were more aware of mental article may be crucial for practicing health professionals in the community, mental health and pastoral counselors they would increase their rate of who want to build trusting referrals. For example, one of these six relationships within the African stated, “If I knew more of those kinds of American community. Specifically, this professionals, I would refer my church research focuses on what members to them. I don’t know that considerations were made as pastors many around here.” One participant looked into referring their church highlighted both the desire to know more mental health professionals and practical concerns for transportation solutions need to be the parishioners, “Well, one thing is, explicitly shared like I said, I don’t know of anyone out there to send them to. Uh, another thing is money, these people don’t have the money to see someone for these kinds of thing(s), you know. And another thing is transportation, how will they get there?” Eight participants claimed to have had positive experiences when referring to mental health professionals. One pastor shared, “When I see them later, they are doing well. One lady came back and actually hugged me for sending her.” Four participants had no negative experiences and one explained, “I haven’t had any personally, and I haven’t heard any negative reports from the other ministers either.” Seven participants acknowledged that they look for a mental health professional who is a Christian. To illustrate this point one pastor intimated, “…I look for a believer, a Christian.” Discussion and Implications Mental health professionals can better serve the African American community by developing positive relationships with pastors and churchgoers and becoming recognized in the community. It may be beneficial for mental health agencies to designate a counselor to function as a liaison to an area church or pastor, in an effort to foster understanding of current programs, resources, and services, as well as strengthen the connection between mental health professionals and African American communities. Sahagal and Smith (2009) identified that 59% of African Americans attend historically black Protestant churches. Given the large concentration of black membership, those settings may provide the best opportunities for targeted pastoral alliances. Transparent information about sliding scale fees, pricing, and with pastors and the community they Aten, J. D., Topping, S., Denney, R. serve. Openly naming counselors M., & Bayne, T. G. (2010). who are Christian can further Collaborating with enhance the future referral patterns African American of pastors. For counselors, the major churches to implications of this study include overcome minority disaster identified ways to enhance the relationship between mental health practitioners and the African American community. Further investigation may be needed in order to determine additional innovative ways that mental health professionals can successfully serve this population. However, this research provides a foundation for initial steps and a template for follow- up studies. Conclusion Four core themes emerged from interviews with African American pastors about referring to mental health professionals. First, a pastor’s knowledge of mental health professionals in the community was especially important when referring congregants. Next, the pastors were concerned about cultural barriers that are associated with African Americans’ accepting referrals. Third, the fact that pastors had positive experiences when referring church members to mental health professionals. Finally, pastors looked for a Christian when searching for mental health professionals. With the growing interest in the role of pastors as helping professionals in the African American churches, the major contribution of this study is that it opens an avenue of collaboration between African American pastors and mental health professionals that could, potentially, affect the mental health status within this community in a profoundly positive way.
References mental health disparities: What methods. Thousand Oaks, mental health professionals CA: Sage. can learn from Hurricane U.S. Department of Health and Human Katrina. Professional Services. (2001). Mental Health: Psychology: Research and Culture, Race, and Ethnicity—A Practice, 41, 167-173. Supplement to Mental Health: A Bledsoe, T., Setterlund, K., Adams, C. Report of the Surgeon General. J., Fok-Trela, A., & Connolly, M. Rockville, MD: U.S. (2013). Addressing Pastoral Department of Health and Knowledge and Attitudes about Human Services, Substance Clergy/Mental Health Abuse and Mental Health Practitioner Collaboration. Services Administration, Center Social Work & Christianity, 40, for Mental Health Services. 23-45. Sahgal, N. & Smith, G. (2009). A Chatters, L. M., Mattis, J. S., religious portrait of African Woodward, A. T., Taylor, R. J., Americans. The Pew Forum on Neighbors, H. W., & Grayman, Religion and Public Life, Pew N. Research Center. A. (2011). Use of ministers for a VanderWaal, C. J., Hernandez, E. I., & serious personal problem among African Sandman, A. R. (2012). The Americans. American Journal of gatekeepers: Involvement of Orthopsychiatry, 81, 118–127. Christian clergy in referrals Mathews, M. (2011). The role of and collaboration with explanatory models and Christian social workers and professional factors in other helping professionals. Singaporean clergy referral Social Work & Christianity, 39, intentions to mental health 27-51. professionals. Health Sociology Review, 20, 41-57. Moustakas, C. (1994). Phenomenological research The Role of School Counseling Programs in Promoting College Opportunity: School Counselor’s Perceptions
Jacquelin Breaux Broussard, Ed.D., NCSC, NCC, Professional School Counselor
Mitzi P. Trahan, Ph.D., LPC, Assistant Professor University of Louisiana at Lafayette
Increasing student opportunity, priorities are significant barriers that especially for at-risk students, to access impact the and pursue college options has become top priority for middle and secondary schools (Venezia & Kirst, 2005). The emphasis on accountability at the federal, state, and local levels accentuates the critical need for school counselors to demonstrate how their school counseling programs enhance the educational opportunities of all students (Dahir, 2004). In this study, we explore the role of school counseling programs through the eyes of individual school counselors. Interviews were conducted to understand and describe personal and contextual aspects of internal school environmental factors that interviewees perceived impacted student success and delivery of college access information. The findings of this study may be used to inform counseling policy and practice, advancing our understanding of how school counselor's behaviors and activities contribute to positive student achievement. There is evidence that school counselors provide activities to support students with their preparation for postsecondary options; but the extent of these services varies by school, district, and state. High counselor caseloads and competing college related activities and programs promoted by school Review of counselors. School counselors often have to deal with non- counseling Literature At-risk Students tasks such as test administration and Who are the students who miss out scheduling which limits the time on college opportunity? Ishitani (2005) available for direct student services. identified high school graduates whose Also, students who attend schools parents had never attended college where attending college is not the were 35% less likely to enroll in college norm are less likely to be provided compared to students with college- with the resources needed to make educated parents. These first- informed choices about college. generation college students were more Consequently, these students must likely to enroll in a certificate program depend on themselves or their at a technical college or an associate's parents to initiate contact with the degree program at a community school counselor regarding college college (Ishitani, 2005; McCarron & information (Perna, Rowan-Kenyon, Inkelas, 2006; Nuñez & Cuccaro- Thomas, Bell, Anderson, & Li, 2008; Alamin, 1998). Certainly, these Venezia & Kirst, 2005). programs provide valuable academic and vocational integrated part of the school's mission options. However, first-generation and vision. This focus moves the role of college students who aspire to attain a bachelor's degree have a greater chance of attaining a four-year degree if they enroll in four-year institutions rather than community colleges, then transferring to four-year institutions (Engle & Tinto, 2008). Since many first-generation students have limited role models, they often experience limitations that prevent them from fully understanding college related information and processes (Pascarella, Pierson, Wolniak, & Terenzini, 2004; Roderick, Nagaoka, & Coca, 2009). Considering at-risk students have additional hurdles to overcome in order to gain access to college, it is critical that school counselor programs identify these students and individualize activities in light of their needs.
The Role of School Counselors The American School Counselor Association (ASCA, 2005) calls for school counselors to accept a leadership role in educational reform and demonstrate accountability. All educators, including school counselors, must share accountability of student achievement (Dahir & Stone, 2003; DeVoss & Andrews, 2006). School counselors must demonstrate how the school counseling program contributes to school improvement and reform (Dahir, 2004; DeVoss & Andrews, 2006), and how the counseling program contributes to positive academic, career, and personal outcomes for all students (Green & Keys, 2001). Just as educational leaders adopt programs to improve the academic achievement of students, the school counselor as an educational leader develops and implements guidance as a program. The program must be an the school counselor from strictly a Participants support role to an integral part of the educational process. Developing a counseling and guidance program that focuses on improving achievement of all students redefines the role of the school counselor as an educational leader (ASCA, 2005; DeVoss & Andrews, 2006).
Purpose of Study The purpose of this qualitative study was to explore the role school counseling programs play in students' educational experiences regarding preparing for and choosing college options. The qualitative inquiry was guided by the following research questions: 1. What are counselors' perceptions of challenges students face in accessing college? 2. What types of challenges do high school counselors' predominately encounter? 3. What types of college counseling activities and programs are offered by school counseling programs?
Method
A qualitative approach was chosen for this exploratory study in order to gain an in-depth understanding of the shared experiences and choices of school counselors in providing services to students. A purposeful criterion sampling strategy was used to select high school counselors in neighboring school districts. Semi- structured taped interviews were conducted using a standardized interview protocol with open-ended questions to explore the role of the school counseling programs in targeting factors that could impact student achievement, beliefs, and practices regarding preparing for and choosing college options. Participants for the study were activities provided by their counselor recruited from a criterion sample of increased their college opportunity. school counselors who serviced high Hannah has 9 years of school school students in several neighboring counseling experience. She currently public school districts in a southern has a caseload of 420 freshmen. She is state. Twenty-four high schools in five the only national certified school school districts participated in a survey counselor interviewed. Minority to determine the impact of counseling students make up 49% of the school's programs on increased college population, and 56% are economically opportunity. disadvantaged. The average first time Survey results revealed that 61% of freshman rate for the school is 40%, seniors who planned to attend four- and the average ACT score is 19.3. year institutions believed their school Eighty-three percent of aspiring first- counselors increased their motivation generation college students reported to attend college. The results also the programs and activities provided revealed only 36% of the aspiring by their counselor increased their college students from the high schools college opportunity. had parents with no college (Broussard, Val has 9 years of school counseling 2009). To further explore the college- experience. She is the freshmen related programs offered at the high counselor, and her caseload is 400. schools, counselors from 14 of the high Thirty-seven percent of students are schools were considered for interviews identified as minority students; 39% based on adequate participation from are economically disadvantaged. The students. Five counselors consented to average first time freshman rate for the interviews. All of the participants were school is 41% and the average ACT white females and provided guidance score is 20. Eighty-three percent of and counseling to the seniors from the aspiring first-generation college survey. For the 2008 fall semester, students reported the programs and 42% of public high school graduates activities provided by their counselor from the participating schools were increased their college opportunity. enrolled as first-time college freshman Jan has 13 years of school in two or four-year colleges and counseling experience. She is the only universities compared to 46% for all counselor at the high school and her public schools in the state. Counselors case load is 480. Only 10% of students are identified by pseudonyms. are identified as minority students; 44% are economically disadvantaged. Mary has 6 years of school The average first time freshman rate for counseling experience. The previous the school is 46%, and the average ACT school year she was the senior score is 20. Sixty-three percent of counselor. Her current caseload of aspiring first-generation college freshmen is 480 students. Thirty-seven students reported the programs and percent of students at the high school activities provided by their counselor are minority students, and 47% are increased their college opportunity. economically disadvantaged. The Pam has 5 years of counseling average first time freshman rate for the experience. She works with juniors and school is 51%, and the average ACT seniors and her case load is 270. score is 20.6. Sixty-five percent of Twenty-seven percent of students are aspiring first-generation college minority students; 44% are students reported the programs and economically disadvantaged. The average first time freshman rate for the school is 34% and the average ACT School Counseling Activities score is 18.9. Forty-seven percent of Promoting College Opportunity aspiring first-generation college There was evidence from the students reported the programs and responses that the counselors delivered activities provided by their counselor activities that promoted college increased their college opportunity. opportunity for all students. The guidance activities included both Data Collection academic and career development All interviews were conducted in the activities. Only one counselor school counselors' offices and discussed a written plan of activities confidentiality was ensured. The through the course of a year. The interview protocol included questions counselors revealed they delivered regarding programs and activities each guidance activities to students during counselor presented to help students classroom instruction and provided get the most of their educational informational workshops for parents. experience. The time allotted for each These activities were consistent with interview was one hour. The interviews program delivery promoted in the ASCA were audiotaped to ensure data would model. be preserved for analysis. Promoting Academic Development Data Analysis Academic development is one of Taped interviews were immediately the three domains listed in the ASCA transcribed and analyzed to identify National Standards for Students (ASCA, major themes. The construction of 2005). None of the counselors used the categories began with the analysis of standards to develop activities, but the initial interviews. Salient phrases there was evidence that the counselors related to specific activities and promoted student competencies listed programs that fostered academic and in the standards. All of the counselors career development of students were described activities to help students highlighted along with phrases that choose the right courses to prepare for reflected perceptions of the counselors. college: “I show the curriculum Phrases were compared to identify compared to the (state based common categories. scholarship curriculum). What needs to be taken, what is required to get into Results college? We talk about it a lot.” (Mary). Similarly, Pam stated, “We provide The main goal of the qualitative academic counseling, and we do five- inquiry was to explore the role of school year plans where they actually plan out counseling programs in promoting the types of courses they need to take academic and career development of so they kind of have a map to follow students to increase their opportunity throughout their school career.” In to pursue college options. Several another interview, a counseling team themes emerged from the individual approach was described: responses from the school counselors. “We meet with each classroom, at Each theme provided insight into the the most 30 kids. Most of the time, role of the school counselor in helping the four counselors were in there. students to get the most of their The kids went on the (electronic educational experience and increasing five-year educational planner) and their opportunity to pursue college. looked at their plans and if they had questions, we were there to answer them. You want to go into the counselors. There was minimal the medical field; these are the evidence from the responses that the steps you are going to have to counselors delivered activities or take.” (Val) programs designed to help students Current state policy mandates all choose college, especially for students be given information regarding underrepresented groups, in a college preparatory courses to qualify to systematic way. “We have a wall that attend a four-year institution and to has all kinds of different postsecondary qualify for a state based scholarship. things for them to look at, and it is in The counselor responses indicated they our lobby area.” (Hannah). used a state based five-year educational “We also use the (electronic five- plan to keep students on track. year educational planner) for that, and All of the counselors talked about we use the web, and we help kids to presenting ACT's PLAN score results to explore. We also have college fairs and students in tenth grade and provided career pathway fairs that we have kids students with resources such as ACT involved in so they can see what prep courses and online ACT practice possibilities there are and explore materials to prepare for the ACT. where they might want to go so that we can direct them into the right type of Promoting Career Development guidance activity.”(Pam). “We go in and Career develop is also a domain show them the back, the interest listed in the ASCA National Standards inventory, we look at all that. Even for Students (ASCA, 2005). Career before they take it we tell them not to development is also a course in school blow it off it is important.” (Mary). counseling graduate programs as required by the Council for Parent Activities Promoting College Accreditation of Counseling and Related Opportunity Education Programs (CACREP, 2009). Overall, the participants in the Though it is part of the training that study revealed the importance of school counselors receive to prepare to parental involvement and each made work with students, there was little efforts to involve parents and provide evidence from the interviews that career guidance in helping their children to guidance lessons as promoted in the choose an appropriate college. Several ASCA model were a major focus of the counselors used call out systems to school counseling programs. Career inform parents about scheduling and exploration appeared to be more of a parent meetings. Each counselor also focus for freshman and sophomores provided workshops or individual indicating the importance of expanding meetings to inform parents of these services to students through scholarships and the college application graduation. The counselors also talked process. "We have an open door policy about using the PLAN results with where parents can just drop by and sophomores, and using the (electronic meet with us if they have a concern. planner) to provide students We act as a liaison between the parent opportunity for career exploration. and the teacher and the child and come Some counselors talked about together as a group to try to help the developing and coordinating career child. So we do encourage the parents activities that were presented by to come." (Pam). teacher advisors. “We had a parent university meeting Activities to help students choose and parents came. I showed them what postsecondary options varied among a transcript was, what a GPA was, and this mom says, this is the first time I majority of professional development ever understood how you get a GPA.” described was geared toward increasing “All of the counselors introduced the (electronic five-year educational planner) and how to look up different things on that website. We talked about scholarships and courses. The senior counselor talked about scholarships and FAFSA.” (Mary).
Using Results Reports to Improve School Counseling Activities Each counselor was asked how they determined if their school counseling program was successful in increasing college opportunity. Four of the counselors revealed they collected data from graduating seniors regarding post- secondary intentions, but the information was not used to develop future programs and activities to improve college opportunity. The state does provide data regarding the number of students from each high school that are first time college freshman, but none of the counselors knew the information was available. This suggests a need for greater awareness of available data resources, which could be used to better inform program development. Using data is a key factor in ASCA model programs. Data is used to demonstrate accountability by showing the effectiveness of the school- counseling program. Data is also used to determine why the program exists and gives the school counselor information to effectively manage the school-counseling program (ASCA, 2005).
School Counselor Professional Development Interviews revealed that all of the counselors attended yearly workshops provided by colleges, organizations, and their local school districts. The college opportunity for students. in entering student courses and other “(Organization name) does a scheduling duties. workshop and they give us Counselors commented on the information on financial aid.” “Right demands of their non-counseling now college admissions are no longer responsibilities. “Unfortunately, our the same.” (Val). Other counselors indicated that workshops are readily available to them as well as Internet resources. “We have a lot of workshops during the school year.” (Jan). “The thing we go to that we all really like is when (Technical College Name) usually has a luncheon for us, and we go to that and all the cool programs that they have and how much in demand a welder is. That probably for us is the closest we get to career education. They tell us what is in demand and what they offer.” (Mary). The counselors also discussed what they have done to grow professionally. “Last year I did several site visits to different schools in (another state) that were already on career pathways and was able to interview several counselors there.” (Hannah). “I don’t want to give out the wrong information. I educate myself on what I need to know for my kids.” (Val). The counselors also discussed school district level counseling supervisors that served as a valuable resource. “For course selection, our supervisor, if we have any questions, I can call her, email her again. If she doesn’t know, she will find out for me. I think we have a lot of good people that we can contact if we don’t have answers.” (Val). Barriers Limiting College Activities and Student Impact The two major barriers that emerged limiting school counselor activities and the positive impact of their services were large caseloads and school test coordination. The school counselors also were involved world revolves around scheduling and assisted in testing ASVAB, PSAT, PLAN, testing. If there is time somewhere else and we have done (state test) retakes." then we will go to the classrooms.” (Mary). (Mary). “The biggest one that I deal with is test coordination. That is the Challenges Preventing Students from thorn that is in my side the most. The Pursuing College one thing that takes away from Each counselor was asked what counseling is test coordination, and they saw as the most significant that starts after Christmas. That takes challenge preventing students at their up the whole second schools from going to college. Students' semester.”(Hannah). home lives emerged as a barrier. "Home Only one counselor was in a life, home environment. What they position that could be characterized as have been told at home, the priorities a clerical position. “Basically, I am that have been put on education. I have responsible for student registration. I some kids who are at-risk. No one has am also responsible for all student even finished high school." (Mary). Two records for students that have of the counselors talked about college withdrawn or requesting records. I am entrance exams that prevented also responsible for all student records students from pursuing college. The for the history of the school. Any time counselors also talked about their any previous graduate needs any kind measures to help students overcome of records…All record keeping. All challenges to accessing college. students’ records, I am responsible for. "Without breaking any of the rules, with Testing, scheduling and pretty much the importance of family, we work hard anything else that comes along.” (Jan). to get them to think for themselves. We Despite limited time available do a lot of individual counseling." during the school day to work with the (Hannah). “The ones that I know will students, the counselor has found ways have some issues with going to college, to meet with students. “I meet with the parents don't support it or they kids all the time. Not necessarily in my don't have transportation, we have to office because they don’t tend to come drive there or financial aid. I'll meet in. So whether it is at the baseball park, with those individually, and we will I pull duty every day. I don’t have a duty work around those obstacles. position, but I go out there every day. A Sometimes we're successful; lot of it doesn’t happen in here. sometimes it's more effort than they … They will call me at home, wherever are willing to put forth.” (Jan). I am.” (Jan). It appears that while counselors are Discussion largely occupied with clerical type duties, there is a slight move in the The interviews revealed the right direction. School administrators counselors wanted to help students. are beginning to make efforts to Many discussed their goals were to help alleviate some of the paperwork that students develop postsecondary plans. has consumed counselors’ time. This Many shared the personal gratification trend, if continued, would allow in helping students. “When I see my counselors to devote more of their time kids graduate, and I know how hard I to activities directly related to student have had to work or they have had to success. "We did this year hire a test work to get through high school. That coordinator. So this is the first year the for me is the greatest reward.” (Mary). new counselor is with us and she has The recommendation by the ASCA help the counselors balance the National Model is for school counselors guidance program with non-counseling, to spend the majority of their time and also provide evidence of the providing services from which every benefits of the school-counseling student can benefit. This requires the program. This would allow the school school counselor to develop a method counselors to advocate for a role for delivering a guidance curriculum to focused on students and less on clerical all students and provide a system of tasks. activities so all students have the opportunity to establish personal goals Limitations and plans for their future. Using the This study provided valuable insight National Standards for Students would into the perceptions of school provide a guide to the counselors in counselors regarding their role in developing appropriate guidance providing college opportunity for activities to meet the needs of all students. However, using a students (ASCA, 2005). convenience sample of only five There is evidence the counselors participants limits generalizing provided an opportunity for all students findings. One of the researchers is also to establish a plan throughout high a practicing school counselor in a school regarding course selection to recognized ASCA Model Program, and prepare for college and students were researcher bias may have impacted the given information about college and a study. To address researcher bias, state based scholarship. The interview questions covering a variety counselors talked about meeting with of school counselor scenarios were individual students to provide college- used to elicit responses from each related information. There was little participant. Prior to collecting evidence that planning was systemic to interviews the researcher reflected on ensure all students including at-risk personal experiences as a school students such as; aspiring first- counselor to identify personal generation college students, and low- prejudices and assumptions in an effort income students, were provided the to bracket these experiences (Creswell, extra guidance. These at-risk students 2007). are likely not to take advantage of The questions used in the study are available resources to assist with another limitation. The ASCA National preparing and applying for college Standards for Students (ASCA, 2005) resulting in lower percentages were used to generate the questions, accessing college (Ishitani, 2005). but the researcher did not consult with Survey data from the schools showed other professional school counselors aspiring college students were less during the construction of the likely to be first-generation college questions. In order to validate the students. Interviews revealed the interview protocol, the questions were counselors were aware of challenges piloted to identify and adjust specific faced by students in pursuit of college questions that did not yield the options. responses that the researchers had School counselors’ large caseloads intended (Glesne, 1992). and non-counseling duties limited opportunity to provide guidance Conclusion activities and students’ exposure to the school counseling programs. The interviews revealed all students Implementing the ASCA model would had access to some college information during yearly guidance activities. The (2nd ed.). Alexandria, VA: counselors also discussed providing Author. information to students who initiated contact. Yet, there was little evidence the counselors systemically provided college guidance, nor was a cohesive school-wide counseling program focused on research-based findings or the ASCA model. In general, the findings of this study revealed the current school counseling programs played a minor role in providing activities and programs in high school that enhanced college opportunity especially for underrepresented populations. Survey data showed aspiring college students from the schools were less likely to be first-generation and low income (Broussard, 2009). This suggests first-generation and low- income students needed more support from school counselors to consider attending college. Programs and activities should be designed to address the specific needs of at-risk groups who often heavily depend on the school context to provide both support and information. If counselors are going to have an impact on increasing educational opportunity for all students, then counselors need to accept the role of educational leaders and implement preventative programs and activities that address the academic, career, and personal development of all students. Using the ASCA model would provide a framework to help these counselors develop and manage activities designed to promote college opportunity for all students, especially underrepresented groups.
References
American School Counselor Association. (2005). The ASCA national model: A framework for school counseling programs Broussard, J. (2009). [Student Ishitani, T. (2005, June). Studying responses regarding school educational attainment among counselor impact]. first- generation students in the United Unpublished raw data. Council for Accreditation of Counseling and Related Educational Programs. (2009). CACREP standards. Retrieved July 26, 2009 from http://cacrep.org/2009standards. html. Creswell, J, (2007). Qualitative inquiry & research design: Choosing among five approaches. (2nd Ed.). Thousand Oaks, CA: Sage. Dahir, C. (2004). Supporting a nation of learners: The role of school counseling in educational reform. Journal of Counseling and Development, 82, 344-353. Dahir, C. & Stone, C. (2003). Accountability: A M.E.A.S.U.R.E. of the impact school counselors have on student achievement. Professional School Counseling, 6(3), 214-221. DeVoss, J. & Andrews, M. (2006). School counselors as educational leaders. Boston, MA: Houghton Mifflin. Engle, J., & Tinto, V. (2008). Moving beyond access: College success for low-income first-generation students. Pell Institute for the Study of Opportunity in Higher Education. (ERIC Document Reproduction Service No. ED504448). Glesne, C. & Peshkin, A. (1992). Becoming qualitative researchers, University of Vermont: Longman. Green, A. & Keys, S. (2001). Expanding the developmental school counseling paradigm: meeting the needs of the 21st century student. Professional School Counseling, 5(2), 84-95. States. Paper presented at the Perna, L.W., Rowan-Kenyon, H., annual forum of the Association for Thomas, S., Bell, A., Anderson, R., Institutional Research. (ERIC & Li, C. (2008). The role of college Document Reproduction Service counseling in shaping college No. ED491033). opportunity: Variations across McCarron, G. & Inkelas, K. (2006). The across high schools. The Review gap between educational of Higher Education, 21(2), 131- aspirations and attainment for 159. first-generation college students Roderick, R., Nagaoka, J., & Coca, V. and the role of parental (2009). College readiness for all: involvement. Journal of College The challenge for urban high Student Development, 47(5), 534- schools. Future of Children, 549. 19(1), 185-210. Nuñez, A., & Cuccaro-Alamin, K. Venezia, A. & Kirst, M. (2005). (1998). First-generation students: Inequitable opportunities: How Undergraduates whose parents current education systems and never enrolled in postsecondary policies undermine the chances for education (NCES 98-082). student persistence and success in Washington, DC: U.S. college. Educational Policy, 19, 283- Department of Education. 306. Pascarella, E., Pierson, C., Wolniak, G., & Terenzini, P. (2004). First- generation college students: Additional evidence on college experiences and outcomes. Journal of Higher Education, 75(3), 249- 284. Ethical Considerations for Dual Licensed Professionals
Christian J. Dean Capella University
In 2013, seventy nine percent (79%) of Licensed Marriage and Family Therapists were dually licensed as Professional Counselors in Louisiana. Dual licensed individuals are required to adhere to multiple ethical codes based on state licenses and regulations. Additionally, membership in professional associations require adherence to yet other ethical codes. In order to assist dually licensed professionals in Louisiana, a review of the ethical codes associated with such professional licenses and associations is provided. Ethical codes that differ are identified and discussed.
In 2009, both the Marriage and those licensed or working towards Family Therapy and the Counseling licensure, there are 639 dually LPC and professions experienced the joy of the LMFT licensed professionals registered existence of professional licenses in in Louisiana (approximately 23% of each profession in all 50 States. LPCs and 79% of LMFTs are dually Throughout the years leading up to licensed) and 32 dually registered these momentous events, Marriage and Counselor Intern/MFT Intern Family Therapists (MFTs) in Louisiana (approximately 3% of Counselor Interns sought licensure as Professional and 28% of MFT Interns are dually Counselors (LPCs) due to the lack of an registered). The rules for each license LMFT license. When Louisiana (LPC and LMFT) require adherence to introduced the LMFT license, several profession specific codes of ethics (Code LPCs as well as other professionals of Conduct for Licensed Professional (LCSWs, Licensed Psychologists, etc.) Counselors, Chapter 21; The Louisiana applied for the LMFT license through Code of Ethics for Licensed Marriage the grandfathering avenue. Some and Family Therapists, Chapter 47). clinicians may see the advantages of Therefore, a clinician in Louisiana having more than one license. For licensed as an LPC and as an LMFT example, some insurance companies in would have to abide by both the Code of some states may have only recognized Conduct for Licensed Professional one license versus the other. The road Counselors (CCLPC) and the Louisiana to licensure for both professions has Code of Ethics for Licensed Marriage resulted in the establishment of several and Family Therapists (LCELMFT). The dually licensed mental health Louisiana LPC/LMFT rules both professionals. There are other reasons acknowledge the importance of being why a clinician or professional may aware of additional codes: seek multiple licenses, but that Counselors shall be familiar with discussion is beyond the purpose of the Code of Ethics and the Standards of this paper. Practice and other applicable ethics As of March 8, 2013, there are codes from other professional 2733 Licensed Professional Counselors, organizations of which they are 869 Counselor Interns, 810 Licensed members, or from certification and Marriage and Family Therapists, and licensure bodies. Lack of knowledge or 115 MFT Interns in Louisiana (LA LPC misunderstanding of an ethical Board Administrators, personal responsibility shall not a defense communication, March 8, 2013). Of against a charge of unethical conduct. (CCLPC §2117. Resolving Ethical §350.C.3.e.iii). An example of approved Issues, A. Knowledge of Standards) ethical training specifically identified in And Licensed marriage and family therapists have an obligation to be familiar with this code of ethics and its application to their professional services. They also must be familiar with any applicable ethical codes that govern other licensure that they hold or are responsible for through certification or membership in professional organizations. Lack of awareness or misunderstanding of an ethical standard is not a defense to a charge of unethical conduct. (LCELMFT §4701. General) To complicate ethical considerations, many LPCs in Louisiana are members of the Louisiana Counseling Association (LCA) and many LMFTs are members of the Louisiana Association for Marriage and Family Therapy (LAMFT). Additionally, there are several dually licensed professionals in Louisiana that are members of both LCA and LAMFT. Given that membership in LCA requires adherence to the ACA code of ethics and membership in LAMFT requires adherence to the AAMFT code of ethics, dually licensed professionals with dual membership would be prudent to check all four codes when facing an ethical dilemma or exploring guidance for ethical questions. Even if an LPC is not a member of LCA or ACA, LPCs in Louisiana are subject to administrative actions by the LPC Board of Examiners if they violate the ACA Code of Ethics (§1301. Causes for Administrative Action). Interestingly, the Rules for continuing education for the renewal of a LMFT license specifies three hours of ethics in Marriage and Family Therapy related topics (Louisiana LMFT Rules, Continuing Education Requirements, the Rules includes the American to multiple professional associations Association for Marriage and Family and resulting compliance with multiple Therapy (AAMFT) Code of Ethics; ethical codes. Joining different however, the example does not specify the Louisiana Code of Ethics for Licensed Marriage and Family Therapists (LCELMFT). Although there are many common sections and codes between the CCLPC, ACA, LCELMFT and AAMFT codes, there may also be some significant differences. The purpose of this article is to highlight the significant clinical practice oriented codes that differ among the codes and standards. Such differences can lead to complicated ethical decision- making or ethical conflicts between the two or more codes. For the purpose for this paper, the term “dual licensed” will refer to clinicians licensed as professional counselors (LPC) and as marriage and family therapists (LMFT) in Louisiana.
Multiple Ethical Codes
Herlihy and Remley (2011) identified concerns regarding multiple codes of ethics when they expressed the potential for conflicts to exist between the ethical codes of counseling professional associations (i.e. the American Counseling Association, the Association for Counselor Education and Supervision, etc.). Herlihy and Remley recommended a “best practices” terminology instead of a code of ethics to reduce such conflicts. However, Herlihy and Remley addressed the multiple codes of ethics under the counseling profession and did not explore the cross professional ethical dilemmas. Additionally, with professional associations, membership is voluntary where professionals would have a choice as to whether they put themselves in a situation of belonging associations does not impact the (LCELMFT) also has the same eight practice ability of clinicians since the sections as the AAMFTCE, however, the license is issued by the state and not by the professional association. The dually licensed professional in Louisiana may choose to have multiple licenses but the choice may be influenced by scope of practice factors related to insurance reimbursement, ability to diagnose, and ability to be recognized to work with state level agencies. Herlihy and Remley (2011) also express concerns regarding consumers’ understanding of the different ethical codes; however, clinicians themselves may struggle in exploring multiple ethical codes associated with their practice. Dually licensed professionals with dual professional memberships (LCA and LAMFT) would be required to check four codes when exploring ethics related questions and concerns. Differences between two or more codes can lead to confusion and the need to consult and eventually make a decision regarding which code takes precedence or is the “best fit”. Considering an ethical decision making process (Corey, Corey, & Callanan, 2011) would help dually licensed professionals by including all required codes of ethics.
Ethical Codes Overview
The AAMFT Code of Ethics (AAMFTCE), revised in 2012, includes eight sections addressing ethical areas of consideration: 1) Responsibility to clients; 2) Confidentiality; 3) Professional competence and integrity; 4) Responsibility to students and supervisees; 5) Responsibility to research participants; 6) Responsibility to the profession; 7) Financial arrangements; and 8) Advertising. The Louisiana Code of Ethics for Licensed Marriage and Family Therapists specific content of those sections confidentiality and informing clients of are somewhat different as well. such limits: “Therapists review with The ACA Code of Ethics (ACACE), clients the circumstances where revised in 2005, also has eight sections addressing ethical areas of consideration: 1) The counseling relationship; 2) Confidentiality, privileged communication, and privacy; 3) Professional responsibility; 4) Relationships with other professionals; 5) Evaluation, assessment, and interpretation; 6) Supervision, training, and teaching; 7) Research and publications; and 8) Resolving ethical issues. The Code of Conduct for Licensed Professional Counselors (CCLPC) also has eight sections with similar headings and titles but there are also some differences in the content as well. Clearly, the LCELMFT and CCLPC were initially modeled after the AAMFT and ACA Codes of Ethics, respectively. However, both the AAMFT and ACA codes have been revised in 2012 and in 2005, respectively. The LCELMFT and CCPLC are somewhat dated since the rules and resulting codes were approved several years prior to the professional organizations code changes.
Common ethical standards with differences For the purposes of this paper, the focus will solely be on sections and codes that address clinical practice and professionalism. Sections and codes associated with students, supervisees, and research participants will not be addressed.
Confidentiality and Mandated Reporters The AAMFT Code of Ethics (AAMFTCE) provides a general statement regarding the limits of confidential information may be provide guidance in informing requested and where disclosure of identifiable third parties who are at “… confidential information may be legally high risk of contracting the disease” required. Circumstances may when the client has been diagnosed necessitate repeated disclosures” (Code with a “…disease commonly known to 2.1). The ACACE specifies that be both communicable and fatal” (§ disclosure is warranted and 2501.A.4). The AAMFTCE and the confidentiality not guaranteed when LCELMFT do not address the topic of there is a need “…to protect clients or contagious and life threatening diseases identified others from serious and and potential ethical considerations. foreseeable harm or when legal However, some states do mandate the requirements demand that confidential reporting of contagious and life information must be revealed” (Code threatening diseases by other laws and B.2.a.). The CCLPC also identifies the mandates that may apply to LMFTs limit of confidentiality when “… and/or LPCs in those states. required to prevent clear and imminent Regardless, dually licensed danger…” (§ 2501.A.3) and in other professionals in Louisiana are sections of the LPC Rules, the rules encouraged to not only check other address the requirement to report laws that may apply to the reporting of suspected abuse or neglect (elder or contagious and life threatening diseases child) (§1301. Causes for but also to refer to the CCLPC for Administrative Action). The LCELMFT additional considerations. also specifically address areas where mandating reporting and the breaching Relationships of confidentiality are appropriate (i.e. Sexual relationships, multiple abuse or neglect of children, elderly, or relationships, and exploitation of clients individuals with disabilities) (§ 4707, are also addressed by both codes. In C). The specifics of legal requirements particular, one significant difference is may not be identified in the ACACE and the timeline regarding sexual AAMFTCE due to the AAMFT and ACA relationships with former clients. For being organizations with a national example, the CCLPC (§2103.G.2), footprint. Different states have different LCELMFT (§ 4705.F) and the AAMFTCE laws regarding mandated reporting so (Code 1.5) addresses sexual more vague language is relationships with former clients and understandable. Still, dually licensed identifies a minimum of a two year professionals in Louisiana would, in the period without contact with the former case of confidentiality, better inform client from the period of termination of clients by specifically identifying the the therapeutic relationship to ensure LCELMFT specific content and that exploitation of trust is not identifying specific examples where occurring. However, the ACACE (Code limitations to confidentiality exist. A.5.b) indicates that a five year period Additionally, dually licensed needs to pass prior to engaging in professionals in Louisiana are romantic or sexual relationships with encouraged to explore the specific former clients. Additionally, the ACACE limitations identified in the CCLPC and (Code A.5.b) and the AAMFTCE (Code the ACACE regarding disclosures to 1.5) identify concerns regarding sexual third parties when it comes to life activity with family members and threatening diseases such as the partners of former clients and Human Immunodeficiency Virus (HIV). encourage similar prohibition, 5 years Both the CCLPC and the ACACE and 2 years respectively, as the ones applying to sexual relationships with and client regarding the effectiveness clients. However, neither the CCLPC but implies that the client has the choice. nor the LCELMFT address sexual One significant question is whether or relationships with family members and not it would be ethical to refer a client partners of former clients. Dually and terminate services even when the licensed professionals with membership client wants to continue, despite a lack of in either LCA and/or LAMFT would be progress or clear evidence of the client encouraged to be aware of these benefiting from the therapeutic differences between state level and relationship. Or, to rephrase the question, organizational level guidance. would it be considered a violation of the Additionally, dually licensed AAMFTCE or the LCELMFT if dually professionals in Louisiana with licensed professional continued to work membership in LCA who are with a client simply because the client considering sexual or romantic wants to continue in therapy despite relationships with former clients the lack of progress or improvement? and/or their family members may be better protected from ethical Violation of Codes and Reporting violations by adhering to the 5 year Unethical Behavior rule as indicated by the ACACE. The unethical conduct or behavior Both the ACACE and the AAMFTCE of other professionals can be difficult to address therapeutic relationships in handle. The ACACE (Code Section H.2. different manners. The AAMFTCE (Code Suspected Violations) and the CCLPC 1.9) and the LCELMFT (§ 4705.F) state: (§2117.B) address how to identify and “…therapists continue therapeutic handle suspected unethical behaviors relationships only so long as it is of colleagues or other professionals. reasonably clear that clients are The AAMFTCE (Code 1.6) and LCELMFT benefiting from the relationship”. The (§4705.G) simply direct marriage and ACACE (Code A.1.c) does include the family therapists to “…comply with following statement: “Counselors and applicable laws regarding the reporting clients regularly review counseling of alleged unethical conduct”. However, plans to assess their continued viability if no specific licensing laws or other and effectiveness, respecting the laws directly address the need to report freedom of choice of clients” (ACA, the unethical behavior, then, the 2005). The CCLPC (§2103.G.2) marriage and family therapist may find practically says the same thing as the themselves without much guidance ACACE Code A.1.c. The ACACE (Code from either code regarding the C.2.d) and the CCLPC (§2107.B.4) also appropriate steps to take. Concerns address the effectiveness of counselors with individual interpretation of ethical explaining that counselors seek codes may lead to inconsistency among supervision, if needed (i.e. private therapists and counselors. Of course, practitioners), to help evaluate their consultation with other professionals, efficacy. The difference is in the lawyers, and professional associations responsibility of the therapist (state and national) can assist dually (AAMFTCE and LCELMFT) to be licensed professionals in making proactive with addressing the impact appropriate decisions to ensure the or benefit of services to the client and protection of clients from inadvertent or the implied task to recommend a purposeful unethical behaviors from referral or termination if the client is other clinicians. not benefiting. The ACACE encourages communication between the counselor The AAMFTCE code 3.15 explains conduct and organizational/company that the conviction of felony or certain rules. The ACACE also specifically misdemeanors “…if related to their addresses the need to be aware of and qualifications or functions” or engaging address potential conflicts between the in activities that may lead to such ethical code and laws. While the convictions may lead to termination of LCELMFT and the CCLPC address the membership in the AAMFT. Some of the need to be aware of other ethical codes other instances that could lead to “… based on licenses held and membership termination of membership or other in organization, the codes do not appropriate action…” by the AAMFT provide specific guidance as to the include when a member has been “… hierarchy of the codes. Therefore, expelled from or disciplined by other consultation is recommended for dually professional organizations” or if licensed professionals in Louisiana, in members have their “…license or particular, dually licensed professionals certification suspended or revoked…” with dual professional membership. (AAMFT, 2012, Code 3.15). The The ACACE does address the hierarchy LCELMFT (§4709.P) also indicates a of laws over ethical codes but only violation of the code when one is when there is a conflict between the convicted of a felony or certain two. misdemeanors or engage in activities Since the ACA and AAMFT Codes of that may lead to such convictions may Ethics tend to be updated and change lead to “…revocation or suspension of over time, it is recommended that the licensure….” The ACACE does not LPC and LMFT laws/rules in Louisiana specify any potential consequence for be changed to mandate adherence to convictions of crimes. The CCLPC and the profession specific ethical code the LCELMFT do list other areas where versus having a specific code for the violations of other rules and statutes license in the law or rules. Some states outside of the Code of Ethics and/or have already implemented the Code of Code of Conduct would result in other Ethics from national organizations (i.e. consequences (suspension of license, AAMFT) into the state laws/rules for etc.). LMFTs (West, Hinton, Grames, & Adams, 2013). Ethical codes for LPCs Discussion and Conclusion and LMFTs in Louisiana can be readily Some ethical predicaments updated by identifying the professional associated with the counseling and/or association code of ethics as the ethical therapeutic relationships and code for the licensed individual. mandated reporting/confidentiality Otherwise, the rules dictating the present with challenges that can be ethical codes for the licensed regularly faced by dually licensed individuals will need to change to professionals. These particular reflect the changes being made in challenges have more questions than research and practice. The LCELMFT answers associated with them. For and CCLPC were modeled in the same example, if a dually licensed fashion as the AAMFTCE and ACACE, professional follows one ethical code respectively. Why not simply refer to over another, would the professional be the AAMFTE and ACACE? in jeopardy of being reported for an Dually licensed professionals in ethical violation associated with the Louisiana are challenged with code that was not followed? All four balancing and adhering to both the codes address potential conflicts LCELMFT and CCLPC. Both codes of between the ethical code/code of ethics provide their unique focus and guidelines. Of course, the LCELMFT is Corey, G., Corey, M. S., & Callanan, more focused on marriage and family P. (2011). Issues and ethics in therapy oriented ethical concerns the helping professions (8th ed.). while the CCLPC focuses more on Belmont, CA: Cengage. general counseling to include some Herlihy, B. & Remley, T. P. (2011). codes that address group counseling Unified ethical standards: A and family counseling. Complications challenge for increase for dually licensed professionalism. Journal of professionals with dual professional Counseling and Development, membership in the ACA and AAMFT. 74, 130-133. Although one code of ethics is not Louisiana Professional and necessarily better or worse, Occupational Standards, Title understanding all four and adhering to 46, Part LX, Subpart 1. Licensed the more conservative code may help Professional Counselors, Chapter reduce the risk of ethical violations 13, §1301. Causes for among dually licensed/dual member Administrative Action. professionals. As ethical codes are Louisiana Professional and revised, dually licensed professionals Occupational Standards, Title with dual professional memberships 46, Part LX, Subpart 1. Licensed are encouraged to review updates to Professional Counselors, Chapter both the ACACE and the AAMFTCE to 21, Code of Conduct for Licensed continue exploring what codes overlap Professional Counselors, §§2101- and which codes may have different 2118. guidelines (i.e. relationships with Louisiana Professional and family members, number of years Occupational Standards, Title between types of relationship, etc.). 46, Part LX, Subpart 2. Finally, dually licensed professionals Professional Standards for would benefit from a review of the Licensed Marriage and Family ACACE in continuing education every Therapists, Chapter 47, Code of two years similar to the rules Ethics, §§4701-4720. established for LMFTs in Louisiana. West, C., Hinton, W. J., Grames, H., & Adams, M. A. (2013). References Marriage and family therapy: Examining the impact of American Association for Marriage licensure on evolving and Therapy. (2012). Code of profession. Journal of Marital & ethics. Alexandria, VA: Author. Family Therapy, 39, 112-125. American Counseling Association. doi:10.1111/jmft.12010 (2005). Code of ethics. Alexandria, VA: Author. Undergraduate Major and Other Factors’ Effects on Success in Counselor-Training
Trey Fitch, Shane Blasko, and Chris Bardill Troy University Argosy University
Counselor education programs need to understand what factors contribute to success of counseling students. In this study, the authors examined the influence of undergraduate major, undergraduate grade point average (UGPA), and length of time since last degree. The researchers collected archival data from a diverse sample of 110 counselors in training. The results of the study indicated no difference in success, as measured by graduate GPA and CPCE scores, based on undergraduate degree or years since graduations. However, UGPA was significantly correlated to both measures.
Undergraduate Major and Graduate programs in counseling must Counselor Education thoughtfully consider aptitude for graduate study when reviewing A review of the admissions admissions criteria (CACREP, 2012; requirements for a variety of counseling Smaby, Maddux, Richmond, programs demonstrated a desire for Lepkowski, & Packman2005). task candidates with an undergraduate presents numerous challenges because background in social sciences such as many factors contribute to the potential Psychology or Social Work (e.g. Sonoma success of counseling students State University, 2011, para 1). In (Schmidt, Homeyer, & Walker, 2009; contrast, other programs state on their Smaby et al., 2005). Additionally, admissions’ web page that a Bachelor’s academic success can be measured Degree is required, but no particular using a variety of ways such as major is indicated (e.g. University of focusing on content knowledge or skill North Texas, 2011. Para 7; University of development (Smaby et al., 2005). South Dakota, 2011, para 1). It is There are many valid assessments of possible that faculty weigh the student success, but in this current significance of the undergraduate major study, the focus of academic success is even though it is not emphasized in the content knowledge as measured by GPA published requirements. There was a and the Counselor Preparation lack of research relating to Comprehensive Exam (Center for undergraduate majors for counseling Credentialing and Education, 2012). In graduate studies; however, Specht, this study, the authors explored factors Britt, and Frost (1984) in an older that may contribute to the success of study explored how undergraduate counseling students, and the authors majors related to outcomes of attempted to address several graduates from a Master’s of Social assumptions used in the admissions Work program. They studied post process. These factors include graduate outcome variables such as undergraduate major, undergraduate employment, salary, publications, and grade point average (UGPA), and the other objective measures. The number of years since graduation from undergraduate majors they compared the undergraduate degree. were students with a Bachelor of Social Work (BSW) and students with a is a valid predictor of future counseling Bachelor of Arts (BA). The results from knowledge as measured by the CPCE that study indicated the BA students they only accounted for less than 25% outperformed the BSW majors in a of the variance. Therefore, UGPA is a wide variety of measures. The authors valid consideration for admissions; concluded that BA majors developed a however, many other factors such as wide range of academic skills that were essays, reference letters, and not present in the more specialized interviews must also be considered degree program of BSW. These results when reviewing admission criteria. highlight the possible influence of The above mentioned studies undergraduate majors that more (Schmidt, Homever, & Walker, 2009; specialized majors may not necessarily Smaby et al., 2005) also explored the lead to success in a related program. influence of scores on the Graduate Counselor training programs might Record Exam (GRE) as a factor of prefer students with a background in success. Smaby et al. (2005) found behavioral sciences although this that the GRE verbal scores and preference may not be a valid undergraduate GPA significantly indicator of success. contributed to the prediction of CPCE scores. The GRE Quantitative scores Undergraduate GPA and Counselor did not significantly contribute to the Education prediction. The GRE Verbal scores were the best predictors overall. GRE scores Prior studies have explored the did not significantly predict Personal predictive validity of using Development and Counseling Skills as undergraduate grade point average measured by the CSPD-RF developed (UGPA) as a predictor of success in a by Wilbur (1991) and modified by graduate counseling program. Smaby et Torres-Rivera (2002). Scores on the al. (2005) found that undergraduate Skilled Counselor Scale were GPA significantly contributed to the significantly predicted by GRE Verbal prediction of CPCE scores. Yet, when scores. Schmidt, Homeyer, and Walker focusing on skills and dispositions, the (2009) also studied GRE scores and the influence of UGPA had mixed results. It CPCE results (n=403). GRE Verbal did not significantly predict Personal scores were significant predictors of Development and Counseling Skills as CPCE Total scores for both studies. measured by the Counselor Skill and Schmidt et al. also found, in contrast to Personal Development Rating Form the Smaby study, that GRE (CSPD-RF) developed by Wilbur (1991) Quantitative scores were significant and modified by Torres-Rivera (2002). predictors of the total CPCE scores. But scores on the Skilled Counselor Although GRE scores are valid Scale (Urbani et al., 2002) were predictors of future counseling significantly predicted by UGPA. The knowledge as measured by the CPCE Understanding Scale, specifically, was they only accounted for a small portion predicted while the Exploring and of the variance. Therefore, many other Acting Subscales were not predicted factors must be considered when (Smaby et al., 2005). reviewing admission criteria. Schmidt, Homeyer, and Walker (2009) completed a similar study with Years Since Graduation and a larger sample (n=403). UGPA was a Older Students significant predictor of CPCE total scores for both studies. Although UGPA Many new counseling students gender distribution for the sample earned their Bachelor’s Degrees many was 97 females (88%) and 13 males years prior to beginning the counseling (12%). The ethnic distribution was 58 program. Williams and Seary (2011) African American students (53%), 37 explored how confusing and anxiety Caucasian students (34%), 3 Hispanic provoking re-engaging can be in higher students (2-3%), 2 multiethnic students education after many years. The (1-2%), and the remainder of the mixture of work and family sample did not identify ethnicity. A responsibilities with school can lead to slight majority of the sample was role overload and increased stress. represented by undergraduate Despite these challenges, older college Psychology majors (n=59) while the students often demonstrate higher rest of the sample (n=51) had majors levels of motivation which is reflected other than Psychology. The researchers in performance (Bye, Pushkar, & identified twenty-eight other majors, Conway, 2007). Although admissions such as education, nursing, business, committees do not consider age or and communications overall. years since graduation as important for admissions criteria,(Bye, et. al. 2007) Procedures many potential students can fear this Archival records from a sample of gap in education will negatively impact 110 students from a diverse student them(Bye, et. al. 2007). This factor population were used to collect data. needs to be explored for advising and The data collection documents included mentoring purposes. If older students student admissions’ files along with perform at similar or higher levels than student transcripts. A random month their younger classmates, then was selected to begin adding files until knowledge of this may help reduce a nearly equal number of students with stress levels. In a study with and without Psychology majors were undergraduate students, age was selected. The study was approved by actually positively correlated with GPA the Institutional Review Board. (Owens, 2003). The goal of this study is to examine Instruments the impact of undergraduate major and Archival data was used from student amount of time since receiving an records. A spreadsheet was developed undergraduate degree on CPCE scores to transfer the information from and GPA. The research questions are: records to a usable database. Only one What is the effect of undergraduate of the variables related to a major (Degree in Psychology versus standardized test or instrument, the other) on CPCE scores; and what is the student’s Counselor Preparation effect of number of years since Comprehensive Exam (CPCE). undergraduate graduation on CPCE Comprehensive testing using the CPCE scores? The relationship between GPA was implemented for program and CPCE scores will also be explored. evaluation and student outcome assessment (Schmidt, Homeyer, & Methods Walker, 2009). Because the CPCE is widely used it is important to Sample determine what factors help to predict The sample was comprised of 110 how well students might perform on counseling students from a private this assessment as well as GPA in the university located in the Southeastern future. United States in an urban setting. The Results In this study, factors influencing but it accounts for a small percentage student success in a counseling of variance for the CPCE scores. This program were explored. Initially, supports the results of the two previous students with an undergraduate major studies on this topic that also indicated in Psychology were compared to the influence of UGPA (Schmidt, students who were not Psychology Homever, & Walker, 2009; Smaby et al., majors with regards to CPCE scores 2005). This variable is an important (see Table 1). There was no significant consideration for admissions, but other difference based on major t(109) = factors need to be considered when 1.31, p >.05. selecting students. This could support The correlation between UGPA and the option of conditional admission CPCE scores was analyzed next. There status for students with low UGPA or was a significant relationship between the use of a weighted formula rather undergraduate UGPA and CPCE scores, than the use of a cutoff score. Second, r(108)=.20, p=.036. The other variable students with undergraduate majors in of student success used was graduate Psychology, in this sample, did not GPA. There was a significant perform better than non-Psychology relationship between undergraduate majors on the CPCE or graduate GPA. GPA and Graduate GPA scores, r(108) = This result supports the conclusions of .2665, p= 0.0049. The correlation Specht, Britt, and Frost (1984) who between CPCE scores and the number reported that for graduate students in of years since graduation was Social Work, a specialized determined and a positive though not undergraduate major did not lead to statistically significant greater success. Therefore, potential relationship[ r(108) = .1618, p = .09] students from a wide variety of was reported. CPCE scores were higher undergraduate majors should be for students who have been away from considered for admission. One potential school longer. And finally, the caveat for this conclusion would be that correlation between graduate GPA and undergraduate Psychology majors with CPCE scores determined there was a strong background in research and significant relationship between testing may have an advantage in these Graduate GPA and CPCE scores, r (108) challenging areas. Third, students who =.5126, p < .0001. have more years since completing the There was no significant difference undergraduate degree (older and more in GPA based on undergraduate major non-traditional) did not score t(109) =.0225, p> .05. The scores (see significantly higher on GPA and CPCE . Table 2) were almost identical and there was no significant correlation Implications between years since graduation and graduate GPA, r(108) =.05, p> .05. Admissions committees may not need to consider an undergraduate Conclusions major in Psychology as being more beneficial than other degrees when Counselor educators and admissions considering admissions criteria. committees should consider the However, being a Psychology major following conclusions based on the may show a longer and deeper interest results of this study. First, in the area of mental health, and undergraduate GPA is a valid predictor perhaps counseling departments may of academic success (e.g. GPA and CPCE even prefer Psychology majors, but the Scores) in counselor education, empirical evidence does not support a Owen, T. (2003). Retention link to greater success. implications of a relationship Admissions committees should between age and GPA. College continue to use UGPA and GRE scores Student Journal, 37, 181-190. as valid indicators of aptitude for Schmidt, E. A., Homeyer, L. E., & graduate studies in counseling, but Walker, J. L. (2009). Predictors of realize that these quantitative success on the Counselor indicators alone are not strong Preparation Comprehensive predictors of success. Other methods Examination. Counselor Education such as essays, reference letters, and and Supervision, 48, 226-237. interviews need to be considered for Smaby, M. H., Maddux, C. D., admissions decisions. More innovative Richmond, A. S., Lepkowski, W. interviewing techniques also need to J., & Packman, J. (2005). be considered. Academic admission Students returning to graduate requirements as predictors of school several years after earning their counseling knowledge, personal Bachelor’s degree actually perform development, and counseling similarly or better than more skills. Counselor Education and traditional aged students. This Supervision, 45, 43- information can be shared with the 57. number of older students who enter Sonoma State University. (2012, May counseling programs concerned about 20). Counseling admission their potential success. requirements. Retrieved from In conclusion, since GPA seems http://www.sonoma.edu/counselin highly linked to CPCE scores, it can be g/admission-requirements.htm used to identify students who might be Specht, H., Britt, D. & Frost, C. at-risk of not passing the CPCE at the (1984). end of the program. Students with Undergraduate education and lower GPAs might need additional professional achievement of MSWs. resources when preparing for the Social Work, 29, 219-224. CPCE. Access to study guides and to University of North Texas. (2011, study groups can facilitate their October 15). Counseling admission preparation. Faculty should take an requirements. Retrieved from active role in helping students prepare http://www.unt.edu/pais/grad/gm for the CPCE. coss.htm. University of South Dakota. (2011, References October 15). Counseling program admission requirements. Retrieved Center for Credentialing and Education. from (2012, May 10). Counselor http://www.usd.edu/education/cou Preparation Comprehensive Exam. nseling-and-psychology-in- Retrieved http://www.cce- education/counseling- program- global.org/cpce Sonoma State University/. Council for Accreditation of Counseling Urbani, S., Smith, R. S., Maddux, C. D., and Related Educational Programs Smaby, M. H., Torres-Rivera, E., & (CACREP). (2012, May 10). CACREP Crews, J. (2002). Skills-based standards. Retrieved from training and counseling self-efficacy. http://www.cacrep.org/doc/ 2009% Counselor Education and 20Standards %20with %20cover.pdf Supervision, 42, 92-106. Willans, J., & Seary, K. (2011). "I feel like I'm being hit from all directions": Enduring the bombardment as a mature-age learner returning to formal learning. Australian Journal of Adult Learning, 51, 119-142. Table 1. CPCE Scores Based on Major
Group n M SD
Psych Majors 59 86.07 10.16
Non_Psych Majors 51 88.86 12.11
Table 2. GPA Scores Based on Major
Group n M SD
Psych Majors 59 3.6879 .2030
Non Psych Majors 51 3.6869 .2654 Section II: Graduate Students’ Articles
James Marcia’s Identity Development Statuses: Implications for Counselors in Louisiana (Theoretical Article)
Dwayne Jacobs University of New Orleans
Dwayne Jacobs, Department of Educational Leadership, Counseling, and Foundations, University of New Orleans. The pilot study presented in this article was conducted as part of a dissertation research project by Dwayne Jacobs, who is a doctoral student at the University of New Orleans. Correspondence concerning this article should be addressed to Dwayne Jacobs, Department of Educational Leadership, Counseling, and Foundations, University of New Orleans, New Orleans, LA 70148. E- mail: [email protected]
Louisiana’s Student College & Career Readiness Act (SCCRA) has significant influence on the career development of the state’s public school students. Counselors in Louisiana working with clients in the area of career counseling and who have an awareness of James Marcia’s identity development statuses could facilitate the career development of those clients. This article presents: the background of both SCCRA and James Marcia’s identity development statuses; the pilot study of a dissertation research project; and implications and considerations for counselors in Louisiana. Keywords: career options law, identity statuses, James Marcia, career development
Introduction annually by the student, parents, and school advisor and revised as needed Student College & Career Readiness (Career Options Law Act 1124, 1997). Act In 2009, the FYP became the In 1998 Louisiana public schools Individual Graduation Plan (IGP) as a began implementation of the Career component of the Student College & Options Law, Act 1124 of 1997. The Career Readiness Act (SCCRA) 257. law was legislated with the intent to The purpose of the IGP and its related increase students’ career awareness activities are for students to: explore and career planning in early stages of educational and career possibilities; their education. The law required that make appropriate each student, with the input of his or secondary/postsecondary decisions as her family and a school advisor, develop part of an overall career plan; plan a career-focused educational plan by based on their talents and interests; the end of the student’s eighth grade and consider graduation requirements school year. This plan was known as relevant to their chosen area of the students’ Five Year Educational concentration and postsecondary Plan (FYP). The FYP included courses entrance requirements. To facilitate the that were consistent with the students’ development of students’ IGP, schools goals for one year after their high are required to provide the above school graduation and was reviewed mentioned career related activities to Section II: Graduate Students’ Articles students beginning in their sixth grade meaningful alternative(s); commitment school year (Student College & Career refers to the degree of personal Readiness Act 257, 2009). investment the individual exhibits.” Again, it is SCCRA’s intent that the Identity foreclosure status occurs when student guidance process to gain career an individual has committed to an awareness and career planning begin in identity absent of identity exploration middle school (Student College & (may result from parental expectations Career Readiness Act 257, 2009). It is or those of other social authorities). the intent of this article to highlight Identity diffusion status is when an implications that SCCRA may have for individual has neither experienced a these students’ by exploring James period of identity exploration nor made Marcia’s identity developmental an identity commitment (may statuses (Marcia, 1966). experience non-discriminatory changes in occupational choice). The identity Theoretical Framework moratorium status can be described as Erik Erikson’s 1950 work on a period in which an individual is psychosocial development and James actively exploring different identities, Marcia’s 1966 work on psychosocial but has not made a commitment to one moratorium form the theoretical (Marcia, 1966). grounding for this study. Erik Erikson developed a model of human Research Pilot Study development that spans from infancy to late adulthood. His model consists of The researcher has implemented eight stages, each presenting the qualitative research methods in a pilot individual with a new challenge to be study in order to inform, strengthen, mastered and building on the and focus the research topic. Marcia completion of the previous stage. In the (1966) states: “crisis refers to the stage “identity versus role confusion,” adolescent’s period of engagement in the individual’s primary task is choosing among meaningful reaching identity achievement. Erikson alternative(s)” and “commitment refers stated that individuals in this stage to the degree of personal investment experience a necessity to establish an the individual exhibits.” While the identity and one’s place in the larger primary research involves exploring the social order. He believed that identity moratorium status; which can individuals that have not successfully be described as a period in which an progressed through this stage might individual is actively exploring different experience difficulties choosing and identities, but has not made a maintaining an occupational identity commitment to one; this pilot study (Erikson, 1950). explored the alternative identity Later, James Marcia would build on statuses in an attempt to add further Erikson’s theory of ‘identity context to the primary research. The achievement’ by identifying four researcher sought to understand the distinct identity statuses as part of experiences of participants who were identity development. He states that an identified as having been in identity individual that has reached ‘identity statuses foreclosure or diffusion during achievement’ has experienced a crisis their transition from high-school to and has made a commitment to one college and their perception of their identity. Marcia (1966) states: “Crisis level of college readiness. Identity refers to the adolescent’s period of foreclosure status is when an individual engagement in choosing among has committed to an identity absent of Section II: Graduate Students’ Articles identity exploration (may result from the interview process, while parental expectations or those of other allowing social authorities). Identity diffusion status is when an individual has neither experienced a period of identity exploration nor made an identity commitment (may experience non- discriminatory changes in occupational choice) (Marcia, 1966). The researcher also sought to examine participant responses through the perspective of Erikson’s assertion that individuals that have not successfully progressed through the stage of “identity versus role-confusion” might experience difficulties choosing and maintaining an occupational identity (Erikson, 1950). Research Data Collection The data collection for this series of pilot interviews began with the identification of the alternative identity statuses to identity status moratorium: foreclosure and diffusion. Three individuals that have experienced one of the identity statuses were study participants. The researcher had become acquainted with the individuals via university settings (University of New Orleans, Delgado Community College, and Louisiana State University at Eunice). The individuals were selected via stratified purposeful sampling. Stratified purposeful sampling aims to illustrate characteristics of particular subgroups of interest and facilitate comparisons (Creswell, 2009). The data sources utilized were two in-person semi-structured interviews and one semi-structured interview by telephone. The researcher conducted the in-person interviews at the University of New Orleans (UNO) campus. The researcher utilized in- person interviews to allow for the collection of non-verbal behaviors. Semi-structured interviews were utilized to provide direction to participants to answer without develops directly from analyzing the restraint. Interview notes and audio- data. Priori Codes are codes that the taping were the data recording researcher utilizes from existing procedures utilized. The researcher phenomenon knowledge. The primary utilized interview notes to allow for researcher later recognized that the recording of non-verbal although the intention was to maintain, communications and key terms whenever possible, the use of raw during the interview process. Audio- participant data to facilitate the validity taping allowed more opportunity for of the study, most of the study’s the researcher to focus attention on identified themes and sub-themes were the interview process (Creswell, not the language used by the 2009). participants but researcher developed Research Coding System themes. Although the coding for the This awareness challenged the primary research will utilize primary researcher to analyze all data grounded theory methods, the initial again to ensure the previously coding system for the pilot study was identified themes and sub-themes are validated coding (Creswell, 2009). appropriate, and that other themes The two researchers reviewed all have not been overlooked. This is interviews independently, identifying ultimately necessary to ensure that the general themes. The team reviewed researcher’s prior knowledge did not each other’s themes and compared hinder the analytic process, thereby shared and disparate terms. The two jeopardizing the validity of the study. researchers developed a collaborative In addition to personally analyzing all list of themes and subthemes. In Vivo data again, the primary researcher Codes are codes that the researcher requested that research participants Section II: Graduate Students’ Articles
offer feedback on the identified themes 3.A) Initial Realization- initial and sub-themes as they relate to the realization of one’s own goals and ideals information that they shared during 3.B) State of Resolve- reflections their interviews; this is a qualitative and thoughts about previous experiences research validation technique Research Data Analysis (Creswell, 2009). Participants were The foreclosure interview was the previously granted copies of their only interview that exhibited positive transcribed interview for revisions as social influences. well as the pilot study results that The foreclosure interview also explained how their data was used. exhibited significantly more negative Specific feedback was requested social influences, while the diffusion I regarding the identified themes and and diffusion II interviews were close sub-themes, in which participants in the number exhibited. All interviews responded with validation of previously exhibited a similar number of positive identified themes and early readiness. The diffusion sub-themes. This list, or “frame-book,” interviews exhibited similar numbers became the tool used to further explore of negative early readiness and the content of the interviews. A significantly more than the foreclosure description of themes and sub-themes interview. The diffusion interviews can be found below, followed by a table also exhibited similar numbers of of themes and sub-themes: positive later readiness, while the 1) Social Influences- influences foreclosure interview did not exhibit from external factors (family, society, any. The diffusion I interview exhibited etc) negative later readiness, while 1.A) Positive- influences from diffusion II and foreclosure interviews external factors which are positive did not exhibit any. All interviews 1.B) Negative- influences from exhibited a similar number of initial external factors which are negative realizations. The foreclosure interview 2) College Readiness- and diffusion interview I exhibited a preparedness as perceived by similar number of state of resolve, participants while diffusion II interview did not 2.A) Positive Early- positive exhibit any. All interviews exhibited perception of preparedness entering experiences of difficulties choosing and college immediately after high school maintaining an occupational identity. 2.B) Negative Early- negative And all interviews also exhibited a time perception of preparedness entering of a year or more after high school college immediately after high school graduation for their experiences of self- 2.C) Positive Later- positive awareness. perception of preparedness entering The primary challenge experienced college a year or more after high school by the researcher was the 2.D) Negative Later- negative development of themes utilizing the perception of preparedness entering participants’ language. The researcher college a year or more after high school maintained awareness of potential 3) Self-Awareness- awareness biases through this process to of one’s own goals and ideals minimize the risk of jeopardizing the validity of the study. This validation process was facilitated through the continued use of member checking. The revelation of the Section II: Graduate Students’ Articles foreclosure interview’s positive social And finally, the pilot study results influences was unexpected by the provide support for the primary researcher. The researcher’s previous research proposal that psychosocial knowledge created some bias prior to moratorium experiences influence the data analysis process, resulting in college readiness. All interviews the anticipation of only negative social exhibited experiences of feeling assured influences as part of the foreclosure of their occupational choices at periods interview. This may be of significance of one and a half years or more after in the final study as it provides support their graduating from high-school. As for some degree of positive external one participant stated: “Whereas if I factor influences. had postponed college a year and a half, two years, or been a little more Research Pilot Results mature…I would have been fine.” This The pilot study results provide final observation of the pilot study support to Marcia’s (1966) description results lends further credence to the of experiences of individuals in identity assertion in the primary research that statuses foreclosure and diffusion. The psychosocial moratoriums influence foreclosure interview exhibited the college readiness. social influence described by Marcia: “I The researcher plans to advance the enrolled in college after high school pilot study results in the primary because it had always been the research through in-depth interviews expectation of my family that I would with individuals identified as having attend college.” While the diffusion been in identity moratorium status interviews exhibited experiences of non- prior to their enrollment into discriminatory changes in occupational college. These individuals will be choices: “I didn’t have an idea of what I interviewed to gain an understanding of really wanted to do, so business their experiences of different administration I figured any business I psychosocial moratoriums. The could get into.” researcher will also attempt to identify The pilot study results also provide themes of the psychosocial moratorium support for Erikson’s (1950) assertion experiences associated with the regarding individuals who have not individuals’ college readiness. The successfully progressed through the identification of these themes will be stage of “identity versus role- utilized in answering the research confusion”. All interviews exhibited question: “Which psychosocial experiences of difficulties either moratorium experiences influence choosing or maintaining an students’ college readiness?” occupational identity. While the foreclosure interview exhibited difficulty Conclusion in maintaining occupational choice: "It wasn't really until after I graduated Implications for Counselors in from college and started working as a Louisiana lawyer that I wasn't very happy working The results of the pilot study as a lawyer.” both of the diffusion suggests that individuals’ identity interviews exhibited difficulty in development status at the time of their choosing an occupational choice: “Well career choice has consequences for my first thought, I wanted to be a their career development. Individuals veterinarian. And so I went off to who were in identity foreclosure college for my first year of prerequisites; status at the time of their career did not like it.” choice may commit to a career based on parental Section II: Graduate Students’ Articles expectations or those of other social who may have taken interest and ability authorities. This is exhibited in the assessments at an earlier time may find foreclosure interview of the pilot new insight through revisiting these study: “I enrolled in college after high assessments. Counselors should also school because it had always been the encourage these clients to consider expectation of my family that I would different career options while attend college.” Individuals who were explaining the rationale. Clients who in identity diffusion status at the time have experienced multiple career of their career choice may have changes, particularly those who may experienced non-discriminatory have previously been in identity changes in career. This is exhibited in diffusion status, may feel frustration the diffusion interview of the pilot and or despair choosing a career. study: “I didn’t have an idea of what I really wanted to do, so business References administration I figured I could get into.” Career Options Law Act 1124, LA (1997). Considerations for Counselors in Creswell, J.W. (2009). Research design: Louisiana Qualitative, quantitative, and mixed Counselors in Louisiana working methods approaches (3rd Edition). with clients in the area of careers California: Sage Publications, Inc. should assist the client in his or her Erikson, E. (1950). Childhood and exploration of the rationale and or society. New York: W.W. Norton & reasoning behind their previous career Company. choices. This exploration may facilitate Student College & Career Readiness Act the client’s discovery of the basis of 257, LA (2009). previous career choices and allow him Marcia, J.E. (1966). Development or her to determine its validity. This and validation of ego-identity validation can be supported through status. the utilization of interest and ability Journal of Personality and Social assessments for clients. Even clients Psychology, 3 (5). 551-558. Section II: Graduate Students’ Articles
Fig. 1- Theoretical framework utilized in the pilot study
Fig. 2- Themes and Sub-Themes Data Table:
Themes Sub-Themes
Social Influences Positive
Negative
College Readiness Positive Early and Negative Early
Positive Later and Negative Later
Self-Awareness Initial Realization
State of Resolve Test Questions for Licensed Professional Counselors
A score of 100% is needed on the following items. You need to submit this test along with the request for a certificate to receive hours. Once scored, you will receive a certificate verifying 2.5 Continuing Education Clock Hours
Continuing Education Questions for African American Pastors Article: 1. Which of these was NOT a primary referral theme that emerged during the interview of the African American Pastors? a. Experiences with referring congregants b. Characteristics of a Counselor c. Age of the Counselor d. Concerns about referring their congregants
Continuing Education Questions for the article on School Counselors’ Perceptions: 2. According to the article, large case loads and school test coordination activities were perceived as barriers/limitations to school counselors. a. True b. False
Continuing Education Questions for the Ethical Considerations Article: 3. Which of the below organizations BOTH address disclosures to third parties regarding life threatening diseases within their Code of Ethics or Code of Conduct? a. The LA Licensed Professional Counselors (LPC) and The American Association for Marriage and Family Therapy (AAMFT) b. The American Association for Marriage and Family Therapy (AAMFT) and the American Counseling Association (ACA) c. The American Counseling Association (ACA) and Licensed Marriage and Family Therapists (LMFT) d. The LA Licensed Professional Counselors (LPC) and the American Counseling Association (ACA)
Continuing Education Questions for the Undergraduate Majors Article: 4. Students who had been away from school for longer periods of time tended to score higher on the CPCE. a. True b. False
Continuing Education Questions for the Identity Development Statuses Article: 5. According to the article, individuals in identity foreclosure status may experience non- discriminatory changes in career. a. True b. False
Credit Verification Form for Licensed Professional Counselors
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MANUSCRIPT CATEGORIES
Manuscripts must be scholarly, based on existing literature, and include implications for practice. The following categories describe the nature of submitted manuscripts. However, manuscripts that do not fall into one of these categories may also be appropriate for publication. These categories were adapted from the American Counseling Association’s Journal of Counseling and Development (JCD).
1. Conceptual pieces. New theoretical perspectives may be presented concerning a particular counseling issue, or existing bodies of knowledge may be integrated in innovative ways. 2. Research studies. Both quantitative and qualitative studies are published in LJC. The review of the literature should provide the context and need for the study, followed by the purpose for the study and the research questions. The methodology should include a full description of the participants, variables, and instruments used to measure them, data analyses, and results. The discussion section includes conclusions and implications for future research and counseling practice. 3. Practice articles. Innovative counseling approaches, counseling programs, ethical issues, and training and supervision practices may be presented. Manuscripts must be grounded in counseling or educational theory and empirical knowledge. 4. Assessment and Diagnosis. Focus is given to broad assessment and diagnosis issues that impact counselors. MANUSCRIPT REQUIREMENTS
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1. Submit an emailed, electronic, blind copy in Word of the entire manuscript to Meredith Nelson, [email protected], Psychology Dept., One University Place, Shreveport, LA 71115 or three (3) clean, hard copies of the entire manuscript with an electronic version to Peter Emerson, LJC Editor, [email protected], SLU Box 10863, Hammond, LA, 70402. 2. Include a cover letter with your manuscript submission that contains your name and title, place of employment and position, address, telephone number, and e-mail address. 3. Manuscripts should not exceed 18 pages, including references. 4. Lengthy quotations (330-500 words) require written permission from the copyright holder for reproduction. Adaptation of tables and figures also requires reproduction approval. It is the author’s responsibility to secure this permission and present it to the LJC editor at the time of manuscript submission. 5. Once a manuscript has been accepted for publication, the author will be required to submit a final copy electronically. 6. The LJC is published annually in the Fall. 7. Material that has been published or is currently under consideration by another periodical should not be submitted. 8. Generally, authors can expect a publication decision within 3 months after the acknowledgment of receipt. 9. Manuscripts that do not conform to the APA Publication Manual guidelines will be returned without review.