# data[].attributes.headline
Site Used to Create Introduction and Leadership Values

# data[].attributes.subject
Site Used to Create Introduction and Leadership Values

# data[].attributes.body
A great tool used in detailing what efforts make the job as a school counselor most effective. This is a great resource providing the necessary components needed to develop student lives with increased efficiency.

# data[].attributes.attachment_link.readable_text
Are you a school counselor or thinking of becoming one? What are the most important attributes an effective school counselor should have? This week, in honor of National School Counseling Week (February 7 though 11), Education World asked school counselors to reflect on what makes them effective. We are pleased to share their thoughtful and illuminating -- and often heartwarming -- responses.
National School Counseling Week -- February 7 through 11 -- is a time to celebrate the unique contributions that school counselors make to their school communities. The week also affords school counselors an opportunity to feature their on-going efforts and to highlight their visions for their schools. As school counselors take stock of their visions and accomplishments this week, Education World wondered

What attributes do effective school counselors have?

To learn the answer to that question, we enlisted the help of Barbara Muller-Ackerman, chairwoman of the American School Counselor Association's (ASCA) public relations committee. She asked leaders in the counseling field to share their thoughts with Education World. The answers were as diverse as the counselors themselves, but one common theme came through -- counselors care deeply about their work and the students and schools they serve.

FIRST AND FOREMOST

Most elementary school teachers know Margaret Wise Brown's The Important Book. Teachers recognize the book as a great tool for honing students' observation skills. When one teacher at Kreeger Elementary School in Fowlerville, Michigan, recently challenged kids to create their own Important Books, one student wrote a page dedicated to her school counselor. Counselor Judy Standley shared with Education World the heart-tugging sentiment that the student wrote:

"The important thing about our counselor is that she listens. I do know that lots of other people listen, but she listens the most. She does B.A.B.E.S. and lots of other things. She tells stories with important morals. She listens to you and tells no one. She is an important counselor. But the important thing about Mrs. Standley is that SHE LISTENS!!"

In the Important Book attributes of school counselors, listening ability is right there at the top of the list! It was the most common -- and perhaps least surprising -- response we received. The insight that counselors shared about that choice tells us even more!

Last year, Shaftsburg (Michigan) Elementary School counselor Teresa Severy met a new fourth grader for the first time. The bright and resilient little girl's life had been colored by the horrors of neglect, substance abuse, and family incarcerations. "I met her as I do all my new students, and she shared much of what was in her heart," said Severy. Then, one morning, Severy found on her desk a box -- clearly wrapped by a young person -- and a card, addressed in the beautiful awkward cursive of a child.

"The box contained a wind chime for my office, to add special music to my day," Severy related. "The card touched my heart. It read

Thank you for being a special person who really cares to listen and hear me. I wish you a very happy Mother's Day. Your friend...

"I wept when I read her words. Her mom was incarcerated, and [the child] was living with another family. One never knows that what we say or do can be significant in the life of a child."

The gift and the note were reminders of the importance of listening, of the importance of being "on top of my game when I work with children," Severy told Education World.

Larry Steele thinks often about the importance of listening too. "Many times, I get only one chance to work with a situation, crisis, student, or family," said Steele, Southern California area director for the California School Counselors Association. "I need to be right on the button the first time out of the gate, so listening skills are essential."

"Our children might not always say out loud what they are feeling, and school counselors need the ability to listen -- to words, body language, unspoken words, and attitudes," added Carol Turner. She is a counselor at Center Street Middle School in Birmingham, Alabama. "School counselors can effectively help students by really listening to them whether they are talking or not."

LISTENING'S CLOSE COMPANION

Listening and empathy go hand in hand as the two most frequent responses to the question we posed to school counselors. "The ability to experience as one's own the feelings of others" is key, said Deborah Bilzing, a school counseling consultant in Wisconsin.

"The ability to understand why others do what they do and think the way they do takes precedence over all other characteristics," agreed Robert B. Cormany, executive director of the Pennsylvania School Counselor Association. "Unless one has that quality of understanding, skill in technique is useless and knowledge is less than meaningless."

Helen A. Hatridge, past president of the Missouri School Counselor Association, goes along with that. "Without the ability to understand what the student is experiencing, a counselor cannot truly do an effective job. Empathy leads to good listening and a better ability to help the client come up with solutions. It also helps the student feel more comfortable and willing to open up to a counselor."

RELATIONSHIP BUILDING IS KEY

Key to the success of any school counselor is the person's ability to build trusting relationships with students and other members of the school community. That should be a prerequisite for anyone who is going to serve as a student advocate, said Beckie Meyer, an assistant professor in the school counseling department at Millersville (Pennsylvania) University.

Meyer reflected recently for Education World on her 23 years as a teacher and an elementary school counselor. "Student referrals to the counselor have greatly increased from teachers, parents, and the students themselves in recent years," said Meyer. "A counselor simply must be approachable, inviting, trustworthy and, yes, just plain fun at times. Students must want to seek out that person when in need."

"Most counseling cannot begin until that initial 'ice' is broken," concluded Meyer. "Once people feel trust, comfort, and acceptance, the possibilities for getting the work of counseling done are greatly enhanced."

"Our students need to sense that they have professional caregivers among the adults that they can turn to [and that the counselor] will be there for them in non-judgmental fashion," added Julie A. Kruk. She is a counselor at Bay Port High School in Green Bay, Wisconsin. "This accepting nature is enmeshed in our reputation, which builds student by student and is shared by word of mouth and experiences with others. Students can tell if we are warm and inviting and whether or not they can entrust us with their stories. I feel that this trait is the singular skill that counselors need to build their practice around. We can then do the good work that we have been trained to deliver."

Andrea Meyer, a counselor at Milbank (South Dakota) Middle School and no relation to Beckie Meyer, agreed. "You have to be able to develop rapport and you must be genuine! You have to understand the kid culture -- not try to be a part of it but know what the students are interested in, what's important to them. If you don't have a caring relationship of trust and understanding, nothing else is going to happen with children or adults. The old saw -- Kids don't care how much you know until they know how much you care -- still rings true today!"

COUNSELORS MAKE A DIFFERENCE

When Kim Haloway thought about our question, many characteristics raced through her mind -- empathy, honesty, ethics, sensitivity, accountability. "But if I don't think I will really make a difference -- if I don't believe in myself and in the student's ability to succeed, to overcome all odds -- then all those qualities are diminished."

The belief that we can make a difference has got to be the most important attribute of an effective school counselor, concluded Haloway, a counselor in the Marana (Arizona) Unified School District.

Jackie M. Allen, a counselor at Blacow Elementary School in Fremont, California, and past-president the ASCA, came to the same conclusion. "Commitment to the belief that counseling makes a difference in student lives and futures must be a foundational belief held sacred by that counselor -- a belief that will guide his or her relationships, responses, actions, program development, and counseling practice. Without that commitment to the process of change, a school counselor will not be able to effectively serve as a catalyst in student lives and a significant change agent in the educational community."

FLEXIBILITY IS KEY

Flexibility is another key to success in the school-counseling field. "Time is not yours" in counseling, Rich Downs, a school counseling consultant for the Florida Department of Education, told Education World. "When your expertise is needed to deal with a problem, you must make yourself available to assist others. Although your daily schedule has just been [interrupted] by someone else's need, you must be supportive and place your needs and concerns second. An effective school counselor must make the individuals of our attention believe that, at that particular point in time, they are the most important person in the world."

"You just never know what is going to come up next," agreed Linda Lueckenhoff, a counselor at Palmyra (Missouri) Elementary School and president-elect of the Missouri School Counselor Association. "You might finish presenting a classroom lesson on friendship, and on the way back to your office, the school secretary gives you a message to return a call from a concerned parent. But before you have a chance to pick up the phone, the school nurse steps in to discuss concerns about a student who might have been physically abused. While you are talking with the nurse, the superintendent calls to invite you to a meeting on developing a district crisis response plan...."

"A rigid person just couldn't survive very well in this type of setting!" added Lueckenhoff. "You must be able to switch gears and think fast."

KNOW YOURSELF -- AND TAKE CARE OF YOURSELF!

Each semester, Zark VanZandt gives students in his School Counseling and Services class at the University of Southern Maine an assignment he calls Beyond Mediocrity. "In that assignment, I ask students to create a personal mission statement in which they identify the ten most significant competencies they must possess to be an effective school counselor and how they personally plan to stay committed to professional excellence," he told Education World.

Students' responses to the assignment often impress VanZandt, and this semester was no exception. One response that stands out came from a student whose number one competency was

To possess self-knowledge: This is a crucial competency that includes a deep understanding of my own paradigms, my biases, my strengths and weaknesses, and my theoretical perspective on counseling. For me to create a career that is beyond mediocrity, I must first look inward. The vision that will lead me to effectiveness, my mission statement, is both personal and professional. It would feel false to separate the two, for I don't change my inner being depending on the circumstance.

"You cannot be an effective counselor if you are not physically, mentally, emotionally, and spiritually healthy," added Crystal Asche, a counselor at Wahpeton (North Dakota) Middle School. "Many times we are so busy taking care of others that we forget about taking care of ourselves. We then not only fail ourselves but [also lack] the energy to take care of our clients."

"I think that the most important characteristic for me is balance -- balance between professional and personal life, between giving and renewing, between helping and empowering." Tom Wiggins, president of the New York School Counselor Association, told Education World. "I have seen too many school counselors lose their effectiveness because they have lost their balance. They may still be effective at creating relationships, but they lose some of their effective edge either because they can't say no when they need to or because their own unattended-to needs surface. I regularly attend to my own needs so that I feel balanced between giving and receiving."

MORE COUNSELOR COMMENTSMORE COUNSELOR TRAITS

Good listening skills. Empathy. The ability to build strong relationships. Flexibility. Self-knowledge. A strong belief in the ability to make a difference. Those are some of the attributes of an effective school counselor. There are many others. School counselors shared with Education World some of the other characteristics that a good school counselor might possess. Following are four more:

On Laughter and Humor
With all of the tragic issues our youth must deal with, it is important for them to have someone they can turn to who will support them and also help them to find ways in which to laugh. The healing power of laughter and humor (not malicious) helps to give hope and healing. Humor also assists in building resiliency in children.

Julie Dillehay, school counselor
Crossroads Middle School
Meridian, Idaho

On the Ability to Advocate
The school counselor needs to be able to advocate on behalf of the students and the counseling program. The counselor also needs to be able to teach others to advocate for themselves and for those who cannot advocate for themselves.

Jo Hayslip, professor emerita
Plymouth (New Hampshire) State College

On Humility
The best help we can give is to be a person who knows that we have our own personal issues to address, works on them as best we can, and makes it possible for others to work on theirs too. As a school counselor, I am a fellow traveler who has the awesome privilege to walk with someone else on his or her journey. My job is to be a role model for someone who does not have all the answers but who is not afraid to look in the very dark places to find them.

Suzan Nolan, elementary counselor
Rapid City (South Dakota) School System

On Smiling
After 30 years of counseling, I think the most important attribute is a consistent, every day smile. I notice how students respond to my smile. Although many might not think of it as a skill in the traditional sense, it is very important.

Ned W. Toms
Tri Village Local School District
New Madison, Ohio

LAST BUT NOT LEAST

Finally, we asked ASCA president Janice Gallagher to respond to our question, and she did.

"I believe a school counselor must be able to see and understand the multifaceted potential of children. Counseling children is like working with an array of different gems and stones. Some are perfect as they are. Others need a little polish to shine, and still others need to be examined for preparation before they are shaped to be most beautiful and functional. One may be most lovely alone, another may be best as part of a small grouping or arrangement, and others need to be surrounded by a crowd. Each is different, each is beautiful in its own right and, most important, each has value."

Article by Gary Hopkins
Education WorldÂ® Editor-in-Chief
Copyright Â© 2005 Education World

RELATED ARTICLES FROM EDUCATION WORLD

Updated 1/31/2005

# data[].attributes.attachment_link.title
School Counselors Reflective On What Makes Them Effective | Education World

# data[].attributes.attachment_link.description
Are you a school counselor or thinking of becoming one? What are the most important attributes an effective school counselor should have? This week, in honor of National School Counseling Week (February 7 though 11), Education World asked school counselors to reflect on what makes them effective.

# data[].attributes.body
A professional exert about who I am as a leader and a co-worker. Details the efforts and tactics I will implement as a leader as well as expectations for my team members. Finally, a description about what you can expect from me as an equal contributor to the organization and administration.

# data[].attributes.attachment_link.title
Emotional Intelligence Assessment (Leadership) Torrian Chism

# data[].attributes.body
The emotional assessment test is a resource dedicated to help us recognize, manage, and understand our emotions. This test provides an outlook towards your self for you to better understand what triggers us emotionally.

# data[].attributes.attachment_link.readable_text
The Research

In his book Working With Emotional Intelligence, Daniel Goleman cites the Harvard Business School research that determined that EQ counts for twice as much as IQ and technical skills combined in determining who will be successful.

Emotional intelligence - why it can matter more than IQ. Please refer to our white paper - The ROI for Emotional Intelligence

Why Emotional Intelligence training works

Self-Awareness. Understand the impact you have on the people around you.

Neuroscience-Based Change. Drive real behavioral change with a program rooted in neuroscience and research.

Unleash The Best You Have To Offer. Discover why your best self is your best choice.

Great Workplace Culture. Emotions are contagious. Improve relationship quality and build a culture of accountability.

Exceptional Leadership. People leave managers, not jobs. Exceptional leaders bring out the best in their people.

It's a scientific fact that emotions precede thought. When emotions run high, they change the way our brains function... diminishing our cognitive abilities, decision-making powers, and even interpersonal skills.

A few videos to help you understand a bit more about emotional intelligence...

# data[].attributes.attachment_link.title
What Is Emotional Intelligence, Daniel Goleman

# data[].attributes.attachment_link.description
In his book Working With Emotional Intelligence, Daniel Goleman cites the Harvard Business School research that determined that EQ counts for twice as much as IQ and technical skills combined in determining who will be successful. Emotional intelligence - why it can matter more than IQ.

# data[].attributes.body
A prime example of Charismatic Leadership is Martin Luther King Jr. He displayed confidence and attitude to inspire others on top of being a tremendous speaker.

# data[].attributes.attachment_link.readable_text
What is Charismatic Leadership?
Charismatic leadership is basically the method of encouraging particular behaviors in others by way of eloquent communication, persuasion and force of personality. Charismatic leaders motivate followers to get things done or improve the way certain things are done. This is accomplished by conjuring up eagerness in others to achieve a stated goal or vision. In essence, the charismatic leadership style has its basis in a form of heroism. This leadership style is almost of divine origin.
Characteristics of Charismatic Leaders

As previously mentioned, charismatic leaders are communicators who are extremely skilled. These individuals are very eloquent verbally and they have the ability to communicate with the people they lead on a profound, emotional level. One of the advantages of charismatic leadership is the ability of these individuals to articulate a captivating or compelling vision. They have the capacity to evoke strong emotions in their followers as well.

In addition, charismatic leaders have the distinct ability to dissect and decipher any inefficiency within an organization. These visionary traits attributed to this leadership style often result from critical thinking, the compilation of facts and finding ways to solve a variety of problems.

Charisma is essentially a process - an interface between the characteristics of a charismatic leader, the group that is being led, their identification with their leader, their needs and the circumstances that require a charismatic leader like a crisis or need for change. However, as it relates to the charismatic traits of leader, prominence is placed on the way they communicate with members of the group and their ability to gain the trust of followers and inspire these individuals to perform.

A number of politicians have honed and developed the capacity to effectively communicate; working the room and making speeches addressing supporters and potential donors. There are a lot of politicians who exude tons of personal charisma.

Charismatic and Transformational Leadership

Transformational leadership can be viewed as guidance that goes beyond charisma, given that two of the elements of transformational leadership involve charisma. These elements are:

Idealized Influence

This is basically the capacity of the leader to be a moral and positive role model to their followers. In addition, the transformational leader practices what he or she preaches and is always there in the trenches with the followers. A good example of this leadership style is Dr. Martin Luther King, Jr. These leaders are known to make the same sacrifices that they want the followers to make. In an organizational setting, the charismatic and transformational leader occasionally becomes the "face" of the organization. The late, great Steve Jobs is a prime example of this.

Inspirational Motivation

This is the other element of transformational leadership and charismatic leaders are renowned for it. This is their capacity to motivate and inspire followers to execute at higher levels and to be totally dedicated to the cause or the organization.

Similarities and Differences between Charismatic and Transformational Leadership

There are a number of similarities between charismatic and transformational leadership. For example, the transformational leader is typically charismatic as well. The primary dissimilarity is the basic focus of these two leadership styles. For example, the basic focus of the transformational leader is transforming the organization and the followers during the process, while the charismatic leader could be quite satisfied with the status quo.

Transformational leadership involves the use of charisma; however, transformational leaders are well-known for leading groups and teams that perform excellently. In addition, they are noted for their ability to identify and foster leadership capacity in the followers. They also devise methods of assisting the organization or group to innovate and change.

The Flip Side of Charismatic Leadership

In spite of the apparent concern and charm, charismatic leaders could very well be self-involved; thinking more about themselves than the people they are supposed to be leading. A classic experience with charismatic leaders is that while having a conversation with them, the experience is similar to being bathed in a pleasant, warm glow and what they are saying is extremely convincing. However, afterwards when their attention is focused somewhere else, you may start to question what was said or if there was any significance in what was said.

Charismatic leaders have values that are highly significant; however, this is only useful when these leaders are well-intentioned towards their followers and can transform and elevate the entire group. If charismatic leaders are Machiavellian and selfish, they have the power to form cults and in effect rape the minds and even the bodies of the individuals they are leading.

The self-belief of charismatic leaders is quite high and some are of the belief that they are infallible and can blindly lead their followers into an abyss. This elevated sense of self can result in psychotic narcissism as well. This occurs when the need for worship and admiration and self-absorption result in followers being perplexed about the leadership.

Creating Good Charismatic Leaders

Teams require effective leadership from leaders who must be able to project an inspiring and clear vision. In an economic climate that is extremely challenging, it is that much more essential to keep the motivation and determination of team members on a high.

Charismatic leaders are formed and shaped by their gallant deeds and they need to be associated with historical figures that exemplify their aspirations. There should be specialized training for individuals who are aspiring to become charismatic leaders. Training for charismatic leadership aspirants should delve into the great ambitions and vivid imaginations of current exemplary charismatic leaders and those from the past.

Charismatic leaders should not only want to stand out within an organization; they should have the overwhelming desire to transform the industry. There is a great requirement for these leaders to possess exceptional communication skills that involve active listening, motivation and paraphrasing. Charismatic leaders can use their superior communication skills to evoke certain emotions within followers and to transform initiatives via direct action from employees.

Similar to other leadership development programs, the curriculum for charismatic leadership should be designed to invigorate and motivate aspiring charismatic leaders to thrive where their greatest strengths are exhibited.

# data[].attributes.attachment_link.description
Charismatic leadership is basically the method of encouraging particular behaviors in others by way of eloquent communication, persuasion and force of personality. Charismatic leaders motivate followers to get things done or improve the way certain things are done.

# data[].attributes.body
The top five components of relational leadership are inclusion, empowerment, purposefulness, ethical behaviors, and process orientation. A great example of a relational leader was George H.W. Bush.

# data[].attributes.attachment_link.readable_text
While some may think that good leadership takes no more than telling people what to do and having them actually do it, there are many different styles in the field of leadership that any manager, employer, or community organizer can study. Relational leadership style is a relational process of people working together in an attempt to accomplish change or make a difference in the interest of the common good. There are five main components of relational leadership that you need to know in order to be an effective leader: inclusion, empowerment, purposefulness, ethical behaviors, and process orientation.

1. Inclusion: This first component means that in the relational model, the leader involves everyone and everyone's ideas. The leader thinks about the various viewpoints of the group and takes all perspectives into account for any decision or change they make. Being inclusive means that the leader truly believes that everyone can make a difference and that the leader can actively listen to everyone in the group.

2. Empowerment: Empowering others is an extremely important quality when it comes to a leader's success. To empower others, a leader needs to give them the ability to be involved as well as the feeling of being involved in group decision making. A leader using the relational leadership style needs to have a true concern for the growth and development of others and the tools to encourage that growth.

3. Purposefulness: A relational leader knows exactly for what they are working. Purposefulness in the relational leadership style of leading is defined as having an individual commitment to a goal or activity while setting a common ground with others who share a similar purpose. The leader can not only identify the group's goals and have a vision of the outcome, but fully involve others in the vision-building process.

4. Ethical Behaviors: Practicing ethical behaviors is slightly vague, but it means that moral values and standards drive the leader. These values should be used to make ethical decisions and to model the behaviors that the rest of the group needs to follow.

5. Process Orientation: This orientation is focused on how the group decides to function as a team, including how everyone stays together, communicates, solves problems, and achieves the communal goals. For the leader to be process-oriented, the need to believe that the process is as important as the outcome and they need to encourage collaboration and reflection throughout the process.

Whether a leader is trying to settle workplace disputes or simply lead a group in a collaborative project, these components are essential for every effective leader. Be conscious of promoting these qualities, and the style of relational leadership will quickly form.

# data[].attributes.attachment_link.title
The 5 Components Of The Relational Leadership Style Of Leading - Baltimore Mediation

# data[].attributes.attachment_link.description
While some may think that good leadership takes no more than telling people what to do and having them actually do it, there are many different styles in the field of leadership that any manager, employer, or community organizer can study.

# data[].attributes.headline
Educational Leader Portfolio (Charles A. Pier).

# data[].attributes.subject
Educational Leader Portfolio (Charles A. Pier).

# data[].attributes.body
The purpose of this narrative is to enlighten the reader about ten key steps to being in control of there lives and emotions. As well as to strengthen their leadership role and methods to inspire and initiate greatness in others.

# data[].attributes.attachment_link.readable_text
As a therapist, my role in a person's life is a unique one. I meet strangers who come to me for help, support, and to take on what I believe is the most important venture anyone can, to truly know and understand themselves. The trust I am awarded each time a person tells me his or her story is something that has never ceased to humble and inspire me in my 30-plus years of clinical practice.

When I see someone start to break free from some of the limitations imposed on them by their own past or the pain of their early relationships and experiences and begin to find their way, uncover their goals, and start to reveal who they really are, it is genuinely the most rewarding part of therapy. I consider each of the people I've spoken to brave and am grateful to play any role in their journey toward becoming the only thing any of us can hope to be: our real selves. For those reasons and more, I care deeply about the relationship I establish with the people who come to see me in therapy.

Over the years, research has confirmed what so many therapists have known intuitively, that the therapeutic relationship itself is essential to the success a patient experiences. Some studies have even called it the most important common factor in successful outcomes. When a task force put together by APA's Society of Clinical Psychology set out to identify empirically supported treatments, they found that the "therapy relationship makes substantial and consistent contributions to psychotherapy outcome independent of the specific type of treatment" and that "the therapy relationship accounts for why clients improve (or fail to improve) at least as much as the particular treatment method."

Dr. John Norcross, who headed up the task force, defined the therapeutic alliance as referring to "the quality and strength of the collaborative relationship between client and therapist, typically measured as agreement on the therapeutic goals, consensus on treatment tasks, and a relationship bond." Along with empathy and genuineness, this alliance represents an integral part of the therapeutic relationship. Research shows, time and time again, that this alliance plays an extremely important role in the change process.

In his new book, Overcoming the Destructive Inner Voice: True Stories of Therapy and Transformation, my father, Dr. Robert Firestone, invites an audience into the therapy process, where they can witness how the formation of this relationship can deeply impact the evolution of an individual. One of the things I most admire about my father's approach to therapy is his ability to see the possibility of a person without their defenses. With an almost x-ray like vision, he can almost immediately appreciate the unique essence of a person, separate from the influence of a painful past or the ongoing abuse of a cruel inner critic.

The short stories he tells in his book eloquently and colorfully illustrate exactly how the relationship between patient and therapist can help people change. In the foreword, he wrote of psychotherapy that "nowhere in life is a person listened to, felt, empathized with, and experienced with such concentrated sharing and emphasis on every aspect of personal communication."

A good therapist has a deep interest in their client as an individual and will see and relate to them in ways that are sensitively tailored to the person's specific needs. There is no one proven method of therapy - no one-size-fits-all approach to treatment, because no one person is like the other. In order to be available to a patient and establish a solid relationship built on trust and understanding, the therapist has to be equally attuned to the patient and their own state of being. As my father put it, "Above all the therapist must remain an authentic human being with genuine feelings."

When you consider how many of our problems come from early issues in our relationships, it makes sense that much of our healing would occur within a relationship. An attuned therapist can offer a person not just a new way of looking at themselves but at relationships in general.

Attachment research tells us that the biggest predictor of our attachment patterns in our relationships is the one we experienced growing up. The attachment strategy we form in our earliest years can shape the reactions we have and the reactions we create in others throughout our lives.

The best way to form healthier, more secure attachments is to make sense and feel the full pain of our story - to create what Dr. Daniel Siegel often refers to as a "coherent narrative." This process of self-understanding is one of the great gifts of the therapeutic process. The genuine curiosity a therapist has in their patient creates a safe space for the client to explore their own story and start to make sense of it.

When the therapist reacts to someone in a different manner than they're used to or would expect, with attunement and reflection the person can form a new model for attachment. The formation of a secure attachment to the therapist has been shown to be significantly associated with greater reductions in client distress. By experiencing a secure attachment with the therapist, the person can feel safe to start to resolve some of their old traumas and evolve their model of relating. This is why the establishment of trust in the relationship is so crucial to the success of the outcome of therapy.

It is on this groundwork of trust that a person feels safest to reveal their real selves. As they peel back the layers of their defenses, they can start to recognize their unique wants and needs, what they wish to change or who they hope to become. As my father put it, "There is a need to be sensitive to clients' real feelings, qualities, and priorities, and to distinguish them from the negative overlay on their personalities that prevents them from reaching their full potential for living." This is the principle I aim to live by both in my practice and in myself, because I know that only by knowing ourselves can we be fully available and of service to others.

# data[].attributes.attachment_link.title
The Importance of the Relationship in Therapy

# data[].attributes.attachment_link.description
As a therapist, my role in a person's life is a unique one. I meet strangers who come to me for help, support, and to take on what I believe is the most important venture anyone can, to truly know and understand themselves.

# data[].attributes.attachment_link.readable_text
This article was written with reference to my recent autobiographical publication, 'My Nine Lives - A Psychotherapist's Journey From Victim to Survivor', published in December 2012. A significant number of people within the general population are victims of trauma and abuse (including both physical and sexual). Some have come out and bravely spoken of their experiences; however, most victims still live within a thick veil of silence, fear and shame. This article therefore examines the counselling methods and strategies that I, a survivor, have found beneficial and have employed in my own self-therapy and personal growth in overcoming the psychological and emotional damage, and lingering after-effects associated with being a victim of sexual abuse and trauma.

# data[].attributes.attachment_link.title
Effective counselling methods and strategies, based on my personal experiences, for victims of trauma & abuse

# data[].attributes.attachment_link.description
This article was written with reference to my recent autobiographical publication, 'My Nine Lives - A Psychotherapist's Journey From Victim to Survivor', published in December 2012. A significant number of people within the general population are victims of trauma and abuse (including both physical and sexual).

# data[].attributes.headline
Six Critical Skills Every Counselor Should Cultivate

# data[].attributes.subject
Six Critical Skills Every Counselor Should Cultivate

# data[].attributes.attachment_link.readable_text
3. Ability to Listen - On Multiple Levels

This one may seem like a no-brainer, but effective listening as a counselor is a nuanced skill.

A counselor needs not only to listen to what is being said, but how it's said, why it's being said, and what it means in the context of that particular client. Think content, delivery, and context.

A counselor also needs to be able to listen "between the lines," so to speak, for those things that aren't being said. What a client omits from a session can speak just as clearly as what is communicated out loud.

Perhaps most importantly, a counselor should know how to listen without judgment or evaluation. Clients are going to come to you with difficult and complicated issues, and they'll need to feel as though they have the space to say everything they feel they need to, without fear of shame or feeling as though their counselor has jumped to a conclusion.

As a counselor, cultivating a non-reactive stance and learning the difference between observation and evaluation will help in making accurate assessments, and developing a relational connection with the client.

4. Accessibility & Authenticity

A counselor must be accessible to clients in order to gain their trust, but perhaps more importantly, a counselor needs to be genuine and empathetic-in his or her communication, listening, and professional persona.

Developing an empathetic connection with each client is key to moving forward in the therapeutic process, and is the core of an effective counselor-client relationship.

# data[].attributes.attachment_link.title
6 Critical Skills Every Counselor Should Cultivate

# data[].attributes.attachment_link.description
Honing a solid set of essential skills makes for an effective, successful mental health practitioner.

# data[].attributes.attachment_link.readable_text
Learning Outcomes: As a result of this activity, the participant will be able to (1) identify and explain four counseling microskills essential for audiologists and (2) describe effective methods for teaching counseling microskills to Au.D. students.

Patient outcomes are influenced by the therapeutic alliance. Patients who report a positive, trusting relationship with their clinicians are more likely to demonstrate treatment compliance and improved health outcomes compared to patients who do not report a strong relationship with their clinicians. All clinical health and rehabilitation professionals could benefit from training on developing the therapeutic alliance with patients. Professional counselors learn basic counseling skills (i.e., microskills) early in graduate programs as a foundation for developing the therapeutic alliance with clients. This article proposes that counseling microskills fit into the audiologist's scope of practice and should be taught to audiology graduate students (Au.D. students). Four counseling microskills necessary to successfully provide services related to preventing, diagnosing, and treating hearing and balance disorders are identified and described. This article concludes with recommendations on how to most effectively teach counseling microskills to Au.D. students.

The authors of this article are professional counselors and counselor educators, not audiologists. We have 10 years of combined experience teaching masters-level counseling students in the clinical rehabilitation and mental health counseling program at the University of Pittsburgh. We teach clinical courses that focus on counseling techniques, group counseling, clinical interviewing, and evidence-based interventions. We value interdisciplinary teamwork and appreciate this opportunity to share our unique expertise, knowledge, and skills as counseling educators, in the hope of achieving the shared goal of providing the highest possible quality of patient care.

Scope of Practice: Counseling and Audiology

Professional Counseling

It may be helpful to begin with a definition and overview of the scope of professional counseling. Counseling is defined as "a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals." (p.368) Professional counselors have at a minimum a master's graduate degree in counseling. Broadly speaking, they assess, diagnose, and treat mental disorders using evidence-based interventions. Professional counselors assist individuals struggling to cope with typical life stressors (e.g., birth of a child, relationship issues, midlife career change) and individuals in crisis (e.g., death of a loved one, natural or human-caused disasters). Professional counselors, often with a certification specialty in rehabilitation counseling, also assist individuals with disabilities with adjustment, secondary and comorbid mental health symptoms, and case management. Professional counseling is grounded in a holistic philosophy of mental health, with a focus on proactive wellness, empowerment, and self-actualization.

Professional counselor education programs are accredited by the Council for Accreditation of Counseling and Related Educational Programs. Professional counselors abide by the American Counseling Association code of ethics. They are certified nationally by the National Board for Certified Counselors or Commission on Rehabilitation Counselor Certification. Licensure is required to practice professional counseling. Requirements for licensure vary slightly by state, (e.g., in Pennsylvania, professional counselors are licensed by the Pennsylvania State Board of Social Workers, Marriage and Family Therapists, and Professional Counselors). Licensure boards require that professional counselors complete a 60-hour accredited graduate program in counseling and complete a required number of postgraduation supervised clinical hours (ranging from 1,000 to 4,000 depending on state licensing board).

Professional counselors are trained in both basic counseling skills, also known as microskills and evidence-based psychotherapy. The therapeutic process has many influencing factors that are difficult to learn and execute in practice. The counseling profession found that graduate students were not able to practice evidence-based psychotherapy effectively without basic skills (e.g., what to say, how to say it, how to behave in session). Thus, counseling and counseling psychology fields developed a microskills training approach to break down the therapeutic process into basic skills that facilitate a therapeutic alliance. Microskills are basic counseling skills that assist rapport building and begin the therapeutic process. They include listening, nonverbal communication, silence, empathy, and responding (i.e., reflections, questioning, summarizing, and paraphrasing). Students refine these skills before learning ways to conceptualize primary problems and provide treatment with theory-driven, evidence-based practice. Microskills are necessary but not sufficient for conducting professional counseling and facilitating therapeutic change; assessment, techniques, and evidence-based interventions are also necessary.

Psychotherapy involves the application of higher-level evidence-based counseling interventions to treat individuals with various mental health issues and diagnoses. Professional counselors are trained to evaluate the needs of the client, the evidence available, and their personal skill set to develop individualized treatment plans. The amount of training that is required to provide psychotherapy varies depending on the intervention, but typically requires training above the rigorous requirements for professional counselors. Training often involves a minimum of (1) education (i.e., a minimum of a master's degree in a counseling or related field) and (2) supervised clinical experience. For example, much evidence in the counseling field supports cognitive and behavioral interventions. The criteria for becoming a certified cognitive-behavioral therapist are: (1) a masters or doctoral degree in counseling or a related field, (2) 6 years of postgraduate experience providing cognitive behavioral therapy (CBT), (3) three letters of recommendation from mental health professionals who are familiar with the applicant's cognitive-behavioral skills, and (4) successful completion of a certification program in CBT recognized by the National Association of Cognitive-Behavioral Therapists. Training standards for other evidence-based treatment interventions, such as mindfulness-based stress reduction and dialectical behavioral therapy, are comparable to CBT in time and rigor. These evidence-based interventions are powerful, and to avoid causing harm, clinicians should be well trained.

Counseling in Audiology

It can be difficult to differentiate the scope of practice for professional counselors versus rehabilitation professionals who utilize counseling in their specialty, such as audiology. This can be a problematic distinction due to ethical requirements to practice within one's scope of practice and expertise. The word counseling appears five times in the American Speech-Language Hearing Association (ASHA) scope of practice. It is referred to as a method and essential role in audiology practice. In the rehabilitation section, the ASHA indicates that audiologists are to develop treatment plans that include counseling related to psychosocial problems or adjustment to "hearing loss and other auditory dysfunction." It also refers to using counseling as a method for the "assessment and non-medical management of tinnitus." Similar to ASHA, the American Academy of Audiology references counseling six times in the published scope of practice. The referenced use of counseling is similar to the ASHA scope of practice. It mentions "the audiologist determines the appropriateness of amplification systems for persons with hearing impairment, evaluates benefit, and provides counseling and training regarding their use" and "counseling regarding hearing loss, the use of amplification systems and strategies for improving speech recognition is within the expertise of the audiologist." It is clearly in the audiologist's scope of practice to provide education, instruction, and advice about audiologic conditions and treatment services. However, the more difficult distinction is counseling related to problematic psychosocial issues presented by the patient.

To make a suggested distinction, these scope of practices were compared with counseling specialty scopes of practice. It is important to note that there is overlap between the Scope of Practice for Rehabilitation Counseling and the reviewed audiology scope of practices. Both fields indicate that it is an essential role of audiologists and rehabilitation counselors to counsel related to psychosocial adjustment to disability. Patients are best served by clinicians who are well trained and specialized in the disability or condition. Here, counselors are well trained and specialized in counseling but not all audiologic conditions, whereas audiologists are specialized in audiologic conditions but not counseling. It is reasonable and necessary for audiologists to become trained in basic counseling methods so that they may provide counseling for adjustment and psychosocial aspects specific to a patient's condition. Although overlapping, this is a useful practice of counseling for practicing audiologists.

Counseling Microskills for Audiologists

Establishing rapport and a trusting therapeutic relationship is necessary for all clinical relationships and not reserved for professional counselors utilizing psychotherapy. Often, clinicians focus on mastering therapeutic techniques or interventions. Yet, we now know that the delivery of services and relationship between the clinician and client is as or more important than the technique itself. In 1957, Carl Rogers, father of client-centered therapy, hypothesized that if there is relationship between the therapist and client in which the therapist experiences and communicates unconditional positive regard and empathy, that relationship alone may be capable of producing positive change in the client. Several decades later, researchers have found that more than 50% of treatment effects result from the therapeutic relationship, as opposed to only 10% of effects resulting from therapeutic techniques. Further research confirms that in the patient-doctor relationship, patient expectations, patient comfort, and patient optimism regarding treatments can all impact health-treatment outcomes. Thus, it is necessary for audiologists to establish rapport and trusting relationships with patients.

Establishing rapport and a trusting relationship with patients is also referred to as developing a therapeutic alliance. Given the importance of the therapeutic alliance, it is a counseling skill that is crucial for counselors and audiologists alike. The counseling profession utilizes microskills training as the foundational education method for facilitating a therapeutic alliance and strong working relationships with patients. Counseling microskills are taught in counseling graduate programs as the first step and prerequisite to delivering a therapeutic intervention. Counseling microskills training is then followed by more advanced coursework in case conceptualization, treatment planning, and advanced psychotherapy courses.

There are countless microskills required by counselors. Some counseling microskills are specific to the process of psychotherapy; others are universally practiced by all health and rehabilitation professionals. Active listening, nonverbal communication, silence, and empathy are the core counseling microskills that should be taught to Au.D. students. We will provide a rationale and overview of each of these counseling microskills followed by suggestions for teaching these skills to Au.D. students. It should be noted that we purposefully excluded the microskills domain of responding (i.e., reflections, questioning, paraphrasing, summarizing, challenging). The use of responding microskills are dependent on the goal of treatment, which is different between audiologists and professional counselors. Thus, we highlighted the crucial importance of accurate responding in the empathy section later in this article but suggest audiology educators tailor responding microskills training to audiology.

Active Listening

Errors in listening or inadequate listening have countless etiologies. Graduate students and new professionals often lack confidence in their skills and knowledge base. This can cause novice clinicians to be preoccupied with how to respond or to make a clinical judgment rather than listening to the patient. Novice clinicians also have difficulty integrating patient messages that are being communicated through various channels. Experienced clinicians are often more proficient in active listening and gathering the necessary information through verbal messages, nonverbal messages, thought processes, patterns of behavior, and so on. However, clinicians are at risk for burnout, high stress, and limited time. These stressors can lead to working on autopilot without being fully present to the patient. Thus, active listening is a microskill that requires constant monitoring once mastered.

Learning to refine active listening skills can be broken down into a few steps for Au.D. students. First, students must learn to listen and remember the words another individual is sharing. Accuracy is crucial for rapport building and clinical decision making. Clinicians can learn to accurately identify the situation, key details shared, and specific emotion words used. It can also instantly build rapport if a clinician is able to listen and remember names that the patient shares. Listening to verbal messages with accuracy can require weeks of practicing listening. The best way to develop this skill is to check for accuracy with the other individual (including the situation described, key details, names shared, and emotion words/affective messages). It can be helpful to eliminate any nonverbal input while refining this microskill (e.g., not looking at the other person). It can also be helpful to start with short time lengths (2 to 3 minutes) and build to longer time periods (15 minutes), as it is an exercise in concentration and memory. Following mastery of listening accurately to verbal communication, students can add nonverbal input into the skill-building exercises. The types of nonverbal communication are covered in detail in the next section. Ultimately, students must train themselves to become fully focused and concentrated to actively listen to a patient.

Nonverbal Communication

Receiving nonverbal communication from patients is critical for active listening and building therapeutic alliance. However, clinicians also are sending nonverbal messages to patients, which can significantly impact the development of therapeutic rapport. Thus, developing the microskill to both read nonverbal messages from patients and monitor personal nonverbal output is critical for Au.D. students.

All of the nonverbal behaviors and messages mentioned are culturally dependent and influenced by personal preferences, norms, and abilities. Some individuals may be uncomfortable with too much or too little eye contact, as this is a culturally dependent form of communication. Nonverbal communication can be influenced by physical or cognitive conditions. Clinicians should be cognizant of disability conditions that influence nonverbal behaviors. For example, individuals with autism spectrum disorder might have very limited facial expressions directed to the examiner. Thus, nonverbal communication must be interpreted on an individual basis within the cultural context of the patient.

It is important for clinicians to not only recognize the patient's nonverbal message, but evaluate the congruence of the nonverbal behavior with verbal expressions of the patient. For instance, a patient who describes tinnitus by saying he "cannot stand the pain anymore," but smiles at the clinician. In this scenario, the patient may smile when under extreme distress because it is not culturally acceptable to display negative emotions. This nonverbal incongruence is worth recognizing in a therapeutic setting, because it could influence assessment, treatment plan, and future clinical interactions.

Clinicians also must monitor nonverbal messages communicated to the patient. Most clinicians are used to monitoring their own facial expressions and physical gestures. Paralanguage can be difficult for clinicians to monitor, as it is due to a lack of awareness or a clinician's tendency to automatically mirror nonverbal messages. The former can be remedied with focused monitoring and feedback. The latter, unconscious mirroring, is more difficult to control. For instance, a patient who is in pain may loudly express anger regarding unpleasant symptoms, and a clinician may unconsciously mirror this with a loud and fast-paced response. In this instance, mirroring of nonverbal affect does not serve to help the therapeutic alliance or environment. At the same time, mirroring nonverbal messages can be effective and appropriate in many clinical situations, such as during grieving, when mirroring paralanguage can build rapport, trust, and the therapeutic alliance. Clinicians should be cognizant and reflective of the clinical utility of mirroring nonverbal messages in varying situations. Finally, clinicians' autonomic display is a very challenging aspect of nonverbal communication that is difficult to manage in a clinical setting. This is particularly common and difficult for graduate students experiencing anxiety in new clinical experiences. Stress management and relaxation techniques can be helpful to manage visible distress.

A simple nonverbal microskills framework, S-O-L-E-R, is often taught in professional counseling graduate programs. This framework can serve as a beginning for graduate students learning to master nonverbal communication in a clinical setting. S constitutes body posture and positioning of the clinician, specifically "facing the client squarely." This body posture communicates engagement and is best without a table or desk between client and patient. O , or "adopt an open posture," also refers to postural positioning of the clinician. Specifically, a clinician should avoid crossing legs and arms, as this is often viewed as an unwelcoming posture in American culture. Leaning toward a client, or L , is another postural behavior that can be beneficial for the therapeutic relationship. However, this should be monitored for cultural preferences, because too much engagement can overwhelm some patients. Egan's framework also includes E , or "maintain good eye contact," as a clinician nonverbal behavior to monitor. Direct eye contact is often an indicator of engagement in American culture; however, similar to leaning, this can fluctuate between individuals for cultural and personal reasons. Finally, the S-O-L-E-R framework suggests that clinicians remain "relaxed and natural" in clinical interactions. Nervous behaviors such as fidgeting, twirling hair, postural collapse, paralanguage suggesting discomfort, and shaking legs communicates discomfort to patients, which fails to create a safe environment for the patient. This framework can serve as a starting point for Au.D. students when learning nonverbal microskills.

Silence

Not only are the purposes or intentions of silence complicated, silence is a difficult microskill to execute properly. Effective use of silence in a therapeutic manner requires that the clinician is comfortable and fully present while using silence. Silence is uncomfortable or awkward when clinicians are anxious, internally distracted, or uncomfortable. This is difficult for students, because students often report distress and discomfort during silences. Students tend to be unsure of themselves during a clinical encounter, which causes them to be internally distracted or anxious during lapses in conversation with the patient.

Conveying Empathy

Conveying empathy refers to a clinician communicating their understanding of the patient's point of view with accuracy and unconditional positive regard. To convey empathy, clinicians use all of the previously covered microskills (i.e., listening, nonverbal communication, silence) in addition to verbal microskills not covered in this article (e.g., paraphrase, emotion reflections, simple reflections, encouragers, questioning, summarizing). Perhaps most important to conveying empathy is the clinician's accuracy. A clinician must accurately communicate an understanding of the patient's experiences, reported problems, and feelings. To do this, clinicians can start with verbal reflections of the patient reported problems and experiences to express understanding. It can be helpful for clinicians to use phrases such as "Correct me if I'm wrong . . . ," "Let me make sure I understand . . . ," or "Is that right?" so that the patient is given an opportunity to correct the clinician if he or she is off.

Conveying empathy also requires that clinicians communicate an understanding of the patient's emotional valence and intensity. Thus, clinicians should utilize accurate verbal reflections (i.e. matching the emotional language of the patient). For instance, a patient explains that they are feeling frustrated and furious about their situation. A clinician would not be conveying empathy if they later referenced or summarized the patient's feelings of anger and stress, because these are different feelings with less intensity. Using the wrong emotion words with a patient can be invalidating and harmful to the therapeutic relationship, especially if the word used is of lesser intensity, whereas matching emotion language has been shown to predict the feeling of empathy.

Conveying empathy becomes more natural and genuine with experience; however, graduate students can benefit from learning appropriate and inappropriate empathetic statements. First, it is important to distinguish empathy from sympathy, because students often confuse the two. Empathetic statements should serve to convey understanding of the patient's perspective and feelings. Sympathy refers to "heightened awareness of another's plight as something to be alleviated." (p.314) Though slight, this distinction between understanding and awareness of suffering is crucial for establishing a therapeutic alliance. Particularly in rehabilitation settings and populations, clinicians should attempt to avoid conveying that conditions need to be fixed or alleviated. Statements that reflect understanding are empathetic, such as "I can see that is really difficult for you," "That sounds very frustrating," or "How terrible." Statements that reflect sympathy are slightly different, such as "I'm sorry that happened to you" or "I can't even imagine how difficult that is." The first set of examples indicates that the clinician is joining with and understanding the patient whereas the second set of examples suggests pity and a lack of understanding. Students can be taught to conceptually understand and use basic empathetic statements and then master genuine delivery of these statements.

Teaching Methods

Orientation to Teaching Counseling Microskills

We subscribe to constructivist learning theory and believe in the importance of experiential learning. Research supports the use of constructivist teaching over teacher-centered classrooms in counseling graduate programs. Constructivist learning theory can be conceptualized through the differentiation between student/learner-centered and teacher-centered classrooms. Teacher-centered classrooms tend to utilize didactic- and lecture-based instruction. Student-centered learning, a form of constructivist learning, consists of collaborative learning between the teacher, student, and peers. Student-centered learning tends to be more individualized, because classroom activities and projects are tailored to each students' needs and require active involvement of the students.

Constructivist learning also strives to assess student performance in realistic contexts and address relevant problems. This teaching philosophy is congruent with the task of developing clinical skills with experiential activities. We find that students conceptually understand a skill but falter with the execution. For instance, an entire class will be able to discuss the importance of the microskill, anticipate scenarios to utilize that skill, and discuss hypothetical problems or barriers to utilizing the skill. However, upon engaging the class in a role-play evaluation, less than a third of students are able to effectively demonstrate the skill. Thus, our courses have been modified to have minimal didactic instruction or conceptual discussions (less than 20 minutes per 3-hour course) and instead consist of several hours of structured role-plays and classroom group activities to demonstrate skills. We find that students learn through doing as opposed to though readings, lectures, intellectual discussions, or passive observations. It is often students' insecurities or nerves that prevent them from effectively demonstrating a counseling microskill, which is only remedied through practice and experience. Evidence supports the use of experiential learning activities in the development of basic and advanced counseling skills. Thus, experiential classroom activities are critical to learning counseling microskills.

We use a variety of experiential learning activities, such as role-play activities, simulated patients, video tape recording, and real-life patients, in our clinical courses to both maximize our students' skill development and best evaluate student progress. We recommend that audiology instructors utilize these methods to teach and evaluate counseling microskills. The following section details these methods and provides recommendations for those teaching counseling microskills in audiology graduate programs.

Microskill Sequence

We recommend that audiology instructors teach basic counseling microskills to students early in clinical graduate programs. These are foundational skills that facilitate the therapeutic alliance between clinician and patient. In our experience, students need to master counseling microskills (e.g., listening) before learning more complex microskills (e.g., reflection). It is important to note that being proficient at basic counseling microskills is not sufficient for meeting standards of clinical excellence. Basic counseling microskills serve as a foundation for learning more complex clinical interventions that are specific to the profession and clinical context.

Our basic counseling microskills course begins with active listening, the most foundational and difficult microskill. Active listening is the sole focus of the course for 3 to 5 weeks, depending on the students' ability to master the skill. Following demonstration of competence in listening, the course progresses to instruction in nonverbal communication. Students typically require 2 to 3 weeks to learn and demonstrate basic competency in nonverbal communication skills. Up until this point, students are not verbally responding or asking questions during practice activities and recorded evaluations but only focusing on listening and nonverbal accuracy. Following mastery of nonverbal communication, our students are taught silence and verbal responses. Verbal responses include paraphrase, emotion reflections, simple reflections, encouraging, questioning, summarizing, and challenging. However, verbal response curriculum will likely be specific to professional specialty because there are different needs for different professional roles. We teach empathy shortly after introducing verbal responses, because empathy is demonstrated through both nonverbal and verbal communication. Our basic skills course continues on to teach other skills specific to the profession of counseling. This sequence of basic microskills allows students to scaffold their microskills beginning with the most foundational and crucial counseling skill of active listening. It is recommended that the same sequence is utilized in counseling classes for Au.D. students, and microskills necessary for audiology settings are suggested to be taught after empathy (e.g., teaching skills to deliver difficult news or assess risk).

Classroom Role-Play

There are several practical and structural suggestions for instructors teaching counseling microskills through individual or group role-play classroom activities.

1. Students may initially feel more comfortable practicing in dyads or small groups rather than a full classroom role-play. It is difficult for students to evaluate one another when one student is acting as the clinician and the other as the patient. Thus, we recommend small groups of three or four so that there can be student observers evaluating the role-play. It is helpful if instructors assign roles to each student in the group. For instance: student one acts as the clinician demonstrating the new skill; student two acts as the patient; student three observes the scenario for a previously learned skill; student four observes the scenario for the newly learned skill. Observers are able to focus on providing feedback on the role-play scenario, and this ensures that all group members are involved in the learning process.

2. We find it helpful for the instructor to spend equal time (even a minute or less) with each group during role-plays. This allows the instructor to evaluate the class's overall understanding and ability to utilize the new skill. This builds in time for formative assessment and each student receives some feedback, if only brief, from the instructor each week. This can help shape their development rather than waiting for feedback on larger assignments.

3. Timing is critical when managing an experiential classroom. Strict timing structures are necessary to ensure that role-play scenarios are completed and every student is able to practice the skill. We utilize countdown timers to alert the class at the start and end of each role-play. In our experience, microskills are present or absent within the first few minutes of a clinical scenario. Thus, long extended role-plays are not necessary. We typically structure multiple role-plays throughout the class that are only 2 to 10 minutes in length. It is more important for a student to try several times and grow with a skill than have only one extended role-play.

4. Role-play prompts can be challenging to write for classroom activities. We have found it helpful to write very brief prompts (less than a sentence), because students' acting tends to be disingenuous or preoccupied with the script when the prompt is longer. It can be helpful to give students a single emotion word to role-play so that they are able to act out a scenario that is more real to them. It is also critical that instructors balance role-play activities with both positive and negative situations. It might be helpful to remind students that classroom role-plays are simply to practice microskills rather than practice real-life clinical scenarios and decision making.

5. When the entire class is having difficulty demonstrating a new skill, having a pair of students practice in front of the class can be an effective classroom activity. Our clinical instructors randomly select students to be the clinician and the client and we provide a brief prompt. This activity can be helpful if the instructor suspects that the majority of students are incorrectly utilizing a skill, because it allows the instructor to structure all of the feedback. This activity can produce a mild amount of distress for students. Thus, it may be helpful to prep students at the beginning of class and allow them to practice in dyads before the full classroom activity.

6. We recommend that you structure reflection time after each role-play activity. As stated previously, it is helpful to assign roles to students so that they have a specific skill to reflect on following the activity. We find that it can be helpful to structure the self-reflection on performance and internal dialogue rather than skill demonstration, because students tend to give inaccurate or overly positive skill feedback to each other.

Best teaching practices in psychology and counseling support the use of role-plays and experiential learning activities in the classroom. These are effective ways to use classroom time in a productive manner that facilitates skill development and refinement. However, learning and evaluating microskills should not be limited to peer role-plays. Constructivist learning theory highlights the need for relevant and realistic evaluation. Thus, we recommend the use of simulated and real patients for evaluation of microskill demonstration while utilizing peer, group, and classroom role-play for introducing, learning, and practicing new microskills.

Simulated Patients

Utilizing real patients for counseling microskill development has its advantages and disadvantages. Real patients clearly maximize the realistic learning experience. However, it is not expected that students are developmentally ready to work with real patients when learning counseling microskills very early in the graduate training programs. Educators are ethically required to consider the best interest of the patient over students' learning opportunities. If real patients are used this early in students' clinical training, faculty must commit to high levels of supervision and patient outcomes could be negatively impacted.

Simulated patients are an effective alternative to real patients when students are developing basic microskills. In fact, recent comparative research found no significant difference in learning outcomes between students practicing skills with a real patient or simulated patient. Both utilization of real patients and simulated patients facilitated equal student demonstration of required counseling skills. Simulated patients allow students to demonstrate skills under direct supervision without the risk of harm to the client. Our program utilizes simulated clients for the first two counseling courses before students move to working with real clients in practicum settings and classroom evaluation.

There are a few options to consider for utilizing simulated patients during basic counseling microskills courses. One option for the simulated patient is to hire student actors to role-play a standardized script. Another option is to hire student actors to role-play with varying scripts. Finally, the course instructor can serve as a simulated patient, (we use this option primarily for evaluation; see the following section). We do not generally recommend that students use each other for simulated clinical interactions. In our experience, students preplan the session with each other to help facilitate good grading and performance. Even though it is more convenient to have students schedule with each other, this minimizes the learning potential for the activity.

Hiring student actors for simulated clinical sessions can be time-consuming to organize, but our learning outcomes have been very positive and greatly improved from peer role-play sessions. We typically hire psychology and drama undergraduate students to complete several (three to four) clinical sessions across the course of the semester. We recommend that instructors provide actors with a brief group training prior to beginning the simulated clinical sessions with students (1 to 2 hours). The clinical sessions are video recorded. One advantage to utilizing standardized scripts for actors is that it simplifies fair grading across students. Student actor performances still vary between actors, which allows for the class to see minor human behaviors variations within the same case study. Further, developing scripts and training actors is time intensive for instructors and standard scripts can reduce unnecessary workload.

Simulated clinical sessions with actors also allow the use of watching tapes in class, because it does not violate the Health Insurance Portability and Accountability Act or patient confidentiality. Our clinical courses watch student-simulated sessions a minimum of two classes per term. This classroom activity has several benefits: students are able to see different approaches and techniques, it normalizes students' insecurities and doubts, and it allows the instructor to call attention to specific microskills with all students. One useful learning technique while watching student videos in class is to use signs or paddles that students raise when they recognize a microskill being demonstrated (example: nonverbal warmth or empathy). This ensures that students are able to recognize and identify microskills, which can be helpful for their future demonstration of the skill.

Evaluation

Clinical educators have a gatekeeping responsibility. We do our best to ensure that the students who graduate from our program are fit for professional practice. Au.D. students are evaluated on their ability to provide audiology services, and they should, as health and rehabilitation professionals, also be evaluated on their ability to successfully use basic counseling microskills. In this section, we will provide recommendations for instructors on how to evaluate students' counseling microskills, with the goal of ensuring students demonstrate minimal competency to begin clinical practice. We will also comment briefly on evaluation from the students' perspective.

Students cannot demonstrate counseling microskill proficiency through a test or writing assignment, but through skill demonstration. Evaluating counseling microskills is time-consuming. We have found that for a 50-minute session, it takes about 2 hours to watch the session and provide written feedback, and an additional 30 to 60 minutes to meet with the student to review the video and highlight clips that demonstrate areas of strength and areas for growth. Depending on the counseling course structure and class size, it can be difficult for instructors to watch every video recorded simulated clinical session. Our counseling courses typically require students to complete three or four video recorded simulated sessions and a final with the course instructor. Of the three or four recorded sessions, our instructors watch and grade a minimum of two.

We require students to watch their clinical sessions and provide a reflection on their performance and microskill demonstration. This helps the instructor assess the student's insight and ability to self-evaluate. We utilize a transcription assignment for the simulated session that we do not watch in entirety. In this assignment, students are required to transcribe the entire simulated clinical session. Following transcription, they are required to evaluate their responses (verbal and nonverbal) throughout the entire session. Instructors read the transcription and evaluation submitted by the student. Any areas of concern or interest are then watched by the instructor. This significantly reduces the amount of time watching clinical tapes and students report significant growth during this reflective assignment.

Several of our counseling courses require students to conduct a session with the instructor as client for their final examination. There are several advantages to this version of simulated clinical sessions. First, this allows the instructor to control the clinical scenario ensuring that every student encounters key clinical scenarios, decision points, or challenges that are the targets for evaluation. It also reduces workload for the instructor as the instructor can immediately evaluate student performance. Our clinical instructor simulated sessions are typically only 30 minutes in length, because the instructor can more quickly evaluate microskills when receiving them as the "patient."

is a sample counseling microskills evaluation grading rubric similar to those used in our counseling microskills courses. It includes the four microskills highlighted in this article: listening, nonverbal communication, silence, and empathy. A description of each skill is provided. Generally, for each skill, students are considered to exceed expectations if they appropriately demonstrate the skill for at least 90% of the clinical session. This is considered exceptional and means the student is demonstrating skill above and beyond what is expected of a novice clinician. Students meet expectations if they are demonstrating the skill 75 to 90% of the time. For students who demonstrate skills inconsistently, less than 75% of the time, or not at all, they fall into one of the last three columns, and this typically indicates a need for remediation. An advantage to using a rubric like this is that you can see easily where students stand; oftentimes we will see that students generally perform well but need remediation in just one or two specific areas.

Table 1

Skill

Description

Exceeds Expectations/Demonstrates Competencies (Demonstrates Skill More Than 90% of Time)

Meets Expectations/Demonstrates Competencies (Demonstrates Skill 75-90% of Time)

Near Expectations/Developing Toward Competencies (Demonstrates Skill 50-75% of Time)

Below Expectations/Insufficient/Unacceptable (Demonstrates Skill Less Than 50% of Time)

Did Not Demonstrate Skill

# data[].attributes.attachment_link.title
Teaching and Improving Clinical Counseling Skills: Teaching Counseling Microskills to Audiology Students: Recommendations from Professional Counseling Educators

# data[].attributes.attachment_link.description
Learning Outcomes: As a result of this activity, the participant will be able to (1) identify and explain four counseling microskills essential for audiologists and (2) describe effective methods for teaching counseling microskills to Au.D. students. Patient outcomes are influenced by the therapeutic alliance.

# data[].attributes.attachment_link.readable_text
It's important that you and your counselor establish a good relationship that allows you to be completely honest about your thoughts and feelings. Often, this requires an elusive "chemistry" between both of you in which you feel comfortable with your counselor's personality, approach and style. If after the first few sessions you don't feel this chemistry, look for another counselor with whom you feel more comfortable.

Once you think you've found the right counselor, how do you tell if your relationship is effective? Here are some signs to look for:

While you are responsible for making changes in your life, an effective counselor can help pinpoint the obstacles in your way. If you have control over these obstacles, a counselor can suggest behavioral changes to help you overcome them. If these obstacles involve factors outside of your control, your counselor can teach you coping mechanisms that will foster your well being in trying circumstances.

An effective counselor can identify negative thinking patterns that may be feeding feelings of sadness, depression or anxiety. By encouraging you to build upon personal strengths and suggesting skills that can overcome self-inflicted feelings of hopelessness, a counselor can help you develop a more positive attitude.

A good counselor can assist you in making positive changes in your relationships with others, helping you recognize behaviors that may be contributing to a troublesome relationship. Your counselor can teach you effective ways of communicating, clearing the way for honest exchanges with people in your life who may be causing you emotional pain.

You can determine whether your work with your counselor is effective if you begin to obtain insights about your own thoughts and behaviors that may have eluded you before. Over time, you should be able to recognize patterns in the way you act, trace their sources and identify stumbling blocks to your happiness that you may have unwittingly created. The end result is personal growth that empowers you to control your life and enjoy positive, life-affirming relationships with others.

Article continues below...

TALK TO A THERAPIST NOW:

Characteristics of Effective Counseling

Related Articles

Lynn Ponton, MD

APA Reference
Ponton, L. (2018). Characteristics of Effective Counseling. Psych Central. Retrieved on December 11, 2019, from https://psychcentral.com/lib/characteristics-of-effective-counseling/

Last updated: 8 Oct 2018 (Originally: 17 May 2016)
Last reviewed: By a member of our scientific advisory board on 8 Oct 2018
Published on Psych Central.com. All rights reserved.

# data[].attributes.attachment_link.description
It's important that you and your counselor establish a good relationship that allows you to be completely honest about your thoughts and feelings. Often, this requires an elusive "chemistry" between both of you in which you feel comfortable with your counselor's personality, approach and style.

# data[].attributes.attachment_link.authors[].name
Iowa Coalition Against Domestic Violence

# data[].attributes.attachment_link.title
Counseling Skills  The Developmental Helping Model, Part Three of 3

# data[].attributes.body
Giving support and being a role model in the lives of students can be the sole difference in their success or failure.

# data[].attributes.body
The number one attribute as a guidance counselor is being a great listener. A lot of times people will tell you a blueprint to how to solve the problem of what they are going through.

# data[].attributes.attachment_link.title
Counselling skills training: become a better listener

# data[].attributes.attachment_link.description
Find your nearest CPCAB centre at http://www.cpcab.co.uk/learners/centrefinder.php All about CPCAB's Counselling Skills qualification: who it's for, what counselling skills are used for, how they differ from counselling, the kind of things you'd learn, the work you'd do outside of the course and how you'd be assessed.

# data[].attributes.body
As a counselor our job is to get the client to be able to trust you. Making it easier for them to open up about their problems and making it easier on you to solve them.

# data[].attributes.body
Guidance Counseling in itself almost requires you to become a role model in the lives of your students.

# data[].attributes.attachment_link.title
What is ROLE MODEL? What does ROLE MODEL mean? ROLE MODEL meaning, definition & explanation

# data[].attributes.headline
State Certification Requirements for Guidance Counselors

# data[].attributes.subject
State Certification Requirements for Guidance Counselors

# data[].attributes.attachment_link.readable_text
State Certification Requirements

Most public school systems require advanced-degree courses that include the following topics:

* Human growth and development
* Theories
* Individual counseling
* Group counseling
* Social and cultural foundations
* Testing/appraisal
* Research and program evaluation
* Professional orientation
* Career development
* Supervised practicum
* Supervised internship

Although ASCA does its best to keep this information current, state requirements may change and/or be updated frequently. The following documents should be used as a general guideline, not an official publication. It is best to check with the state education department for current requirements. If you would like to update or change your state information, contact ASCA at (703) 683-2722.

ALABAMA (updated 11/18)
Educational Requirements: Satisfactory completion of a state-approved program with a minimum GPA of 3.25 on all courses in the Alabama State Board of Education approved school counseling program.
Required Coursework: A practicum of at least 100 clock hours in a school-based setting, including a minimum of 40 clock hours of supervised, direct service work in individual and group counseling with early childhood/elementary and secondary school students.
Experience Requirement: (1) A supervised elementary and secondary school-based internship (P-12) of at least 600 clock hours, begun subsequent to the completion of the practicum, including a minimum of 240 clock hours in direct service work with early childhood/elementary and secondary school students. (2) Effective July 1, 2017, and thereafter, two full years of full-time, acceptable professional educational work experience. Effective July 1, 2019, two full years of full-time, acceptable P-12 professional educational work experience.
Institution Recommendation Required?: No
Examination: For initial certification in school counseling through the completion of a Class A Program the candidate must meet the Praxis requirement(s) of the Alabama Educator Certification Assessment Program (AECAP).
Certification: P-12
Reciprocity: Through the certificate reciprocity approach to certification, Alabama recognizes valid professional educator certificates issued by other states, the District of Columbia, U.S. territories or the Department of Defense Education Activity as the basis to offer professional certification in Alabama. The certificate(s) presented must be at a degree level, in a teaching field or instructional support area and at a grade level in which Alabama offers comparable certification.
Background Check: Background clearance based on a fingerprint review. Applicants for initial certification, additional certification, and certificate renewal who have not been cleared by both the Alabama State Bureau of Investigation (ASBI) and FBI through the Educator Certification Section are required to be fingerprinted for a criminal history background check through the ASBI and FBI.

Alabama Department of Education/school counseling

ALASKA (updated 11/19)
Educational Requirements: A bachelor's degree or higher and (Option 1) Completion of a teacher education program, or an alternate teacher preparation program accepted by the board or the commissioner with an endorsement in school counseling or (Option 2) Completion of a counseling program at a regionally accredited institution.
Required Coursework: Completion of three semester hours in Alaska studies, three semester hours in multicultural education or cross-cultural communication and six semester hours or nine quarter hours of credit earned within the last five years.
Experience Requirements: None
Examination: None
Institution Recommendation Required?: Yes, recommendation of the preparing institution
Certification: K-12
Reciprocity: Yes, with all states, but requirements must be met
Background Check: Yes

Alaska Department of Education

ARIZONA
Educational Requirements: Master's degree or more advanced degree from an accredited institution and completion of a graduate program in guidance and counseling from an accredited institution.
Experience Requirements: (1) Two years of verified, full-time experience as a school guidance counselor or (2) three years of verified teaching experience or (3) completion of a supervised counseling practicum in school counseling from an accredited institution.
Examination: None
Institution Recommendation Required?: Official transcripts required
Certification: K-12
Reciprocity: Yes, A valid guidance counselor certificate from another state may substitute for all education and experience requirements.
Background Check: Valid Class 1 or Class 2 Fingerprint Clearance Card issued by Arizona Department of Public Education.

Arizona School Counselor Association
Arizona Department of Education

ARKANSAS (updated 11/18)
Educational Requirements: Master's degree in school counseling and guidance from an approved institution, or individuals holding a master's degree in a mental health area of licensure other than guidance and school counseling shall complete an ADE-approved graduate, non-degree program of study in guidance and school counseling.
Required Coursework: This is dependent on the university attended. See required competencies.
Experience Requirements: None
Examination: Guidance/ Counseling (K-12) (Initial License) Praxis Requirements Professional School Counselor 5421 (156 Qualifying score) and Principles of Learning and Teaching: Grades K-6 5622 (160 Qualifying score) or Principles of Learning and Teaching: Grades 5-9 5623 (160 Qualifying score) or Principles of Learning and Teaching: Grades 7-12 5624 (157 Qualifying score) Guidance/Counseling (K-12) Endorsement (added to a current license) Praxis Requirements for individuals who have previously taken the other Praxis exam and who also have teaching experience Professional School Counselor 5421 (156 Qualifying score)
Institution Recommendation Required?: Official transcripts required.
Certification: Guidance and school counseling K-12
Reciprocity: Yes, review of records determines deficiencies if any.
Background Check: Yes

Arkansas Department of Education/school counseling

CALIFORNIA (updated 11/18)
Educational Requirements: Requirements for the Clear Credential - Specialization in School Counseling ( California Prepared)
Individuals must satisfy all of the following requirements:
1. A bachelor's degree or higher, except in professional education, from a regionally accredited college or university
2. Complete post-bachelor's degree study consisting of a minimum of 48 semester units in a commission-approved professional preparation program specializing in school counseling, including a practicum with school-aged children
3. Obtain the formal recommendation of a California college or university with a commission-approved pupil personnel services program specializing in school counseling. This process will result in the college or university submitting the recommendation online.
4. Complete the basic skills requirement. See Commission leaflet CL-667,ntitled Basic Skills Requirement for additional information.
5. Complete the Live Scan fingerprint process (form 41-LS)
6. Pay the application processing fee (see Fee Information leaflet CL-659) once the recommendation has been submitted online by the college or university. Individuals will be notified via e-mail that the application has been submitted and is awaiting payment in a secured database. CL-606C 12/15 Page 2 of 4

National Board for Professional Teaching Standards Certification: Individuals holding certification issued by the National Board for Professional Teaching Standards in the area of Early Childhood to Young Adulthood - School Counseling may apply directly to the commission for the clear credential. Those applying under this route are exempt from the basic skills requirement and all other credential requirements. Individuals may apply by submitting the following items by mail:
1. Photocopy of National Board Certification
2. Completed application (form 41-4), and, if not previously submitted to the commission, a completed Live Scan receipt (form 41-LS). Out-of-state residents must submit two fingerprint cards (FD-258) in lieu of a Live Scan receipt. If submitting fingerprint cards, current fingerprint processing fees must accompany the application packet.
3. Appropriate application processing fee

Out-of-State Prepared requirements
Commission on Teacher Credentialing (CTC)
California Department of Education

COLORADO (updated 11/18)
Educational Requirements: Master's degree or higher degree in school counseling as defined by accreditation by the Council for Accreditation of Counseling or Related Educational Programs effective 9/1/2018: Pathway 2 (interim authorization/school counselor) : Master's or higher degree in a clinical counseling domain (e.g., mental health, etc.). Must hold a valid counseling license (LPC) issued by the Colorado Department of Regulatory Agencies. Must have three or more years' experience as a licensed clinical counselor. When issued, this interim authorization will be valid for one calendar year and may not be renewed. During that time, the authorized school counselor must complete an approved induction program for SSPs/school counselors and pass the PRAXIS 5421 exam. Upon expiration of the interim license and fulfillment of the exam and induction requirements, the authorization-holder may apply for a professional SSP license with a school counselor endorsement.
Experience Requirements: Minimum of 100-hour practicum and 600-hour internship, with multiple grade levels of students under the supervision of a licensed school counselor.
Examination: Praxis 5421
Certification: 0-21
Reciprocity: Yes
Background Check: Yes, each applicant for a Colorado educator license, authorization or endorsement, including the renewal of a license or authorization, is required to submit to the Colorado Bureau of Investigation a complete set of his or her fingerprints, taken by a qualified law enforcement agency, and a fingerprint card processing fee.
Colorado Department of Education/school counseling

CONNECTICUT (updated 11/18)
Educational Requirements: Master's degree and has completed, as part of or in addition to the master's degree, a minimum of 30 semester hours of credit in a planned program in school counseling services as attested to by an institution approved for the preparation of school counselors.
Required Coursework: (1) 30 semester hours of graduate credit in a planned program in school counseling services including coursework in each of the following areas: principles and philosophy of developmental guidance and counseling, psychological and sociological theory as related to children, career development theory and practice, Individual and group counseling procedures, pupil appraisal and evaluation techniques and school-based consultation theory and practice; (2) Evidence of practicum and laboratory experiences in school counseling; (3) completion of study in special education comprised of not fewer than 36 clock hours including gifted and talented children and special-needs children in the regular classroom.
Experience Requirements: Holds a professional educator certificate or holds or is eligible for an initial educator certificate and (1) has completed 30 school months of successful teaching experience or (2) A 10-month, full-time (700 hour min.) supervised school counseling internship.
Examination: None
Institution Recommendation Required?: Yes, must recommend for certification 068
Certification: K-12
Reciprocity: Connecticut participates in the National Association of State Directors of Teacher Education and Certification Interstate Agreement. Under this agreement, to waive specific coursework requirements, Connecticut may accept completion of a state-approved educator preparation program at a regionally accredited college or university from another U.S. state, or a minimum of 30 months of successful full-time experience under the other state's valid educator certificate (at least equivalent to a Connecticut initial educator certificate), appropriate to the subject area being requested. To be considered, the experience must be completed within 10 years of the date of application for Connecticut certification. The interstate agreement does not exempt candidates from degree, testing and/or experiential requirements applicable to the requested certification endorsement. Candidates who do not qualify for Connecticut certification under the terms of the interstate agreement must meet all of Connecticut's requirements for the endorsement requested, including coursework.
Background Check: Yes, at point of hire

Connecticut Department of Education

DELAWARE (updated 11/18)
Educational Requirements: Master's degree from a regionally accredited college in an approved program in elementary or secondary school counseling.
Required Coursework: A minimum of 39 credits of graduate course work in the areas of: introduction to school counseling and theories (three credits), human behavior and Child development (three credits), ethical issues in school counseling (three credits), college and career readiness K-12 (three credits), testing, measurements and research in school Counseling (three credits), the counselor as consultant (three credits), special education law and the school counselor's role (three credits), group counseling (three credits), individual counseling skills and strategies (six credits), family counseling (three credits), principles and practices of a school counseling program (six credits).
Experience Requirements: (1) Clinical experience of 700 hours in an elementary or secondary setting or clinical experience of 350 hours at each level for dual certification.
Examination: Praxis I: Praxis Core Academic Skills for Educators - Reading (156), Writing (162) and Mathematics (150) within the first two years of employment unless granted an exception. Praxis II School Counseling: Praxis II #5421 Professional School Counselor (156) (Required beginning 1/1/17)
Institution Recommendation Required?: Yes, must recommend for certification.
Certification: (1) Elementary: grades 1-6, valid in middle level schools grades 5-8 or (2) Secondary: grades 9-12 and valid in middle level school grades 5-8.
Reciprocity: Yes
Background Check: Yes

Elementary School Counselor Requirements
Secondary School Counselor Requirements

DISTRICT OF COLUMBIA
Educational Requirements: A master's degree in school counseling from an accredited institution;
Required Coursework: (1) Philosophy and principles underlying guidance and other pupil personnel services; (2) The theory and practice of counseling, including work with exceptional and culturally diverse students; (3) Educational and psychological measurement; (4) Career development theory including career planning and decision-making techniques and the use of occupational and educational information; (5) Understanding the individual (i.e., the nature and range of human characteristics);
(6) Group counseling and group guidance processes; (7) Research and evaluation.
Experience Requirements: (1) Completion of two years of recognized full-time teaching experience. One year could be satisfied by full-time experience in a non-school setting and (2) No less than three hundred (300) clock hours of graduate level university supervised field experience in counseling in a PreK-12 school setting. One hundred (100) of these required hours may be granted prior to classroom teaching experiences. This field experience requirement may be met by completion of a degree in school counseling from a program approved by the Council for Accreditation of Counseling and Related Educational Program (CACREP) or a National Board of Certified Counselors (NBCC) certificate;
Examination: Successful completion of all portions of the Praxis I - PreProfessional Skills Test and all applicable portions of the Praxis II
Institution Recommendation Required?: No
Certification: pre K-12
Reciprocity: Yes
Background Check: Yes. Chest x-ray or tuberculin-skin test also required.

D.C. Public Schools - School Counselor Requirements

FLORIDA (updated 11/18)
Educational Requirements: (Option 1) A master's or higher degree with a graduate major in guidance and counseling or counselor education that includes three semester hours in a supervised counseling practicum in an elementary or secondary school, (Option 2) A master's or higher degree with 30 semester hours of graduate credit in guidance and counseling to include specific areas
Required Coureswork: (Option 2 Only) (1) Three semester hours in principles, philosophy, organization and administration of guidance, (2) three semester hours in student appraisal including administration and interpretation of standardized tests, (3) tyhree semester hours in education and career development information practices and systems, (4) three semester hours in learning, personality theory,and human development, (5) three semester hours in counseling theories and individual counseling techniques, (6) three semester hours in group counseling and guidance techniques, (7) three semester hours in consultation skills and techniques for conferring with groups such as agencies, teachers, and parents, (8) three semester hours in legal, ethical, and current issues affecting school counselors, (9) three semester hours in specialized counseling techniques for use with elementary or secondary level special populations such as exceptional students, dropouts, and minorities and (10) three semester hours in a supervised counseling practicum in an elementary or secondary school.
Experience Requirements: None
Examination: Professional Education Test; GKTE
Institution Recommendation Required?: No
Certification: Pre-K -12
Reciprocity: Yes. The certificate must be a standard or Level II certificate issued by the other state or U.S. territory, and the certificate must be currently valid (not expired or revoked), and (1) The subject/s shown on your certificate must be considered comparable to a subject/s issued in Florida, or (2) The person holds a valid NBPTS certificate.
Background Check: Employees of Florida traditional and charter public schools have fingerprints taken through the school district's personnel office for employment and certification purposes.

Florida Department of Education/school counseling

GEORGIA (updated 11/18)
Educational Requirements: An applicant is eligible for a standard professional certificate in the field of school counseling based on meeting the following requirements: (A) Fulfilling one of the following options: (1) Completion of a state-approved certification preparation program in school counseling at the master's degree level or higher, (2) completion of a master's degree or higher in a counseling area and submission of a valid National Certified School Counselor (NCSC) credential issued by the National Board of Certified Counselors, or (3) completion of a master's degree or higher in a counseling area and submission of a valid state of Georgia professional counselor's license issued by the Professional Licensing Boards Division of the Office of the Secretary of State, O.C.G.A. Title 43, and (B) Meeting the Special Georgia Requirements (See GaPSC Rule 505-2-.24) applicable to the field of school counseling: (1) content knowledge assessment - pass the GACE content knowledge assessment at the professional level, (2) Special education - coursework in the identification and education of children who have special educational needs
Required Coursework: Special education - coursework in the identification and education of children who have special educational needs if not included in graduate coursework.
Experience Requirements: None
Examination: Yes ( see details)
Institution Recommendation Required?: Yes, must recommend for certification
Certification: K-12
Reciprocity: Yes
Background Check: Yes

Georgia Department of Education/school counseling

HAWAII
Educational Requirements: Completion of a master's degree in School Counseling and Guidance from a regionally accredited college or University. Counseling and Guidance program must meet the National Association of State Directors of Teacher Education and Certification (NASDTEC) or state standards.
Experience Requirements: Program must include a practicum, internship or equivalent in a k-12 school setting as requirements of the degree.
Examination: Must pass all scores by 4th year of employment. (1) Praxis I (PPST): Reading: 172, Writing: 171, Mathematics: 173; AND (2) Praxis II (PLT): Principles of Learning & Teaching: K-6: 163 or 7-12: 157; AND (3) Praxis II: School Counseling and Guidance: 580.
Institution Recommendation Required?: Yes, must recommend for certification
Certification: Pre K -12
Reciprocity: Yes
Background: Yes

Hawaii Department of Education
Hawaii Teacher Standards Board

IDAHO
Educational Requirements: Hold a master's degree and provide verification of completion of an approved program of graduate study in school guidance and counseling from a college/university approved by the Idaho State Board of Education or the state educational agency of the state in which the program was completed.
Required Coursework: Must meet recent credit requirement of six semester credit hours within the last five years.
Experience Requirements: 700 clock hours of supervised field experience, 75 percent of which must be in a K-12 school setting, to include elementary, middle and high schools. Previous school counseling experience may be considered to help offset the field experience clock hour requirement
Institution Recommendation Required?: Yes, must recommend for certification
Certification: Grades K-12; Idaho Code, allows certificated school social workers to be employed as elementary school counselors without any credential change.
Reciprocity: Yes
Background Check: Must complete Idaho Criminal History Check before initial certification can be granted.

Idaho State Department of Education
Idaho State Department of Education Certification

ILLINOIS
Educational Requirements: (1) Hold a master's degree awarded by a regionally accredited institution of higher education in school counseling, another counseling or related field (e.g., social work or psychology), or an educational field; and (2) Have completed an Illinois program approved for the preparation of school counselors or a comparable approved program in another state or country or hold a comparable certificate issued by another state or country; and (3) Have completed a supervised counseling practicum of at least 100 clock hours that provided interaction with individuals and groups of school age and included at least 40 hours of direct service work.
Required Coursework: Applicants must hold or be qualified to hold a teaching certificate; OR have completed, as part of an approved program, coursework addressing: (1) the structure, organization and operation of the educational system, with emphasis on P-12 schools; AND (2) the growth and development of children and youth, and their implications for counseling in schools; AND (3) the diversity of Illinois students and the laws and programs that have been designed to meet their unique needs; and (4) effective management of the classroom and the learning process.
Experience Requirements: The internship shall be of a length that is determined by the approved program to be adequate to enable candidates to meet the standards but shall entail at least 600 hours and last no less than one semester, during which candidates shall engage in the performance of various aspects of the counseling role and shall be gradually introduced to the full range of responsibilities associated with that role. However, the internship for an individual with at least two years of teaching experience may, at the discretion of the institution offering the approved program, consist of no fewer than 400 hours. In each case at least 240 hours of the internship shall involve direct service work with school-age individuals and groups.
Examination: Pass the ISBE Examination for School Counseling and meet all requirements for certification.
Institution Recommendation Required?: Yes, must recommend for certification
Certification: preK-12
Reciprocity: Yes, (1) but must have Obtained certification and worked fulltime as a school counselor in another state for a minimum of two years OR (2) hold a teaching certificate OR (3) Complete a master's degree program complete with an internship and practicum that is similar to that in the state of Illinois AND (4) Pass the ISBE Examination for School Counseling and meet all Illinois requirements for certification.
Background Check: Not required by state

Illinois State Board of Education

INDIANA (updated 11/18)
Educational Requirements: Obtain a master's degree in school counseling or related field or, if already degreed, completed additional course work in a school counseling program from an institution of higher education that is approved by the board to offer such a degree. ( see details)
Experience Requirements: Successfully completed all field experiences as set forth by the institution offering the counselor education program in both the content and all developmental levels. CPR and suicide training also required for initial license.
Examination: Yes, for initial license ( see details)
Institution Recommendation Required?: Yes, must recommend for certification.
Certification: Pre-K-12
Reciprocity: Yes, with conditions ( see details)
Background Check: Yes

Indiana Department of Education/school counseling

IOWA
Educational Requirements: Master's degree from an accredited institution of higher education; completion of an approved human relations component; completion of an approved exceptional learner component; teaching and counseling practicum (at either the K-6 or 7-12 level) consisting of a minimum of 500 contact hours.
Required Coursework: (1) Completion of an approved human relations component and (2) Completion of an approved exceptional learner component. and (3) as part of the school counseling program coursework in: nature and needs of individuals at all developmental levels, social and cultural foundations, fostering of relationships, group work, career development, education, postsecondary planning, assessment and evaluation, professional orientation, school counseling skills, classroom management, curriculum, and learning theory.
Experience Requirements: The school counselor demonstrates competency in conducting classroom sessions with elementary, middle (elementary certification) OR middle and secondary school students (secondary certification). The practicum consisting of a minimum of 500 contact hours provides opportunities for the prospective counselor, under the supervision of a licensed professional school counselor, to engage in a variety of activities in which a regularly employed school counselor would be expected to participate including, but not limited to, individual counseling, group work, developmental classroom guidance and consultation.
Examination: None
Institution Recommendation Required?: Yes, must recommend for certification Certification: (1) Elementary - Grades K-6 OR (2) Secondary - Grades 7-12
Reciprocity: No
Background Check: Yes

Iowa Departmentt of Education

KANSAS (updated 11/18)
Educational Requirements: Master's degree with a 3.25 cumulative GPA in graduate coursework. The applicant must have at least eight credit hours or one year of accredited experience completed within the last six years.
Experience Requirements: Must hold a valid Kansas professional teaching certificate to be eligible for a school counseling license and have a supervised internship by enrolling in internship credits during your first year of employment as a school counselor under your conditional license. Parallel pathway program also available for those without teaching experience.
Examination: Praxis II: School Guidance Counseling, minimum 600.
Institution Recommendation Required?: Yes, must recommend for certification
Certification: Pre K-12
Reciprocity: No
Background: Yes. Fingerprinting will be required for all expired certificates/licenses. This is a change from the six month expiration date for certificates/licenses.

Kansas State Department of Education/school counseling

KENTUCKY
Educational Requirements: Master's degree in guidance counseling from an approved program.
Experience Requirements: None for provisional license; (1) one year teaching or (2) two years as a full-time school counselor and three to six additional graduate credits needed for standard license
Examination: None
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: Yes, Applicants with certification in other states can satisfy the teaching experience requirement with 3 years of experience as a guidance counselor, a practicum experience at either the secondary or elementary level for one year is needed before employment.
Background Check: Yes, at the local school district level.

Kentucky Department of Education

LOUISIANA
Educational Requirements: Hold a master's degree in guidance and counseling from a regionally accredited institution or a master's degree with the equivalent hours and courses in school counseling.
Required Coursework: The graduate training must include a total of 24 semester hours in:
(1) Principles and Administration of School Counseling Programs; (2)Career and Lifestyle Development; (3) Individual Appraisal; (4) Counseling Theory and Practice; (5) Group Processes; (6) Human Growth and Development; (7) Social and Cultural Foundations in Counseling .
Experience Requirements: (1) Must hold or be eligible to hold a valid LA teaching certificate except for ancillary counselor certification and (2) Must have 3 credits in a supervised practicum in a school setting.
Examination: (1) NTE Core Battery (Communication: 645, General Knowledge: 644, and Professional Knowledge: 645); AND (2) NTE Specialty Area Exam in school counseling.
Institution Recommendation Required?: Yes, must recommend for certification
Certification: K-12
Reciprocity: No
Background Check: Yes, at point of hire

Louisiana Department of Administration (page 39-40)

MAINE
Educational Requirements: Earned a master's or a doctorate degree from an accredited college or university AND earned a bachelor's degree from an accredited college or university.
Educational Requirements (For 1 year conditional certificate): Earned a bachelor's degree from an accredited college or university. Matriculated into an approved program for school counselor education, or current enrollment in graduate coursework for school counselor education. Completed a minimum of 24 semester hours of graduate study in school counselor education coursework.
Required Coursework: Completed an approved course for "Teaching Exceptional Students in the Regular Classroom" and applicant must pass pedagogical knowledge and skills assessment at the appropriate grade level if they did not graduate from a Maine university.
Experience Requirements: None
Examination: Praxis I (PPST): Reading: 176, Writing: 176, Mathematics: 175; Praxis II: School Guidance Counseling, minimum 570 .
Institution Recommendation Required?: Yes, must recommend for certification
Certification: K-12
Reciprocity: Yes
Background Check: Yes

Maine Department of Education

MARYLAND (updated 11/2018)
Education/Experience Requirements: Option I: The applicant shall submit: (1) a master's degree in school counseling or school guidance and counseling from an institution of higher education, (2) a National Board of Certified Counselors certificate and (3) two years of satisfactory performance as a teacher or school counselor in a school setting. Option II; The applicant shall submit: (1) a master's degree in school counseling or school guidance and counseling in a program approved using state-approved standards under COMAR 13A.07.06.01 and (2) two years of satisfactory performance as a teacher or school counselor or 500 clock hours in a supervised practicum in school counseling or school guidance and counseling. Option III: The applicant shall submit a master's degree in school counseling or school guidance and counseling from a program approved by the Council for Accreditation of Counseling and Related Educational Programs. Option IV: The applicant shall submit: (1) a master's degree in school counseling or school guidance and counseling from an approved program under the interstate contract agreement for support services and (2) two years of satisfactory performance as a teacher or school counselor or 500 clock hours in a supervised practicum in school counseling or school guidance and counseling. Option V: The applicant shall submit: (1) a master's degree from an institution of higher education and (2) a valid, professional certificate from another state and verification of at least 27 months of satisfactory performance as a school counselor during the past seven years on the basis of which application is being made for a comparable Maryland certificate.
Special Provisions: (1) Prior to the renewal or reinstatement of the current certificate, an educator certified as a school counselor shall provide one of the following: (a) one semester hour of coursework from an institution of higher education, (b) one department-approved continuing professional development credit or (c) an equivalent number of continuing education units. (2) The coursework, professional development, or continuing education unit required by §F(1) of this regulation shall address: (a) the need for intervention or referral in response to indicators of mental illness and behavioral distress, including, but not limited to: (i) depression, (ii) trauma, (iii) violence, (iv) youth suicide and (v) substance abuse. (b) The identification of professional resources and best practices for distributing resources to parents or guardians to help students in crisis
Examination: None
Institution Recommendation Required?: No
Certification: Pre-K-12
Reciprocity: Yes
Background Check: Yes

Maryland Department of Education

MASSACHUSETTS (updated 11/18)
Educational Requirements: Master's degree with a major in counseling, a practicum of 450 hours in an educational setting.
Required Coursework: Subject mater in the following courses: (1) familiarity with the Curriculum Frameworks and their use in the advising responsibilities of the guidance counselor, (2) understanding and interpretation of Massachusetts Comprehensive Assessment System and other academic test results to students, teachers and parents, (3) psychology of learning, (4) understanding of the diagnosis and treatment of learning and behavior disorders, (5) theories of normal and abnormal intellectual, social and emotional development, (6) knowledge of strategies used for the prevention and treatment of substance abuse, physical and sexual abuse, the spectrum of mental illnesses and violence in pre-K-12 students, (7) philosophy, principles and practices in school guidance counseling, (8) federal, state, municipal and school laws and regulations, (9) career counseling, (10) resources within the school system or the community for referral, (11) knowledge of statistics, research design and research in guidance counseling, (12) group counseling and group leadership, (13) development of skills for consultation with parents, teachers and administrators and (14) college counseling and use of college and other postsecondary resource materials
Experience Requirements: A practicum of 450 hours in an educational setting
Examination: Passing score on Massachusetts Communication and Literacy Skills Test
Institution Recommendation Required?: Yes, must recommend for certification
Certification: (1) Elementary: grades pre-K-8, (2) Secondary: grades 5-12
Reciprocity: Yes
Background Check: National background check done at point of hire, not as a component of licensure.

Massachusetts Department of Education/school counseling

MICHIGAN (updated 11/18)
Educational Requirements: (Option 1) School Counselor Endorsement (completion of a minimum of 30 semester credit hours in a school counselor education program) issued on a standardpProfessional teaching certificate or (Option 2) School Counselor License (SCL) : master's degree from an approved program in school counseling.
Required Coursework: In-State Applicants: Applicants who are enrolled in a school counselor program at an approved educator preparation institution will be evaluated for eligibility of a school counselor license by the in-state university certification officer. An evaluation for a school counselor credential may lead to an applicant initially being recommended for a Preliminary Employment Authorization to Work as a School Counselor and subsequently a school counselor license. The school counselor license is valid for five years and is issued to candidates who have fulfilled all Michigan institutional and academic requirements, including the following: (1) completion of at least 30 graduate level semester hours in an approved school counselor education program, (2) all program requirements including an internship of not less than 600 clock hours based on an approved school counselor program in a school district under the supervision of a credentialed school counselor or a school counselor educator. At least 300 of the 600 clock hours shall be in a school setting, (3) passage of the Michigan Test for Teacher Certification (MTTC) School Counselor examination.

Out-of-State Applicants: Applicants who complete all requirements of an approved, out-of-state school counselor education program and/or fulfilled other requirements are evaluated for a school counselor license by the Michigan Department of Education Office of Professional Preparation Services. This license is valid for five years and is issued to candidates who have fulfilled all out-of-state institutional and academic requirements applicable to being evaluated by MDE for a Michigan school counselor license, including: (1) applicant completed a master's degree or higher in a school counselor educator program including internship in a school setting at an out-of-state university or its equivalency, (2) applicant has earned a bachelor's degree and has successfully worked out of state as a school counselor five out of the immediately preceding seven years, plus holds a valid school counselor certificate/license issued by another state, (3) applicant passes the Michigan Test for Teacher Certification School Counselor examination.
Experience Requirements: Completion of not less than a 600-clock hour internship with school-aged pupils under the supervision of a person who is a counselor educator in an approved school counseling program. At least 300 of the 600 clock hours shall be in a school setting. Applicants apply for certification or a license via the Michigan Online Educator Certification System (MOECS). A Permit can be applied for by a Michigan school district to allow someone to be hired in the interim, and in the event an individual has yet to meet requirements to be credentialed as a school counselor.
Examination: Michigan Test for Teacher Certification - School Counselor (NT) exam.
Institution Recommendation Required?: Yes, required for in-state candidates.
Certification: K-8, 6-12, K-12
Reciprocity: Yes. Those who complete an out-of-state bachelor's degree and hold a valid out-of-state school counselor certificate and have successfully served five out of the immediately preceding seven years as a school counselor can apply to be evaluated for a school counselor credential.
Background Check: Yes

Michigan Department of Education/school counseling
Michigan Department of Eduction/out-of-state applicants

MINNESOTA (updated 11/18)
Educational Requirements: (Option 1) Hold a master's degree or the equivalent from a college or university that is regionally accredited and show verification of completing a Professional Educator Licensing and Standards Board preparation program leading to the licensure of school counselors or (Option 2) Provide evidence of having completed a preparation program in school counseling accredited by CACREP;
Required Coursework: See link at bottom
Experience Requirements: 700 hours experience in CACREP programs (100 hours practicum and 600 hours internship) and 700 hours total in non-CACREP programs.
Examination: None
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: No
Background Check: National and state fingerprint check

Minnesota Department of Education

MISSISSIPPI
Education Requirements: (Option 1) Hold standard teaching license and a master's degree in guidance and counseling; or (Option 2) Master's degree in another area AND completion of an approved program for guidance and counseling (with a year internship in school counseling) AND scoring a passing score on the Praxis II; or (Option 3) Complete an approved master's degree program for guidance and counseling which includes a full year internship; or (Option 4) Hold National Certified School Counselor (NCSC) credential issued by the National Board of Certified Counselors (NBCC).
Experience Requirements: If applicant does not already hold a MS teaching certificate, must complete a full-year internship.
Examination: Pass Praxis I and/or Praxis II: School Guidance and Counseling depending on option
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: Yes
Background Check: No

Mississippi Department of Education

MISSOURI (updated 11/18)
Educational Requirements: (Option 1) Completion of a master's degree with a major emphasis in school counseling from a college or university meeting approval of the Missouri Department of Elementary and Secondary Education. Required Coursework: Completion of a planned program of at least 42 semester hours of approved graduate credit in courses in school counseling with at least 12 semester hours focused upon school counseling (elementary certification) or secondary schools (secondary certification). Completion of a three-semester hour internship (minimum of 300 clock hours). (Option 2) A master's degree in education, school counseling, counseling, counseling psychology or a closely related mental health discipline and additional graduate course work specific to school counseling. Complete additional graduate coursework specified to school counseling, as designated by the recommending institution. Must either possess a bachelor's degree in education from a state-approved teacher preparation program or complete a curriculum in teaching methods and practices, classroom management and the psychology of the exceptional child, as specified by the recommending certification officer of a state-approved program. Completion of a three-semester hour internship (minimum of 300 clock hours).
Experience Requirement: Note internship requirements above
Examination: Missouri School Counselor Content Assessment with a score of 220 or higher and the School Counselor Candidate Assessment
Institution Recommendation Required?: Yes, must recommend for certification
Certification: Elementary: grades K-8 or Secondary: grades 7-12
Reciprocity: Yes
Background Check: Yes

Missouri Department of Education/school counseling

MONTANA (updated 11/19)
Educational Requirements: There are two pathways: (1) Completion of a CACREP-accredited school counselor program, which includes an internship in a school setting of 600 hours, or (2) Completion of a master's degree in school counseling from a regionally accredited college or university, including an internship in a school setting of 600 hours.
Experience Requirements: A supervised internship of at least 600 hours in a school or school-related setting
Examination: Yes, specific Montana-required PRAXIS
Institution Recommendation Required?: Yes
Certification: K-12
Reciprocity: Yes
Background Check: Yes and must be of "good moral and professional character."

Montana Educator Licensing
Montana School Counselor Application

NEBRASKA
Educational Requirements: Master's degree in school counseling with at least 36 semester graduate hours.
Experience Requirements: (1) Must have two years of teaching experience and (2) At least 100 clock hours of clinical experience prior to internship; and at least 450 clock hours of internship.
Examination Required:
(1) Praxis I PPST: Reading: 170, Writing: 172, and Mathematics: 171; or
(2) Praxis I CBT: Reading: 316, Writing: 318, and Mathematics: 316; or
(3) Content Mastery Exam for Education-Basic Skills Test (CMEEBST): Minimum Score of 850.
Institution Recommendation Required?: No
Certification: K-6, 4-9, 7-12, K-12
Reciprocity: No
Background Check: Yes, for all residents. Must also "be of good moral character," have no felony conviction or misdemeanor involving abuse, neglect, or sexual misconduct, and have not been determined mentally incompetent

http://www.education.ne.gov/tcert/index.html
Nebraska Departmentt of Education/school counseling

NEVADA (updated 11/18)
Educational Requirements: Complete three semester credits in a course of study regarding parental involvement and family engagement and (1) must hold a master's or more advanced degree in school counseling or (2) must hold a specialty credential as a National Certified School Counselor issued by the National Board for Certified Counselors or (3) must hold a master's or more advanced degree with a major in counseling conferred by a regionally accredited college or university and meet the additional requirements noted below or (4) must hold a master's or more advanced degree conferred by a regionally accredited college or university and have at least two years of teaching experience or at least two years of school counseling experience and meet the additional requirements noted below. Additional requirements for (4) and (5) above: A. Must have at least two years of teaching experience or at least two years of school counseling experience B. Must have completed 600 hours of a school counseling practicum, internship or field experience in grades K-12. C. Must have completed 36 semester graduate credits in school guidance and counseling to include coursework in each of the following areas of study:
Required Coursework: (1) process of individual counseling, (20, process of group counseling, (3) testing and educational assessments, (4) legal and ethical issues in counseling, (5) career counseling, (6) organization and administration of school counseling programs, (7) multicultural counseling, (8) child and family counseling and (9) two of the following areas: a. use of technology in education, b. exceptional children ; c. human growth and development or d. substance abuse and counseling.
Experience Requirements: (Option 1 and 2) None; (Option 3 and 4) 280 hours of practicum, internship or field experience in school counseling at any grade level in K-12.
Examination: Praxis - professional school counselor
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: The Office of Educator Licensure encourages educators who are currently licensed in other states or U.S. territories to apply for reciprocal licensure in Nevada. Pursuant to the passage of Assembly Bill 77 during the 2017 legislative session, most valid and unexpired licenses will directly reciprocate without verification of passing licensure examinations. However, some conditional, provisional, residency, temporary or other license types will require additional documentation to determine eligibility. Any additional documentation needed to determine eligibility for reciprocity will be requested from a licensing analyst upon review of submitted and paid application. Pursuant to NRS 391.230 and NRS 391.302, you may not be employed by a Nevada school district unless you hold a valid Nevada educator license.
Background Check: A criminal background check is a requirement of all applicants for Nevada Department of Education licensure pursuant to NRS 391.033.

Nevada Department of Education

NEW HAMPSHIRE
Educational Requirements: (Option 1) Have completed a state board of education approved school counseling collegiate program at the master's degree level or higher; or (Option 2) Alternative certification is possible if the following three requirements are met: (1) The candidates has at least a master's degree in a closely related counseling field and (2) documents/demonstrates that they have also acquired the competencies, skills, and knowledge that they would have gained if they had graduated from a NHDOE approved graduate program in school counseling (this is demonstrated through written thesis and oral board review) and (3) must have worked for three months as guidance counselor to qualify for an alternative certification. In order to accomplish #2 above, additional coursework specifically in school counseling is usually required. The whole alternative process usually takes one year.
Experience Requirements: (Options 1) Qualify for state certification as a school counselor, candidates must have completed a 600-hour internship in a general school setting under the direct supervision of a state certified school counselor with at least 2 years experience as a state certified school counselor in NH public schools; or (Option 2) Candidates for alternative certification must have worked for three months, full time, as a school counselor before beginning the alternative certification process. This is usually accomplished from having been a certified school counselor in another state, or from taking classes, including internship classes, through a NH approved program with a view towards qualifying for alternative certification.
Examination: None
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: Yes. Candidates seeking to be state certified through reciprocal agreement must still verify that they have receive training and experience comparable to that which they would have received if they had graduated from a NHDOE approved graduate program in school counseling. In the case of certification through reciprocal agreement, this is done through a review of transcripts, curriculum vitae, and experience descriptions. Candidates seeking to be state certified school counselors must still have been trained in all three grade levels in order to receive certification to work in NH public schools.
Background Check: Criminal background check is required before any certification process is begun. The NHDOE sends prospective candidates for certification paperwork instructing them on who to contact to arrange for their background check. When the NHDOE receives the verification of background from the state authorities, the certification process commences.

http://www.gencourt.state.nh.us/rules/state_agencies/ed500.html (Ed 507.07)
New Hampshire Department of Education

NEW JERSEY (updated 11/18)
Educational Requirements: To be eligible for the standard educational services certificate with a school counselor endorsement, a candidate must hold a master's or higher degree from a regionally accredited college or university. The office may issue an emergency certificate upon the request of the county superintendent to a candidate who meets the following requirements: (1) A bachelor's degree from a regionally accredited college or university; and (2) 15 graduate semester hour credits of study from the areas below.
Required Coursework: (1) A department-approved graduate curriculum in school counseling or (2) a minimum of 48 graduate semester hour credits in the following areas: (1) counseling (minimum of 18 hours must include study in theory and procedures of individual and group counseling, counseling and interviewing techniques and career counseling), (2) testing and evaluation (minimum of three hours), (3) psychology (minimum of six hours in study related to child and adolescent psychology, psychology of exceptional children and psychology of learning), (4) sociological foundations (minimum of six semester hours that must include study in the community agencies, organizations and resources and multicultural counseling) or a candidate who has completed a master's or higher degree from a regionally accredited college or university whose school counseling program meets the standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP) will be issued a standard school counselor certificate.
Experience Requirements: None
Institution Recommendation Required?: Yes, Unless candidate holds national certification
Certification: pre-K-12
Examination: None
Reciprocity: Yes, Out-of-state applicants qualifying under any form of reciprocity in accordance with the Interstate Certification Compact will have met the content area and professional education requirements but must pass the required test for issuance of an instructional license in a specific field. Transcripts, copies of state licenses and original documentation of teaching experience will be reviewed to determine eligibility for reciprocity.
Background Check: Yes at the point of hire. Must be a U.S. citizen. Applicants applying for instructional certification must pass an examination in physiology and hygiene, including the effects of narcotics and alcohol.

New Jersey Department of Education

NEW MEXICO
Educational Requirements: (Option 1) A national certified school counselor credential issued by the national board for certified counselors; or (Option 2) A licensed professional mental health counselor (LPC) or licensed professional clinical mental health counselor (LPCC) credential issued by the New Mexico counseling and therapy practice board and a minimum of six semester hours of graduate credit in school counseling coursework; (Option 3) A master's degree from a regionally accredited college or university; the master's degree requirement shall be satisfied by meeting the requirements:
(1) master's degree in school counseling from a regionally accredited college or university or
(2) master's degree in a discipline other than school counseling and 36-42 graduate hours in school counseling, (which may be completed as a part of the master's degree program or in addition to the master's).
Experience Requirements: Option 1 and 2: None; Option 3: 300 hour practicum or internship in a school setting.
Institution Recommendation Required?: No
Certification: K-12
Examination: New Mexico Content Knowledge Assessment for School Counselor
Reciprocity: No; however, if you obtain a master's degree in a school outside of NM that meets the BOE standards, a license can be granted
Background Check: Yes

New Mexico Public Education Department

NEW YORK
Educational Requirements: (Option 1) Completion of a NY registered school counseling program OR
(Option 2) Baccalaureate degree from a regionally accredited institution of higher education or from an institution authorized by NY Department of Education; AND At least 30 semester hours of approved graduate study in the field of school counseling, OR (Option 3) Be Nationally certified as a school counselor by the National Board for Professional Teaching Standards (NBPTS).
Required Coursework: (Option 1): None; (Option 2 and Option 3) - Completion of a Child Abuse Identification and a school violence prevention and intervention Workshop.
Experience Requirements: (Option 1 and Option 3) - None; (Option 2) - Supervised practice in school counseling. The internship must be in a K-12 school setting under the supervision of a regionally accredited college or university having an approved program of preparation for the certificate in question. One year of paid full-time approved experience as a school counselor in PreK-12 setting may be substituted fro the internship/practice.
Examination: None
Institution Recommendation Required?: (Option 1) - Yes, required for certification; (Option 2 and 3) - No
Certification: prek-12
Reciprocity: Yes This pathway allows an educator who holds a valid certificate in a state that has a reciprocity agreement with New York State to obtain a comparable New York State certificate. The candidate must either (1) have completed an approved preparation program OR (2) possess a valid, advanced-level certificate in the other jurisdiction and three years of service. At least two of those three years must have been completed under the reciprocal certificate. Specified non-coursework requirements, such as the New York State Teacher Certification Examinations and fingerprint clearance, must also be satisfied
Background Check: Yes. Fingerprint Clearance.

http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do#cfocus

NORTH CAROLINA (updated 11/18)
Educational Requirements: Completion of an approved program in school counseling at the master's level or above. Required coursework as determined by the institute of higher education approved school counseling program at the master's level or above.
Required Coursework: As determined by the institute of higher education approved school counseling program at the master's level or above.
Experience Requirements: None
Examination: Praxis: Professional School Counselor 5421
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: Certain requirements specific to North Carolina, such as the Praxis Series testing requirement, are not covered by reciprocity and must be met before a clear North Carolina license can be issued.
Background Check: Yes, required at the school district level.
North Carolina Department of Education/school counseling

NORTH DAKOTA (updated 11/18)
Educational Requirements: Have a master's degree in education, counseling, or a related human service field.
Required Coursework: (1) elementary school counseling, (2) secondary school counseling, (3) school counseling internship, (4) counseling program management, (5) counseling theories, (6) Assessment techniques, (7) group counseling, (8) career counseling and assessment; (9) social and multicultural counseling, (10) ethics and law, (11) counseling techniques.
Experience Requirements: (1) Hold a valid educator's professional license, (2) have a supervised school-based internship of at least 450 hours, with at least 150 hours at the elementary level and at least 150 hours at the secondary level.
Examination: None
Institution Recommendation Required?: Obtain a favorable letter of recommendation from the counselor's state-approved school counseling program advisor
Certification: K-12
Reciprocity: No
Background Check: Yes, FBI background check and fingerprinting.

North Dakota Department of Education

OHIO
Educational Requirements: Master's degree from an approved program in school counseling
Experience Requirements: 600 contact hours in a school setting K-12 and (1) A one-year induction under the supervision of a licensed school counselor; or (2) have two years of successful teaching experience under a standard, provisional or professional teaching certificate or license; or (3) three years of experience as a licensed school counselor in another state.
Education/Experience Requirements (temporary school counseling license): A temporary school counselor license may be issued to an individual who holds a currently valid license to practice as a counselor from the Ohio counselor and social worker board who is enrolled in an approved school counselor preparation program or may be issued to an individual who holds a currently valid standard teaching certificate or professional teaching license, who is enrolled in an approved school counselor preparation programs, and who demonstrates an understanding of school counseling coursework
Examination: NTE or Praxis II: School Guidance and Counseling. Test required depends on the program completed.
Institution Recommendation Required?: Yes, must be recommended by the Dean of Education or head of school counseling program of applicant's school
Certification: K-12
Reciprocity: Yes
Background Check: Yes, must exhibit good moral character as well.

http://codes.ohio.gov/oac/3301-24-05

OKLAHOMA
Educational Requirements: Master's degree in school counseling;
Required Coursework: Completion of a two semester hour course in the education of the exceptional child; and regency credit/experience.
Experience Requirements: Two years of previous related experience.
Examination: (Option 1) With an OK teaching certificate: (1) Oklahoma Professional Teaching Exam (OKPT) and (2) Oklahoma's subject area test in school counseling or (Option 2) Without teaching certificate: (1) Two tests mentioned above and (2) Oklahoma General Education Test.
Institution Recommendation Required?: Yes, required for certification
Certification: preK-12
Reciprocity: Yes
Background Check: No; however, districts have the option of requiring a background check.

Oklahoma Department of Education

OREGON (updated 11/18)
Education Requirement: (1) A master's or higher degree in counseling, education or related behavioral sciences from a regionally accredited U.S. institution, (2) a bachelor's degree and (3) completion in Oregon or another U.S. jurisdiction, as part of the master's degree or separately, of an initial graduate program in school counseling.
Required Coursework: Evidence of knowledge of laws prohibiting discrimination in Oregon. This requirement can be completed at a workshop or via a correspondence course through Oregon State University and (1) Submit Form C-2 showing you completed a counselor education program within the last three years or (2) submit transcripts verifying nine quarter hours of approved academic credit completed within the last three years germane to counseling or (3) submit verification of one year of full-time licensed educator experience in public schools or regionally accredited* U.S. private schools begun and completed within the last three years.
Experience Requirement: (1) Completion of a practicum approved by the commission in early childhood and elementary counseling or in middle level and high school counseling as part of the initial graduate program or separately and (2) two academic years of experience as a full-time licensed teacher in a public, private, charter or otherwise licensed school.
Examination: (1) Must score a minimum of 610 on the Praxis Test of School Guidance and Counseling; and (2) pass a test of basic verbal and computational skills (either Praxis I CBEST or Praxis/PPST). The professional knowledge test in school counseling may be waived if you verify five years of full-time counseling in a public school or regionally accredited private school in the U.S. on a license valid for the assignment before obtaining any Oregon license.
Institution Recommendation Required? Yes, required for certification
Certification: K-12
Reciprocity: Yes via transitional school counselor license, a three-year nonrenewable license issued to applicants who have held an out-of-state school counselor license or who have completed an out-of-state program in school counseling. The applicant must hold a master's degree or higher. It is valid for regular or substitute school counseling at any level.
Background Check: Yes, fingerprints

Oregon Department of Education/school counseling

PENNSYLVANIA
Educational Requirements: Completion of an approved program in school counseling;
Required Coursework: Supervised counseling practicum experiences, prior to and separate from the field experience, providing direct service with individuals and groups (60 clock hours)
Experience Requirements: A minimum of an additional 300 clock hours of internship/supervised field experiences to include instructional experience and a minimum of 70 hours (elementary) OR 75 hours (secondary) of direct service with individual and group clients.
Examination: Must score 173 on Praxis Mathematics, 172 on Praxis Reading, and 173 on Praxis Writing. Also must score a minimum of 590 on the Praxis II School Guidance and Counseling.
Institution Recommendation Required?: Yes, required for certification
Certification: (1) Elementary - grades K-6; or (2) Secondary - grades 7-12
Reciprocity: No, but Pennsylvania has signed an Interstate Agreement with 45 other states/jurisdictions based upon the mutually agreed-upon conditions of that contract. They are AL, AK, AZ,AR, CA, CO, DE, DC, FL,GA,HI,ID, IL, IN, KA, KY, LA, ME, MD, MA, MI, MS, MN, NE, NV, NH, NJ, NM, NY, NC, ND, OH, OK, OR, RI, SC ,TN, TX , UT, VE, VA, WA, WV, WY. It should be noted, however, that in all cases, candidates for Pennsylvania certification must complete the Praxis tests required by Pennsylvania.
Background Check: Yes, for employment and have integrity and ethical behavior, professional conduct as stated in Pennsylvania's Code of Professional Practice and Conduct for Educators.

Pennsylvania Department of Education

RHODE ISLAND (updated 11/18)
Educational Experience: Advanced degree from a regionally accredited institution.
Required Coursework: Completion of an approved program for the preparation of school counselor support professional and completion of 300-hour Internship. Applicants who have not completed an approved program can be certified by utilizing the Credential Review Pathway, which allows eligible individuals to pursue Rhode Island certification by following a differentiated program of study (determined by a consortium institution or RIDE). Educators pursuing this pathway will need to complete and submit the entrance/exit assessment document. This pathway requires compliance with current Rhode Isltand certification requirements, including Rhode Island testing requirements.
Experience Requirements: Demonstration of meeting the content competencies as prescribed by the Council for the Accreditation of Counseling and Related Education Programs
Examination: Yes - Praxis II Professional School Counselor test (5421) with a score of 156.
Institution Recommendation Required?: No
Certification: Pre-K-12
Reciprocity: Yes
Background Check: At the district level

Rhode Island Department of Education/school counseling

SOUTH CAROLINA (updated 11/18)
Educational Requirements: (1) Bachelor's Degree and (2) Master's degree in any subject and (3) Completion of an advanced program approved by the State Board of Education for the preparation of school counselors.
Experience Requirements: None
Examination: (1) Praxis II: Principles of Learning and Teaching (PLT): 165 AND (2) Praxis II: School Guidance and Counseling: 550
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: Yes
Background Check: Yes, Undergo a criminal records check by the South Carolina Law Enforcement Division and a national criminal records check supported by fingerprints conducted by the Federal Bureau of Investigation.

South Carolina Educators Certification

SOUTH DAKOTA (updated 11/18)
Educational Requirements: (Option 1) Complete a master's degree in school guidance or counseling; or (option 2) complete a master's degree or higher in counseling and passage of the state-designated school counselor test and one year of supervision by a mentor school counselor who has a mentor school counselor endorsement and verification of three or more years of experience as a school counselor.
Required Coursework: One clock hour of suicide awareness and prevention training
Experience Requirements: For option 2, one year of supervision by a mentor school counselor
Institution Recommendation Required?: No
Certification: Pre-K-12
Examination: For option 2, passage of state-designated school counselor test
Reciprocity: No
Background Check: At district level

South Dakota Department of Education/school counseling

TENNESSEE
Educational Requirements: (Option 1) Complete a graduate degree with an approved preparation program in school guidance and counseling or (Option 2) Hold a graduate degree in community/agency counseling and must be enrolled in a approved graduate program in school counseling and has completed at least 30 hours leading to completion of an approved graduate program in school counseling and must be supervised by a licensed school counselor for a minimum of one hour per week.
Experience Requirements: (1) Internship will be on a full time basis for at least one semester in length. Guidance and counseling experiences at both the preK-6 and 7-12 grade levels will be provided to the candidate during the internship or practicum and (2) School counselor candidates without teaching experience will have a one semester long orientation experience in a school as an early part of the preparation program. The orientation experience will be structured to provide observation, participation in, and analysis of classroom instruction.
Examination: Praxis II: School Guidance & Counseling, Minimum 580
Institution Recommendation Required?: Yes recommended for licensure by the Dean of Education and the Certification Office of the college/university
Certification: Pre K-12
Reciprocity: Yes. School counselors from out-of-state with a limited license (K-8 or 7-12) may work on an Interim license while completing TN PreK-12 licensure requirements.
Background Check: Yes at the district level.

Tennessee Department of Education

TEXAS
Educational Requirements: Master's degree from an accredited institution of higher education; successfully complete a school counselor preparation program.
Experience Requirements: Must have two years of classroom teaching experience.
Examination: Minimum score of 240 on School Counselor Exam (TExES #152)
Institution Recommendation Required?: No
Certification: pre-K-12
Reciprocity: No
Background Check: Yes, national fingerprint-based background check.

Texas Education Agency

UTAH (updated 11/18)
Educational Requirements: Completion of an accredited counselor education program.
Experience Requirements: Completed an approved 600-hour field experience (400 hours if the applicant has completed two or more years of successful teaching experience as approved by USBE licensing).
Examination: Praxis
Institution Recommendation Required?: Yes
Certification: K-12
Reciprocity: Yes
Background Check: Yes, Utah is a member of the Compact for Interstate Qualification of Educational Personnel

Utah Department of Education/school counseling

VERMONT
Educational Requirements: Master's degree in school counseling or its equivalent.
Experience Requirements: A supervised internship experience (600 clock hours) in counseling with a minimum of 60 hours of experience in school counseling at both the elementary (PK-6) and middle/secondary (7-12) levels, under the supervision of a licensed school counselor.
Examination: Praxis I: Must have a minimum score of 177 in reading, 174 in writing and 175 in mathematics UNLESS have a minimum of 1000 on the SAT's OR 1100 on GRE's OR 22 on the ACT's
Institution Recommendation Required?: No
Certification: PreK-12
Reciprocity: Yes. All states are recognized by Vermont for reciprocity except IA, and MN. A candidate has a current, comparable license (teacher, or administrator) from a state with which Vermont has signed the NASDTEC Interstate Agreement provided the candidate can demonstrate at least 3 years of successful work in a school within the past 7 years in the licensure endorsement or subject area. Those who do not meet this condition can obtain licensure through Vermont's Alternative Route: The Peer Review process.
Background Check: Yes, criminal background check, and fingerprinting.

Vermont Department of Education

VIRGINIA
Educational Requirements: (Option 1) An earned master's degree from an approved counselor education program; or (Option 2) An earned master's degree from an accredited college or university and certification from an approved counselor education program that the candidate has completed sufficient course work and clinical experience to acquire the competencies described herein.
Experience Requirements: (Option 1) At least 100 clock hours of clinical experiences in the preK-6 setting and 100 clock hours of clinical experiences in the grades 7-12 setting; (Option 2) Two years of successful, full-time teaching experience or two years of successful, full-time experience in guidance and counseling. Two years of successful, full-time experience in guidance and counseling under a provisional license may be accepted to meet this requirement.
Examination: None
Institution Recommendation Required?: No
Certification: PreK-12
Reciprocity: Yes
Background Check: No

Virginia Department of Education

WASHINGTON (updated 11/18)
Educational Requirements: Master's degree in counseling. Must submit official transcripts showing degree completion of any state's approved program leading to certification for the school counselor role Form 4098E or three years of out-of-state experience in the school counselor role Form 4020F-1 and completion of a comprehensive exam relevant to the role.
Required Coursework: To earn a Professional Certificate, applicants must attest to completion of an issues of abuse course [for more information see WAC 181-79A-030(9)]. This course must be entered into the PD Hours section of your E-Certification account prior to applying. Applicants must also attest to completion of a suicide prevention training approved by the Professional Educator Standards Board in the state of Washington within the five years previous to application. Form 4020S
Experience Requirements: For initial certificate applicants without a master's degree in school counseling and/or completion of a state-approved program leading to ESA certification, three years of out-of-state experience in the school counselor role and completion of a comprehensive exam relevant to the role are required.
Examination: Applicant must have successfully completed a comprehensive examination of the knowledge included in the coursework for the required master's degree in counseling or the National Counselor Examination of the National Board for Certified Counselors. Provided, that if any candidate has been awarded a master's degree without a comprehensive examination, the candidate, as a condition for certification, shall successfully complete the Praxis II specialty area test (code 5421) in guidance and counseling, administered by the Educational Testing Service. The minimum passing score is 156.
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: Yes
Background Check: Yes

Washington Department of Education/school counseling

WEST VIRGINIA (updated 11/18)
Educational Requirements: Master's degree from an accredited institution and completion of an approved program for school counselors.
Experience Requirements: None
Examination: Praxis II Professional School Counselor Examination (5421) score of 156.
Institution Recommendation Required?: No
Certification: pre-K-Adult
Reciprocity: Yes
Background Check: No

West Virginina Department of Education/school counseling

WISCONSIN (last updated 11/18)
Educational Requirements: A master's degree from an approved school counseling and guidance program and the institutional endorsement.
Experience Requirements: (1) Eligibility for a WI license to teach in the elementary/secondary schools and two years of successful teaching experience at the elementary/secondary school levels; or (2) Completion of an approved one year full-time internship in school counseling; or (3) A minimum of two years of successful experience as a licensed school counselor in an assigned position of 1/2 time or more.
Examination: None
Institution Recommendation Required?: Yes, if do not have experience requirement completed at the time of hire
Certification: K -12
Reciprocity: No. In most cases Wisconsin license based on completion of a state-approved program, not based on licensure in another state. Applicants for a Wisconsin license must be licensable in the state in which they completed their school counseling preparation program.
Background Check: Yes

Wisconsin Department of Education/school counseling

WYOMING
Educational Requirements: (Option 1) Master's degree with a major in school counseling and guidance or (Option 2) A master's degree with at least 30 semester credits in approved school counseling and guidance coursework.
Experience Requirements: (1) Eligibility for a license to teach and 2 years of successful teaching experience; or (2) An approved one-year full-time internship in school counseling or (3) a minimum of 2 years of successful experience as a school counselor in an assigned position of one-half time or more OR (4) three years of comparable experience in a human services setting.
Examination: Applicants are required to demonstrate knowledge of the U.S. Constitution and the Wyoming Constitution either through coursework or an exam
Institution Recommendation Required?: No
Certification: K-12
Reciprocity: Yes
Background Check: Yes

Wyoming Professional Teaching Standards Board

# data[].attributes.attachment_link.title
State Certification Requirements | American School Counselor Association (ASCA)

# data[].attributes.attachment_link.description
State Certification Requirements Most public school systems require advanced-degree courses that include the following topics: * Human growth and development * Theories * Individual counseling * Group counseling * Social and cultural foundations * Testing/appraisal * Research and program evaluation * Professional orientation * Career development * Supervised practicum * Supervised internship Although ASCA does its best to keep this information current, state requirements may change and/or be updated frequently.