The Preparation of Master's‐Level Professional Counselors for Positions in College and University Counseling Centers

This study investigated college and university counseling center directors' perceptions of the adequacy of the preparation of master's-level counselors for work in college and university counseling centers. Results indicated that counselors were rated on average as prepared; however, many directors had concerns about counselors' ability to work with students presenting more severe mental health issues. Findings are discussed, and implications for the training and preparation of college counseling practitioners are presented. Keywords: counselor preparation, college counseling, training ********** In recent years, college and university counseling centers have emerged as increasingly complex settings for mental health professionals to practice. College counselors serve many functions, including providing counseling and crisis intervention to students experiencing problems, conducting preventative outreach programming to the campus community, consulting with faculty and staff, conducting research and program evaluation, and providing training and supervision to interns and junior staff (Boyd et al., 2003; Council for the Advancement of Standards in Higher Education, 2009; DeStefano, Petersen, Skwerer, & Bickel, 2001; Gallagher, 2009). In addition, college counselors serve an increasingly diverse student body facing a multitude of concerns. Examples of diverse student populations include racial and cultural minorities, international students, nontraditional students, and openly gay and lesbian students (Chang, 1999). Recent studies reflect an increase in minorities, students over the age of 25, and international students (Choy, 2002; Institute of International Education, 2006). In light of this increase in diversity, counselors in these settings must be more multiculturally sensitive and adjust services such that they are relevant and accessible to a demographically changing student population (Benshoff & Bundy, 2000; Bishop, 1990; Hodges, 2001; Stone & Archer, 1990; Wright, 2000). Counselors may provide services for students presenting a variety of personal, academic, and career concerns (Pace, Stamler, Yarris, & June, 1996; Stone & Archer, 1990; Whiteley, Mahaffey, & Geer, 1987). Moreover, some studies suggest there is an increase in the severity of presenting mental health issues of students (Bishop, 2006; Gallagher, 2009; Sharkin & Coulter, 2005). College counselors also face multiple legal and ethical challenges. One challenge is balancing emerging demands against administrative and budgetary constraints (Bishop, 2006; Davenport, 2009). Administrative and budgetary pressures compel counselors to make difficult decisions regarding client care at the same time that demand for services is rising. Counseling centers have responded by limiting the number of sessions allotted to students, implementing wait lists, and referring some students to community resources outside of the college or university (Bishop, 2006; Stone & Archer, 1990). Each of these responses may create ethical and legal dilemmas for counseling center staff. Another challenge is managing the conflicts of multiple roles and allegiances that counselors have within the institution (Bishop, 2006; Davenport, 2009). Szasz (1967) referred to college counselors as double-agents, serving both students and administrators. Counselors build alliances with students to help them face issues that may relate to professors and the institution. At the same time, counselors may provide consultation to faculty and staff regarding students with problems and accept mandated referrals (Francis, 2000). These competing allegiances have become more complex after the mass tragedies on campuses, such as the 2007 shootings at Virginia Tech. In the wake of such events, campus administrators have increased pressure on college and university counseling centers to serve as homicidal prevention gatekeepers, with a focus on providing additional attention to screening for students who may pose a risk to others on campus (Davenport, 2009). …