Preparation as a counselor should include a mixture of didactic and experiential activities. Training components that encourage self-growth and/ or self-disclosure are an integral part of the program. These components of the program should be presented in such a way that their relevance to counseling effectiveness may be readily previewed by students.

A basic emphasis of the training program should be on the self-examination and self-evaluation of the student on both academic and personal levels. The assumption is that a meaningful program of counselor education must facilitate this process, provide opportunities for continuous evaluation, and appropriate alternatives for those choosing not to continue in the program.

Opportunities are provided for counselor candidates to participate in group and individual counseling. Opportunities may be available at EKU’s Counseling Center in the Student Services Building, The Psychology Clinic in Camack, the Comprehensive Care Centers, or through private practitioners. We believe that self-understanding contributes to personal and professional maturity as well as to the capacity for good judgment. WHO the counselor is as a person (i.e. her/his interpersonal warmth, sensitivity, acceptance, values, ethics, and ways of relating to others) is perceived as being as essential to effective counseling as WHAT the counselors knows or has achieved. Furthermore, we believe it is vital to the congruency and integrity of counselors that they do not perceive themselves as being above the very process they use to help others grow. Consequently, participation in various opportunities to examine personal values, traits, strengths, defenses, stresses, needs, and ways of relating to others is essential. Counselor candidates should be committed to such self-exploration throughout their program and in their career as a counselor. Candidates indicate their acceptance of the importance of this aspect of the program by applying for formal admission, and by signing the Agreement Contract.

Interaction between students, between faculty, and between students and faculty is encouraged and facilitated. Through such interaction, channels of communication are opened, concepts are crystallized, and personal and program growth is facilitated. In addition to classroom experiences, the Counselor Education faculty view the EKU Chapter of Chi Sigma Iota as another logical vehicle for such interaction, and encourages all eligible students to join and be active members.

Since a number of reputable approaches to the conceptualization and treatment of client concerns have been developed, no one theoretical approach should be imposed upon students. Rather, certain theoretical knowledge relevant to the development of individual counseling styles is essential, and basic and advanced counseling skills that cross many theoretical orientations will be developed throughout the program.

Students assume a major share of responsibility for their learning. Faculty provide the guidance and environment, students provide the motivation and work commensurate with the graduate level of study.

All Counselor Education faculty are credentialed and experienced as a professional counselor. In addition, they maintain contact with practicing counselors and other helping professionals. Such contacts should enable the faculty to serve as a source of information, consultation and support to workers in the field, and maintain a realistic counselor educational program.

Counselor Education faculty will be actively involved in their national and state counseling association. They encourage networking and adoption of national standards by all Counselor Education programs in Kentucky.