Evolution The Educational Societies We Live Within The Social Learning Experiences Field Work

The statute of limitations for program completion of the Ed.D. degree is four years from the firstquarter of enrollment in the program (plus the length of any approved leaves.)The dissertation process includes steps that are different from the other doctoral courses in theprogram. These include: 1) establishment of a dissertation committee, composed of two corefaculty members and one individual from another appropriately accredited institution within thesame subject matter; 2) development of a dissertation proposal, the creation of which is its owncourse, AC511; 3) approval of the research method and approach by WGU’s InstitutionalReview Board (IRB). There are no additional costs to the student for these steps.Wright Graduate University for the Realization of Human Potential has been approved to dobusiness in Wisconsin as a private school, subject to the provisions of Wisconsin Statutes 38.50and all administrative rules adopted pursuant to the statutes.Wright Graduate University is accredited by the Accrediting Council for Independent Collegesand Schools to award Master’s Degrees, Doctorate Degrees, and Graduate Certificates. TheAccrediting Council for Independent Colleges and Schools is listed as a nationally recognizedaccrediting agency by the U.S. Department of Education and is recognized by the Council forHigher Education Accreditation.http://www.schoolcounselor.org/files/EthicalStandards2010.pdf

Ethical Standards for School PsychologistRESPONSIBILITIES TO STUDENTSProfessional school counselors:a. Have a primary obligation to the students, who are to be treatedwith dignity and respect as unique individuals.b. Are concerned with the educational, academic, career, personaland social needs and encourage the maximum development of everystudent.c. Respect students’ values, beliefs and cultural background and donot impose the school counselor’s personal values on students ortheir families.d. Are knowledgeable of laws, regulations and policies relating tostudents and strive to protect and inform students regarding theirrights.e. Promote the welfare of individual students and collaborate withthem to develop an action plan for success.f. Consider the involvement of support networks valued by the individual students.g. Understand that professional distance with students is appropriate, and any sexual orromantic relationship with students whetherillegal in the state of practice is considered a grievous breach ofethics and is prohibited regardless of a student’s age.

h. Consider the potential for harm before entering into a relationship with former students orone of their family members.B. RESPONSIBILITIES TO PARENTS/GUARDIANSB.1. Parent Rights and ResponsibilitiesProfessional school counselors:a. Respect the rights and responsibilities of parents/guardians fortheir children and endeavor to establish, as appropriate, a collaborative relationship withparents/guardians to facilitate students’maximum development.b. Adhere to laws, local guidelines and ethical standards of practicewhen assisting parents/guardians experiencing family difficultiesinterfering with the student’s effectiveness and welfare.c. Are sensitive to diversity among families and recognize that allparents/guardians, custodial and noncustodial, are vested with certain rights and responsibilitiesfor their children’s welfare by virtueof their role and according to law.d. Inform parents of the nature of counseling services provided inthe school setting.e. Adhere to the FERPA act regarding disclosure of student information.f. Work to establish, as appropriate, collaborative relationships withparents/guardians to best serve student.

School psychology- http://en.wikipedia.org/wiki/School_psychologyEducationUnlike clinical psychology and counseling psychology, which often are doctoral-only fields,school psychology includes individuals with Master's (M.A., M.S., M.Ed.), Specialist (Ed.S. orSSP), Certificate of Advanced Graduate Studies (CAGS), and doctoral (Ph.D., Psy.D. or Ed.D.)degrees. In the past, a Master's degree was considered the standard for practice in schools, butthe National Association of School Psychologists currently recognizes the 60-credit-hourSpecialist degree as the most appropriate level of training needed for entry-level school-basedpractice. According to the NASP Research Committee (NASP Research Committee, 2007), in2004-05, 33% of school psychologists possessed Master's degrees, 35% possessed Specialist(Ed.S. or SSP) degrees, and 32% possessed doctoral (Ph.D., Psy.D., or Ed.D.) degrees. Eventhough a doctoral degree is not required, you cannot get by with just a B.A. or B.S..School psychology training programs are housed in university schools of education ordepartments of psychology; in Specialist degree programs, the former typically results in anEd.S. degree, while the latter results in an SSP degree. School psychology programs requirecourses, practica, and internships that cover the domains of:

Data-based decision-making and accountability; Consultation and collaboration; Effective instruction and development of cognitive/academic skills; Socialization and development of life skills; Student diversity in development and learning; School and systems organization, policy development, and climate; Prevention, crisis intervention, and mental health; Home / school / community collaboration; Research and program evaluation; School psychology practice and development; and Information technology Standards for Training and Field Placement, 2007.Specialist-level training typically requires 3–4 years of graduate training including a 9-month(1200 hour) internship in a school setting. Doctoral-level training programs typically require 5–7 years of graduate training including a 12-month internship (1500+ hours), which may be in aschool or other (e.g., medical) setting. Doctoral level training differs from specialist-leveltraining in that it requires students to take more coursework in core psychology and professionalpsychology. In addition, doctoral programs typically require students to learn more advancedstatistics, to be involved in research endeavors, and to complete a doctoral dissertationconstituting original research.[22]

Doctoral training programs may be approved by NASP and/or accredited by the AmericanPsychological Association. In 2007, approximately 125 programs were approved by NASP, and58 programs were accredited by APA. Another 11 APA-accredited programs were combined(clinical/counseling/school, clinical/school, or counseling/school) programs (AmericanPsychological Association, 2007). A list of school psychology graduate programs at all levelsacross the US can be found at the University of California Berkeley's website [1].[edit]School psychology services

School psychologists are experts in both psychology and education. They provide many servicesthat include the educational, emotional, social, and behavioral challenges that many children,youth, and young adults experience (typically ages birth to age 21 years). Children are theirprimary clients but they also work collaboratively with teachers, school administrators, parents,and community services to best serve children. School psychologists provide intervention andtreatment to reach goals. They assist with trauma and crisis; work with children, teachers, andfamilies to deal with hurdles that are preventing success; educate and expand skills to cope withproblems. They utilize prevention and early intervention to limit troubles in children’s lives andin the school environment. School psychologists help create an equal and encouraging school,bring attention to mental health issues and develop ways to deal with issues individually andschool-wide, they team up with teachers and parents to address effective behavior plans, andensure acceptance and value of diversity. School psychologists administer assessments andaddress difficulties all students face in psychological, social, personal, emotional, andeducational/learning development. They also review and revise techniques to deal with problemsof students and in schools to maintain a good, safe setting. They provide consultation and casemanagement by ensuring students’ needs are met; speak out for students in and out of theschool; make sure all people involved with the student are aware of the needs of the student,what resources are available, and how to get the services; aid in the communication betweenparents, schools, and community services; and modify achievement plans to best meet needs ofstudent. School psychologists seek assistance from community services in mental health, health,and crisis response; educate the public, parents, and schools through trainings on issues facingstudents and schools. Finally, School Psychologists are experts in research. As noted by theNational Association of School Psychologists (NASP, 2007) and the American Psychological

Association (APA, 2007), school psychologists adhere to the scientist-practitioner frameworkand make decisions based on empirical research. School psychologists must be aware of andcontribute to the study of the best approaches to helping students, families, and schools reachtheir goals. Although school psychologists understand that schools are important in the lives ofyoung people, not all school psychologists are employed in schools. Many school psychologists,particularly those with doctoral degrees, practice in other settings, including clinics, hospitals,forensic settings, correctional facilities, universities, and independent practice (ABPP, n.d.).[edit]Nondiscriminatory Assessment Practices in School Psychology

The rapid growth in diversity of school districts in the United States has proven that there is anincreasing need for new guidelines and standards to be put into practice in able to providenondiscriminatory assessment procedures to students[23]. Although there is no clear-cut way toappropriately evaluate bias in the assessment of students who are culturally and linguisticallydiverse, the examiner must carefully consider each situation individually in order to develop anappropriate hypothesis that can be used in the testing procedure[24]. In developing a hypothesisthe school psychologist must eliminate any personal or professional bias that may affect theirability to make informative decisions based on the psychometric data obtained during theassessment process[23]. Best practices prove that school psychologists who are culturally andlinguistic competent are more effective in communicating to the individual or student in theirnative language and thus, eliminating the need for an interpreter[23]. The use of standardizedtesting also must be taken into account when assessing those who are of minority and lowersocioeconomic status since they are so culturally loaded[23]. One must be able to recognize thatthe difference between the scores is not actually related to the ability or aptitude of the child, butto the incorrect interpretations that have been made based on the result of the scores and thesignificantly different standardized sample[23]. Another important factor in nondiscriminatoryassessment is the ability for a school psychologist to recognize the difference in a bilingualassessment and how to assess bilingual individuals[23]. The apparent preference lies in usingwell-constructed, theoretically comprehensive, native language tests to non-native test takersrather than using limited and poor tests that are available in the test taker's native language[23].Psychologists Work in Many

Different IndustriesBecause psychologists study human behavior and mental processes by observing, interpreting,and recording how people interact with each other and in various environments, they can findwork in many different industries. But psychotherapy and counseling are just a piece of thepuzzle; many psychologists are also involved in research, teaching, government, business—andeven criminal justice. Here are just a few of the jobs you could get with the right credentials:Clinical Research CoordinatorCounselor (Marriage, Family, Substance Abuse)Crisis CounselorGenetics CounselorGerontologistGuidance Counselor/School PsychologistPsychiatristPsychologistSocial WorkerTherapisthttp://en.wikipedia.org/wiki/School_CounselorA school counselor is a counselor and an educator who works in elementary, middle, and highschools to provide academic, career, college access, and personal/social competencies to K-12students. The interventions used include developmental school counseling curriculum lessonsand annual planning for every student, and group and individual counseling.

Older, dated terms for the profession were \"guidance counselor\" or \"educational counselor\" but\"school counselor\" is preferred due to professional school counselors' advocating for everychild's academic, career, and personal/social success in every elementary, middle, and highschool.[1] In the Americas, Africa, Asia, Europe, and the Pacific, the terms school counselor,school guidance counselor, and guidance teacher are also used with a traditional emphasis oncareer development.[2] Countries vary in how a school counseling program and schoolcounseling program services are provided based on economics (funding for schools and schoolcounseling programs), social capital (independent versus public schools), and School Counselorcertification and credentialing movements in education departments, professional associations,and national and local legislation.[2] The largest accreditation body for CounselorEducation/School Counseling programs is the Council for the Accreditation of Counseling andRelated Educational Programs (CACREP).[3] International Counselor Education programs areaccredited through a CACREP affiliate, the International Registry of Counselor EducationPrograms (IRCEP)In some countries, school counseling is provided by educational specialists (for example,Botswana, China, Finland, Israel, Malta, Nigeria, Romania, Taiwan, Turkey, United States). Inother cases, school counseling is provided by classroom teachers who either have such dutiesadded to their typical teaching load or teach only a limited load that also includes schoolcounseling activities (for example- India, Japan, Mexico, South Korea, Zambia).[2] The IAEVGfocuses primarily on career development with some international school counseling articles andconference presentations.[2]

In the United States, the school counseling profession began with the vocational guidancemovement at the beginning of the 20th century now known as career development. Jesse B. Daviswas the first to provide a systematic school guidance program. In 1907, he became the principalof a high school and encouraged the school English teachers to use compositions and lessons torelate career interests, develop character, and avoid behavioral problems. Many others duringthis time also focused on what is now called career development. For example, in 1908, FrankParsons, \"Father of Vocational Guidance\" established the Bureau of Vocational Guidance toassist young people in making the transition from school to work.From the 1920s to the 1930s, school counseling grew because of the rise of progressiveeducation in schools. This movement emphasized personal, social, moral development. Manyschools reacted to this movement as anti-educational, saying that schools should teach only thefundamentals of education. This, combined with the economic hardship of the Great Depression,led to a decline in school counseling. In the 1940s, psychologists and counselorsselected,recruited, and trained military personnel. This propelled the school counseling movement inschools by providing ways to test students and meet their needs. Schools accepted these militarytests openly. Also, Carl Rogers' emphasis on helping relationships and a move away fromdirective \"guidance\" to nondirective or person-centered \"counseling\" influenced the professionof school counseling.

In the 1950s the government established the Guidance and Personnel Services Section in theDivision of State and Local School Systems. In 1957, the Soviet Union launched Sputnik I. Out ofconcern that the Russians were winning the space race and that there were not enough scientistsand mathematicians, the government passed the National Defense Education Act, spurringgrowth in vocational counseling through larger funding. In the 1960s, new legislation andprofessional developments refined the school counseling profession (Schmidt,[29] 2003).The 1960s was also a time of great federal funding for land grant colleges and universities inestablishing Counselor Education programs.[30] School counseling shifted from an exclusivefocus on career development and added personal and social issues paralleling the rise of socialjustice and civil rights movements. In the early 1970s, Dr. Norm Gysbers began shifting theprofession from school counselors as solitary professionals into having a comprehensivedevelopmental school counseling program for all students K-12.[31] He and his colleagues'research evidenced strong correlations between fully implemented school counseling programsand student academic success; a critical part of the evidence base for the profession based ontheir work in the state of Missouri.[32] Dr. Chris Sink & associates showed similar evidence-based success for school counseling programs at the elementary and middle school levels inWashington State.

But school counseling in the 1980s and early 1990s was absent from educational reformefforts.[33] The profession was facing irrelevance as the standards-based educational movementgained strength with little evidence of systemic effectiveness for school counselors. Inresponse,[34] consulted with elementary, middle, and high school counselors and created theASCA Student Standards with three core domains (Academic, Career, Personal/Social), ninestandards, and specific competencies and indicators for K-12 students.[35] A year later, the firstsystemic meta-analysis of school counseling was published focused on outcome research inacademic, career, and personal/social domains.[36]In the late 1990s, a former mathematics teacher, school counselor, and administrator, PatMartin, was hired by The Education Trust[37] to focus the school counseling profession onclosing the achievement gap that harmed children and adolescents of color, poor and workingclass children and adolescents, bilingual children and adolescents and children and adolescentswith disabilities. Martin developed focus groups of K-12 students, parents, guardians, teachers,building leaders, and superintendents, and interviewed professors of School CounselorEducation. She hired a school counselor educator from Oregon State University, Dr. ReeseHouse, and they co-created what emerged in 2003 as the National Center for TransformingSchool Counseling (NCTSC).[38]

The NCTSC focused on both changing school counselor education at the graduate level andchanging school counselor practice in local districts to teach school counselors how to prevent,intervene with, and close achievement and opportunity gaps. In the focus groups, they foundwhat Hart & Jacobi[39] had indicated—-too many school counselors were gatekeepers for thestatus quo instead of advocates for the academic success of every child and adolescent. Toomany school counselors used inequitable practices, supported inequitable school policies, andwere unwilling to change.This professional behavior kept many students from non-dominant backgrounds (i.e., students ofcolor, poor and working class students, students with disabilities, and bilingual students) fromgetting the rigorous coursework and academic, career, and college access skills needed tosuccessfully graduate from high school and pursue post-secondary options including college.They funded six $500,000 grants for six Counselor Education/School Counseling programs, witha special focus on rural and urban settings, to transform their school counseling programs toinclude a focus on teaching school counselor candidates advocacy, leadership, teaming andcollaboration, equity assessment using data, and culturally competent program counseling andcoordination in 1998 (Indiana State University, University of Georgia, University of WestGeorgia, University of California-Northridge, University of North Florida, and Ohio StateUniversity) and then over 25 other Counselor Education/School Counseling programs joined ascompanion institutions in the following decade.[37] By 2008, NCTSC consultants had worked inover 100 school districts and major cities and rural areas to transform the work of schoolcounselors.

In 2002, the American School Counselor Association released the first edition of the ASCANational Model: A framework for school counseling programs, written by Dr. Trish Hatch andDr. Judy Bowers (2003),[40] comprising key school counseling components: the work of Drs.Norm Gysbers, Curly & Sharon Johnson, Robert Myrick, Carol Dahir & Cheri Campbell'sASCA National Standards, and the skill-based focus for closing achievement and opportunitygaps from the Education Trust's Pat Martin and Dr. Reese House into one document. In 2003,the Center for School Counseling Outcome Research and Evaluation (CSCORE)[41] wasdeveloped as a clearinghouse for evidence-based practice with regular research briefsdisseminated and original research projects developed and implemented with founding directorDr. Jay Carey. One of the research fellows, Dr. Tim Poynton, developed the EZAnalyze[42]software program for all school counselors to use as free-ware to assist in using data-basedinterventions and decision-making.In 2004, the ASCA Ethical Standards for School Counselors was revised to focus on issues ofequity, closing achievement and opportunity gaps, and ensuring all K-12 students receivedaccess to a school counseling program.[43] Also in 2004, Pat Martin moved to the College Boardand hired School Counselor Educator Dr. Vivian Lee. They developed an equity-focused entityon school counselors' role in college readiness and admission counseling, the National Office forSchool Counselor Advocacy (NOSCA).[44] NOSCA developed research scholarships for researchon college counseling by K-12 school counselors and how it is taught in School CounselorEducation programs.On January 1, 2006, the USA Congress declared the first week of February National SchoolCounseling Week, which grew out of advocacy from ASCA members.

In 2008, the first NOSCA study was released by Dr. Jay Carey and colleagues focused oninnovations in selected College Board \"Inspiration Award\" schools where school counselorscollaborated inside and outside their schools for high college-going rates and strong college-going cultures in schools with large numbers of students of non-dominant backgrounds.[45] In2008, ASCA released School Counseling Competencies focused on assisting school counselingprograms to effectively implement the ASCA Model.[43][46]Also in 2008, in support of the ASCA Model and new vision[47] school counseling, Dr. RitaSchellenberg introduced standards blending as a cross-walking approach to align schoolcounseling with the academic achievement mission of schools as well as two data-basedreporting systems, SCORE and SCOPE.[48][49][50]In 2009, NOSCA released a national study under the leadership of Dr. Vicki Brooks-McNamaraaddressing the school counselor/principal connection with specific recommendations for bestpractices in collaborative leadership in school counseling.In 2010, the Center for Excellence in School Counseling and Leadership (CESCAL) co-sponsored the first school counselor and educator conference devoted to the needs of lesbian,bisexual, gay, and transgendered students in San Diego, California.[51]

In 2011, Counseling at the Crossroads: The perspectives and promise of school counselors inAmerican education, the largest survey of high school and middle school counselors in theUnited States (over 5,300 interviews), was released by the College Board's National Office forSchool Counselor Advocacy, the National Association of Secondary School Principals, and theAmerican School Counselor Association. The study shared school counselors' views oneducational policies, practices, and reform, and how many of them, especially in urban and ruralschool settings, are not given the chance to focus on what they were trained to do, especiallycareer and college access counseling and readiness for all students, in part due to highcaseloads and inappropriate tasks that take up too much of their time. School counselors madestrong suggestions about their crucial role in accountability and success for all students and howschool systems need to change so that school counselors can be key players in student success.Implications for public policy and district and school-wide change are addressed.[52] TheNational Center for Transforming School Counseling at The Education Trust released a brief,Poised to Lead: How School Counselors Can Drive Career and College Readiness, challengingall schools to utilize school counselors for equity and access for rigorous courses for all studentsand ensuring college and career access skills and competencies be a major focus of the work ofschool counselors K-12.[53]

In 2012, the CSCORE assisted in evaluating and publishing six statewide research studiesassessing the effectiveness of school counseling programs based on statewide systemic use ofschool counseling programs such as the ASCA National Model and their outcomes inProfessional School Counseling.[54] Research indicated strong correlational evidence betweenlower school counseling ratios and better student success academically, in terms of career andcollege access/readiness/admission, and for various personal/social issues including schoolsafety, reduced disciplinary issues, and better attendance in schools with fully implementedschool counseling programs.[54]Also in 2012, the American School Counselor Association released the third edition of the ASCANational Model.[55] Also, the National Center for Transforming School Counseling (NCTSC)created a School Counselor Educator Coalition to further transform graduate School CounselorEducation programs in the new vision of school counseling for K-12 school counselors. Twentyuniversities were represented and four School Counselor Educator faculty mentors were named:Dr. Carolyn Stone, University of North Florida, Dr. Trish Hatch, San Diego State University,Dr. Stuart Chen-Hayes, City University of New York/Lehman College, and Dr. Erin Mason,DePaul University.Both the IAEVG and the Vanguard of Counsellors have promoted school counselinginternationally.[2][edit]School counselor roles, school counseling program framework, professional associations,and ethics

Professional school counselors ideally implement a school counseling program that promotesand enhances student achievement (Hatch & Bowers, 2003, 2005; ASCA, 2012).[56] A frameworkfor appropriate and inappropriate school counselor responsibilities and roles is outlined in theASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012).[6] School counselors, inmost USA states, usually have a Master's degree in school counseling from a CounselorEducation graduate program. In Canada, they must be licensed teachers with additional schoolcounseling training and focus on academic, career, and personal/social issues. China requires atleast three years of college experience. In Japan, school counselors were added in the mid-1990s, part-time, primarily focused on behavioral issues. In Taiwan, they are often teachers withrecent legislation requiring school counseling licensure focused on individual and groupcounseling for academic, career, and personal issues. In Korea, school counselors are mandatedin middle and high schools.School counselors are employed in elementary, middle, and high schools, and in districtsupervisory settings and in counselor education faculty positions (usually with an earned Ph.D.in Counselor Education in the USA or related graduate doctorates abroad), and post-secondarysettings doing academic, career, college readiness, and personal/social counseling, consultation,and program coordination. Their work includes a focus on developmental stages of studentgrowth, including the needs, tasks, and student interests related to those stages(Schmidt,[29]2003).

Professional school counselors meet the needs of student in three basic domains: academicdevelopment, career development, and personal/social development (Dahir & Campbell, 1997;Hatch & Bowers, 2003, 2005; ASCA, 2012) with an increased emphasis on college access.[57]Knowledge, understanding and skill in these domains are developed through classroominstruction, appraisal[disambiguation needed], consultation, counseling, coordination, andcollaboration. For example, in appraisal, school counselors may use a variety of personality andcareer assessment methods (such as the[58] or[59] (based on the[60]) to help students explorecareer and college needs and interests.School counselor interventions include individual and group counseling for some students. Forexample, if a student's behavior is interfering with his or her achievement, the school counselormay observe that student in a class, provide consultation to teachers and other stakeholders todevelop (with the student) a plan to address the behavioral issue(s), and then collaborate toimplement and evaluate the plan. They also provide consultation services to family memberssuch as college access, career development, parenting skills, study skills, child and adolescentdevelopment, and help with school-home transitions.School counselor interventions for all students include annual academic/career/college accessplanning K-12 and leading classroom developmental lessons on academic, career/college, andpersonal/social topics. The topics ofcharacter education, diversity and multiculturalism(Portman, 2009), and school safety are important areas of focus for school counselors. Oftenschool counselors will coordinate outside groups that wish to help with student needs such asacademics, or coordinate a program that teaches about child abuse or drugs, through on-stagedrama (Schmidt,[29] 2003).

School counselors develop, implement, and evaluate school counseling programs that deliveracademic, career, college access, and personal/social competencies to all students in theirschools. For example, the ASCA National Model (Hatch & Bowers, 2003, 2005; ASCA, 2012)[56]includes the following four main areas:Foundation - a school counseling program mission statement, a beliefs/vision statement, SMARTGoals; ASCA Student Standards & ASCA Code of Ethics;Delivery System - how school counseling core curriculum lessons, planning for every student,and individual and group counseling are delivered in direct and indirect services to students(80% of school counselor time);Management System - calendars; use of data tool; use of time tool; administrator-schoolcounselor agreement; advisory council; small group, school counseling core curriculum, andclosing the gap action plans; andAccountability System - school counseling program assessment; small group, school counselingcore curriculum, and closing-the-gap results reports; and school counselor performanceevaluations based on school counselor competencies.The model (ASCA, 2012) is implemented using key skills from the Education Trust'sTransforming School Counseling Initiative: Advocacy, Leadership, Teaming and Collaboration,and Systemic Change.[37]

School Counselors around the world are affiliated with national and regional school counselingassociations including: Asociacion Argentina de Counselors (AAC-Argentina), AmericanCounseling Association (ACA-USA), African Counseling Association (AfCA), American SchoolCounselor Association (ASCA-USA), Associacao Portuguesa de Psicoterapia centrada naPessoa e de Counselling (APPCPC-Portugal), Australian Guidance and Counselling Association(AGCA), British Association for Counselling and Psychotherapy (BACP-UK), CanadianCounseling Association (CCA)/Association Canadienne de Counseling (ACC), Center forExcellence in School Counseling and Leadership(CESCaL) (USA), Center for School CounselingOutcome Research (CSCOR-USA) Council for the Accreditation of Counseling and RelatedEducational Programs (CACREP-USA and international), Counselling Children and YoungPeople (BACP affiliate, UK), Counseling & Psychotherapy in Scotland (COSCA), CypriotAssociation of School Guidance Counsellors (OELMEK), European Counseling Association(ECA), France Ministry of Education, Federacion Espanola de Orientacion y Psicopedagogia(FEOP-Spain), Department of Education-Malta, Hellenic Society of Counselling and Guidance(HESCOG-Greece), Hong Kong Association of Guidance Masters and Career Masters(HKAGMCM), Institute of Guidance Counselors (IGC) (Ireland), International Association forEducational and Vocational Guidance (IAEVG)/Association Internationale d'OrientationScolaire et Professionnelle (AIOSP)/ Internationale Vereinigung für Schul- und Berufsberatung(IVSBB)/Asociación Internacional para la Orientación Educativa y Profesional(AIOEP),International Baccalaureate (IB), International Vanguard of Counsellors (IVC), KenyaAssociation of Professional Counselors (KAPC), National Board for Certified Counselors(NBCC, USA), National Center for Transforming School Counseling (NCTSC) at The EducationTrust (USA), National Office for School Counselor Advocacy (NOSCA) at The College Board

(USA), New Zealand Association of Counsellors/Te Roopu Kaiwhiriwhiri o Aotearoa (NZAC),Counseling Association of Nigeria (CASSON), Philippine Guidance and Counseling Association(PGCA), Overseas Association of College Admissions Counselors (OACAC, an affiliate ofNational Association of College Admissions Counselors-USA), Singapore Association forCounseling (SAC), and the Taiwan Guidance and Counseling Association (TGCA).[61]School Counselors are expected to follow a professional code of ethics in many countries. Forexample, In the USA, they are the American School Counselor Association (ASCA) SchoolCounselor Ethical Code,[43] the American Counseling Association (ACA) Code of Ethics.,[62] andthe National Association for College Admission Counseling (NACAC) Statement of Principles ofGood Practice (SPGP).[63][edit]Elementary school counselingElementary school counselors provide[33] academic, career, college access, and personal andsocial competencies and planning to all students, and individual and group counseling for somestudents and their families to meet the developmental needs of young children K-6.[64]Transitions from pre-school to elementary school and from elementary school to middle schoolare an important focus for elementary school counselors. Increased emphasis is placed onaccountability for closing achievement and opportunity gaps at the elementary level as moreschool counseling programs move to evidence-based work with data and specific results.[65]

School counseling programs that deliver specific competencies to all students help to closeachievement and opportunity gaps.[66] To facilitate individual and group school counselinginterventions, school counselors use developmental, cognitive-behavioral, person-centered(Rogerian) listening and influencing skills, systemic, family, multicultural,[67] narrative, and playtherapy theories and techniques.[68][69] released a research study showing the effectiveness ofelementary school counseling programs in Washington state.[edit]Middle school counselingMiddle school counselors provide school counseling curriculum lessons[33] on academic, career,college access, and personal and social competencies, advising and academic/career/collegeaccess planning to all students and individual and group counseling for some students and theirfamilies to meet the needs of older children/early adolescents in grades 7 and 8.[6]Middle School College Access curricula have been developed by The College Board to assiststudents and their families well before reaching high school. To facilitate the school counselingprocess, school counselors use theories and techniques including developmental, cognitive-behavioral, person-centered (Rogerian) listening and influencing skills, sytemic, family,multicultural,[67] narrative, and play therapy. Transitional issues to ensure successful transitionsto high school are a key area including career exploration and assessment with seventh andeighth grade students.[70] Sink, Akos, Turnbull, & Mvududu released a study in 2008 confirmingthe effectiveness of middle school comprehensive school counseling programs in Washingtonstate.[71][edit]High school counseling

High school counselors provide[33] academic, career, college access, and personal and socialcompetencies with developmental classroom lessons and planning to all students, and individualand group counseling for some students and their families to meet the developmental needs ofadolescents (Hatch & Bowers, 2003, 2005, 2012).[46] Emphasis is on college access counselingat the early high school level as more school counseling programs move to evidence-based workwith data and specific results[65] that show how school counseling programs help to closeachievement, opportunity, and attainment gaps ensuring all students have access to schoolcounseling programs and early college access activities.[72] The breadth of demands high schoolcounselors face, from educational attainment (high school graduation and some students'preparation for careers and college) to student social and mental health, has led to ambiguousrole definition.[73] Summarizing a 2011 national survey of more than 5,300 middle school andhigh school counselors, researchers argued: \"Despite the aspirations of counselors to effectivelyhelp students succeed in school and fulfill their dreams, the mission and roles of counselors inthe education system must be more clearly defined; schools must create measures ofaccountability to track their effectiveness; and policymakers and key stakeholders must integratecounselors into reform efforts to maximize their impact in schools across America\".[74]

Transitional issues to ensure successful transitions to college, other post-secondary educationaloptions, and careers are a key area.[75] The high school counselor helps students and theirfamilies prepare for post-secondary education including college and careers (e.g. college,careers) by engaging students and their families in accessing and evaluating accurateinformation on what the National Office for School Counselor Advocacy calls the 8 essentialelements of college and career counseling: (1) College Aspirations, (2) Academic Planning forCareer and College Readiness, (3) Enrichment and Extracurricular Engagement, (4) Collegeand Career Exploration and Selection Processes, (5) College and Career Assessments, (6)College Affordability Planning, (7) College and Career Admission Processes, and (8) Transitionfrom High School Graduation to College Enrollment.[76] Some students turn to private collegeadmissions advisors but there is no research evidence that private college admissions advisorshave any effectiveness in assisting students attain selective college admissions.Lapan, Gysbers & Sun showed correlational evidence of the effectiveness of fully implementedschool counseling programs on high school students' academic success.[77] Carey et al.'s 2008study showed specific best practices from high school counselors raising college-going rateswithin a strong college-going environment in multiple USA-based high schools with largenumbers of students of nondominant cultural identities.[edit]Education and professional credentials including certification for school counselorsThe education of school counselors (school counsellors) around the world varies based on thelaws and cultures of countries and the historical influences of their educational andcredentialing systems and professional identities related to who delivers academic, career,college readiness, and personal/social information, advising, curriculum, and counseling andrelated services.[2]

In Canada, school counselors must be certified teachers with additional school counselingtraining.In China, there is no national certification or licensure system for school counselors.Korea requires school counselors in all middle and high schools.[78]In the Philippines, school counselors must be licensed with a master's degree in counseling.[79]Taiwan instituted school counselor licensure for public schools (2006) through advocacy fromthe[80]In the USA, a school counselor is a certified educator with a master's degree in schoolcounseling (usually from a Counselor Education graduate program) with school counselinggraduate training including qualifications and skills to address all students’ academic, career,college access and personal/social needs.About half of all Counselor Education programs that offer school counseling are accredited bythe Council on the Accreditation of Counseling and Related Educational Programs (CACREP)and all are in the USA with one in Canada and one under review in Mexico as of 2010. CACREPmaintains a current list of accredited programs and programs in the accreditation process ontheir website.[81] CACREP desires to accredit more international counseling universityprograms.[81]

According to CACREP, an accredited school counseling program offers coursework inProfessional Identity and Ethics, Human Development, Counseling Theories, Group Work,Career Counseling, Multicultural Counseling, Assessment, Research and Program Evaluation,and Clinical Coursework—a 100-hour practicum and a 600-hour internship under supervisionof a school counseling faculty member and a certified school counselor site supervisor(CACREP,[82] 2001).When CACREP released the 2009 Standards, the accreditation process became performance-based including evidence of school counselor candidate learning outcomes. In addition,CACREP tightened the school counseling standards with specific evidence needed for howschool counseling students receive education in foundations; counseling prevention andintervention; diversity and advocacy; assessment; research and evaluation; academicdevelopment; collaboration and consultation; and leadership in K-12 school counselingcontexts.[83]Certification practices for school counselors vary around the world. School counselors in theUSA may opt for national certification through two different boards. The National Board forProfessional Teaching Standards (NBPTS) requires a two-to-three year process of performancebased assessment, and demonstrate (in writing) content knowledge in humangrowth/development, diverse populations, school counseling programs, theories, data, andchange and collaboration.[84] As of February, 2005, 30 states offer financial incentives for thiscertification.

Also in the USA, The National Board for Certified Counselors (NBCC) requires passing theNational Certified School Counselor Examination (NCSC), including 40 multiple choicequestions and seven simulated cases assessing school counselors' abilities to make criticaldecisions. Additionally, a master's degree and three years of supervised experience are required.NBPTS also requires three years of experience, however state certification is required (41 of 50states require a master's degree). At least four states offer financial incentives for the NCSCcertification.[85][86][87][88][89]What is a School Psychologist?Download and print versions hereWhat Is a School Psychologist? (Spanish)School psychologists help children and youth succeed academically, socially, behaviorally, andemotionally. They collaborate with educators, parents, and other professionals to create safe,healthy, and supportive learning environments that strengthen connections between home,school, and the community for all students.

School psychologists are highly trained in both psychology and education, completing aminimum of a specialist-level degree program (at least 60 graduate semester hours) thatincludes a year-long supervised internship. This training emphasizes preparation in mentalhealth and educational interventions, child development, learning, behavior, motivation,curriculum and instruction, assessment, consultation, collaboration, school law, and systems.School psychologists must be certified and/or licensed by the state in which they work. They alsomay be nationally certified by the National School Psychology Certification Board (NSPCB).The National Association of School Psychologists sets ethical and training standards for practiceand service delivery.What do School Psychologists do?School Psychologists Work With Students to:Provide counseling, instruction, and mentoring for those struggling with social, emotional, andbehavioral problemsIncrease achievement by assessing barriers to learning and determining the best instructionalstrategies to improve learningPromote wellness and resilience by reinforcing communication and social skills, problemsolving, anger management, self-regulation, self-determination, and optimismEnhance understanding and acceptance of diverse cultures and backgroundsSchool Psychologists Work With Students and Their Families to:Identify and address learning and behavior problems that interfere with school successEvaluate eligibility for special education services (within a multidisciplinary team)

Support students' social, emotional, and behavioral healthTeach parenting skills and enhance home–school collaborationMake referrals and help coordinate community support servicesSchool Psychologists Work With Teachers to:Identify and resolve academic barriers to learningDesign and implement student progress monitoring systemsDesign and implement academic and behavioral interventionsSupport effective individualized instructionCreate positive classroom environmentsMotivate all students to engage in learningSchool Psychologists Work With Administrators to:Collect and analyze data related to school improvement, student outcomes, and accountabilityrequirementsImplement school-wide prevention programs that help maintain positive school climatesconducive to learningPromote school policies and practices that ensure the safety of all students by reducing schoolviolence, bullying, and harassmentRespond to crises by providing leadership, direct services, and coordination with neededcommunity servicesDesign, implement, and garner support for comprehensive school mental health programming

School Psychologists Work With Community Providers to:Coordinate the delivery of services to students and their families in and outside of schoolHelp students transition to and from school and community learning environments, such asresidential treatment or juvenile justice programsWhere School Psychologists WorkThe majority of school psychologists work in schools. However, they can practice in a variety ofsettings including:Public and private schoolsUniversitiesSchool-based health and mental health centersCommunity-based day-treatment or residential clinics and hospitalsJuvenile justice centersPrivate practiceHow do School Psychologists make a difference in schools?All children and adolescents face problems from time to time. They may:Feel afraid to go to schoolHave difficulty organizing their time efficientlyLack effective study skillsFall behind in their school workLack self-discipline

Worry about family matters such as divorce and deathFeel depressed or anxiousExperiment with drugs and alcoholThink about suicideWorry about their sexualityFace difficult situations, such as applying to college, getting a job, or quitting schoolQuestion their aptitudes and abilitiesSchool psychologists help children, parents, teachers, and members of the communityunderstand and resolve these concerns. Following are examples of how school psychologistsmake a difference.Helping Students With Learning ProblemsTommy's parents were concerned about his difficulty reading and writing. They feared that hewould fall behind and lose confidence in himself. In school the teacher noticed that Tommy oftenstruggled to understand what he was reading and often needed the help of his classmates to dorelated written work. After observing Tommy, consulting with his teacher, and gathering specificinformation about his skills, the school psychologist collaborated with his parents and teachersto develop a plan to improve his reading and writing. The plan worked, and Tommy's reading,writing, and confidence as a learner improved.Helping Students Cope With Family and Life Stressors

The teacher noticed that Carla, an able student, had stopped participating in class discussionsand had difficulty paying attention. The school psychologist was asked to explore why Carla'sbehavior had changed so much. After discovering that Carla's parents were divorcing, theschool psychologist provided counseling for Carla and gave her parents suggestions for thisdifficult time. Carla's behavior and emotional wellbeing improved, and she felt more secureabout her relationship with her parents.Helping Students With Behavior Problems Learn New Ways to RespondDavid was a high school student who often skipped class and got into fights with others. Heacted out in class and had been suspended from school on various occasions. After establishinga relationship with David, the school psychologist taught him simple techniques to relax,recognize his needs, and to control his aggressive behavior. David's mother and his teacherworked together on a plan designed by the school psychologist to establish limits, recognizeDavid's escalating tension, and improve communication. David's relationships with peers andadults improved and he began to make steady progress towards graduation.NASP represents and supports school psychology through leadership to enhance the mentalhealth and educational competence of all children.http://www.teachthought.com/learning/50-top-sources-of-free-elearning-courses/

http://www.collegetransfer.net/http://www.transferin.net/Import Your Course History ;Free storage center to upload documents.http://www.collegetransfer.net/Search/tabid/159/Default.aspxUse this search to find transfer friendly institutions. Not all schools are listed in our transferprofile database. Because the ones that are listed, are the ones promoting their transferinformation to CollegeTransfer.Net.When a school promotes their transfer information, it starts with the transfer profile. Thetransfer profile highlights important elements that describe the academic and transfer policiesalong with the services for students who are contemplating transfer. CollegeTransfer.Net keepstrack of transfer profile views and requests for information tracking popularityUse this search to find out if institutions have transfer agreements with one another. TransferAgreements are pre-arranged by sending and receiving schools usually by department, programand major.

Transfer agreements, transfer guides or articulation agreements are formal arrangementspublished between two institutions that define how courses taken or degrees earned at oneinstitution can satisfy degree requirements at another institution. Search over 18,000agreements online.Use this search to find out how specific courses taken at one institution will transfer to anotherinstitution. This data is published by institutions and updated to help you see how prior learningwill transfer.An equivalent or transferable course is a course taken at one college or university that can beused for course credit at another institution. CollegeTransfer.Net has over 3 million coursedecisions to search by college and university including credit by examination for AP, CLEP andDSSTUse this search to find course information including Id, titles and descriptions for any degree-granting institution in the United States.You are able to search for a particular institution's courses, courses in a geographic locationand keywords in the title or description of the course. You can also drill down on selectedcourses for equivalencies in and out.http://www.collegetransfer.net/Search/tabid/159/Default.aspx

https://www.collegetransfer.net/MyPassport/MyStorageCenter/tabid/95/default.aspxThe first step in transferring to Any College is creating a Student Passport inCollegeTransfer.net. Creating a Student Passport account will let you do the following: Quicklycompile your academic course history in one place and keep it safe. Combine transcripts frommultiple schools and educational providers. Put your academic course history to work. Let ithelp you find the best institution. Easily compare transferability using Course Equivalency Mapsgenerated on your behalf. Notify Any College of your interest and share your academic coursehistory with them. Upload reference letters, essays and other documents in a storage center thatcan be sent to Any College or other institutions on yourbehalf.http://www.collegetransfer.net/PlanMyTransfer/tabid/3478/Default.aspx?institutionId=4393Course Equivalency Maphttp://www.collegetransfer.net/Home/InsideCTNet/StudentPassport/CourseEquivalencyMaps/tabid/946/default.aspxhttp://www.transferin.net/ctl.aspx

http://www.transferin.net/Libraries/Site_Documents/Printer_Friendly_CTL.sflb.ashxhttp://www.transferin.net/Advisor-Counselors.aspxhttp://www.transferin.net/Libraries/Site_Documents/Transfer_Contacts_for_TransferIN_website_11-20-2008.sflb.ashxhttp://www.cael.org/homeMore College Credit- Adult Learning (Linking Learning & Work)Consulting (http://www.cael.org/What-We-Do/Consulting)Consulting to Address Specific ChallengesConsulting for Colleges and UniversitiesAs a college or university administrator, you may think about:Goals for Your Adult Student PopulationMarketing to and Recruiting Adult StudentsRetaining and Graduating More Adult StudentsCAEL keeps all of this in mind and creates a customized solution that supports your goals andhelps your adult students succeed.Consulting for Employers As an employer, you have your own unique concerns:Identifying workforce competency and skill gaps that impact your bottom line

Finding efficient ways to use training and tuition dollars to develop vital competenciesMoving front-line employees into new and different rolesFacing an employee retirement bubble that may leave you scrambling to fill mission-criticalpositionsCAEL’s customized consulting solutions focus on your unique concerns and bring an in-depthunderstanding of how to help adults learn and excel in their work.Consulting for Workforce Developers As a workforce developer, you may be concerned about:Identifying what new skills your target industries needRecognizing knowledge and skill gaps that training and education can fill to help job seekerslink to careers with long-term stabilityLeveraging your talent development system to spur economic growthImproving your connections with employers to help satisfy their workforce needsUncovering hidden job seeker skills that may set them on the path to employmentCAEL crafts customized consulting solutions based on full knowledge of how employers andhigher education systems influence the success of adults seeking further education.

The requirements for most associate's and bachelor’s degree programs include general or freeelectives which can be satisfied by taking courses you choose. Credit hours generated by courseslisted in the CTL will satisfy these requirements, up to the credit hour limit set for the particulardegree program. For example, a student enrolled in a bachelor’s degree program requiring ninesemester hours of electives may select any three, three-credit courses listed in the CTL, from anypublic campus, to meet this requirement.Most CTL courses will also count for specific course requirements in degree programs. Forexample, assume a student is enrolled in a bachelor’s degree program requiring an AmericanHistory I course. That student can take any course listed in the CTL under American History I,from any public campus, and have that course apply toward meeting the student’s degreerequirements, in the same way as the equivalent American History I course on that student’shome campus. Likewise, students planning to transfer can be assured that the American History Icourse they’ve taken at their current campus will apply in the same way as the American HistoryI course at their new campus.Ivy Tech Community College of Indiana and Vincennes University are only listed once undereach course category in the CTL, since all Ivy Tech and VU courses will count in exactly thesame way, irrespective of the campus at which the course was taken.The transferability guarantee of the CTL applies to all courses offered after the effective date ofthe most current version of the CTL, July 1, 2007. In many cases, this guarantee also applies tocourses offered prior to that date. Students, who have taken courses prior to the effective date,should consult an academic advisor. The Transfer Indiana web site (www.transferin.net) willprovide additional information about transferability of this coursework.

Qualified high school students are eligible to take courses that will count toward meeting bothhigh school diploma and college degree requirements. High school students, who wish to satisfythe Core 40 with Academic Honors Diploma requirement calling for dual high school/collegecourses resulting in six transferable college credits, are encouraged to choose dual creditcourses from either the Core Transfer Library (CTL) or from the courses identified by theIndependent Colleges of Indiana (ICI). Courses from both the CTL and ICI maximizetransferability of credit for courses and also meet the dual credit requirements necessary forCore 40 with Academic Honors or Technical Honors. If students choose a dual credit courseNOT on the CTL or courses identified by ICI, they should directly contact the college they planto attend to see how that course can be used at that institution. The CTL transferabilityguarantee also applies to dual credit courses, thus offering students maximum transfer options.Indiana’s public colleges and universities developed the CTL in response to legislation passed in2005. It will be updated on a continual basis.INNOVATION!http://www.cael.org/What-We-Do/Research-and-InnovationProvide Access to Postsecondary EducationTo make education systems truly inclusive, CAEL:

Conducts research and creates more efficient models to help adults attain degrees andcredentialsPartners with postsecondary leaders and institutions to provide better service to adults incollegeResearch & InnovationBarriers to learning prevent many adults from seeking the training or earning the degrees theywant. These barriers can be financial, informational, or technological. Breaking them downrequires constant learning, exploration, and development.The Council for Adult and Experiential Learning (CAEL) conducts research and createsinnovative solutions to achieve the following goals:

CREDIT CONSOLIDATION!!!!!!! CREDIT CONSOLIDATION!!!!!!!!CREDIT BANKShttp://www.tesc.edu/military/army/Credit-Banking.cfmUpon submission of the credit banking application and receipt of all official documents, ThomasEdison State College will consolidate all documents received into one official transcript, inaccordance with academic policies.Advantages of Credit Banking at Thomas Edison State College:The Credit Banking fee entitles students to transcription services for one year. Fees are listed onthe application below.Upon receipt of all official transcripts, Thomas Edison State College will consolidate themwithin 14 business days into one official transcript.How to get started:Complete the Nondegree Services ApplicationEnclose the appropriate fee listed in section 2 of the Nondegree Services Application. You maypay by check, money order or indicate credit card information (including signature) on thisApplication.

Mail the completed Application and payment to:Office of the RegistrarThomas Edison State College101 W. State St.Trenton, NJ 08608-1176Submit official college transcripts, military documents, college proficiency examinations,documentation of college-level corporate learning, American Council on Education (ACE)Registry transcript, or a FEMA transcript. ACTFL Exams: Please note that TESC requires both an official American Council on Education (ACE) transcript as well as a notarized copy of the ACTFL score report for students seeking credit for the ACTFL OPI or WPT exams. The ACE transcript is needed to determine the amount of credit to award, and the ACTFL report is needed to determine the correct language. The ACE Online Transcript System website is https://www.acenet.edu/transcripts For more information about submitting correct documentation, please visit the Office of the Registrar’s Sending Us Transcripts webpage.For further information regarding Credit Banking, please contact TESC at (888)-442-8372.1-60 Credits $532.0061 plus Credits $768.00

NONDEGREE SERVICES- APPLICATION LINKhttp://www.tesc.edu/documents/NondegreeServiceApp.pdfhttp://www.rowan.edu/provost/registrar/forms/Credit%20Banking%20Credit%20Consolidation%20Rowan%20University.pdfCredit Consolidation is a unique non-degree-seeking credential service available to students notcurrently engaged in Rowan University matriculated, degree granted programs. College level,accredited coursework reflecting enrollment, training, or knowledge evaluated by RowanUniversity, for such academic assessment tools as Credit by Examination, or creditrecommendations approved by the American Council on Education, including recommendationsfor certificates, is acknowledged and recorded upon the official, non-degree-seeking level(consolidation) transcript; it is available in hardcopy - we do not offer a softcopy option.Credits placed upon the consolidation transcript are permanent and are not removed. Thiscredential allows the uniform recording of academic achievements from various universallyrecognized sources upon one official transcript. Foreign credentials, CEU credit, or courses youhave actually taught are not eligible for transcription.

Fees associated with this service cover transcription of initial-application credits, and additionalearned or evaluated credit, for one year. Requests for further credit transcription beyond oneyear are subject to an additional fee. Fees are non-refundable. Accordingly, it is appropriate toverify consolidation transcription adheres to receiving institution(s) requirements.Credit Consolidation FeesApplication fee:* $50.00Transcription of 1 – 60 credits: $300.00Transcription of 61and over: $500.00The Credit Consolidated fee for active Military Personnel, with no limit: $300.00*Application Fee includes cost of initial official transcriptNot all evaluated credit from the non-degree-seeking level transcript mayhttp://militaryguides.acenet.edu/OccupationSearch.asphttp://academicgps.org/http://www.collegetransfer.net/Home/InsideCollegeTransferNet/StudentPassport/tabid/965/Default.aspxCourse Equivalency Maphttp://www.collegetransfer.net/Home/InsideCTNet/StudentPassport/CourseEquivalencyMaps/tabid/946/default.aspx

http://www.transferin.net/ctl.aspxhttp://www.transferin.net/Libraries/Site_Documents/Printer_Friendly_CTL.sflb.ashxhttp://www.transferin.net/Advisor-Counselors.aspxhttp://www.transferin.net/Libraries/Site_Documents/Transfer_Contacts_for_TransferIN_website_11-20-2008.sflb.ashxhttp://www.cael.org/homeMore College Credit- Adult Learning (Linking Learning & Work)Consulting (http://www.cael.org/What-We-Do/Consulting)Consulting to Address Specific ChallengesConsulting for Colleges and UniversitiesAs a college or university administrator, you may think about:Goals for Your Adult Student PopulationMarketing to and Recruiting Adult StudentsRetaining and Graduating More Adult StudentsCAEL keeps all of this in mind and creates a customized solution that supports your goals andhelps your adult students succeed.Consulting for Employers As an employer, you have your own unique concerns:

Identifying workforce competency and skill gaps that impact your bottom lineFinding efficient ways to use training and tuition dollars to develop vital competenciesMoving front-line employees into new and different rolesFacing an employee retirement bubble that may leave you scrambling to fill mission-criticalpositionsCAEL’s customized consulting solutions focus on your unique concerns and bring an in-depthunderstanding of how to help adults learn and excel in their work.Consulting for Workforce Developers As a workforce developer, you may be concerned about:Identifying what new skills your target industries needRecognizing knowledge and skill gaps that training and education can fill to help job seekerslink to careers with long-term stabilityLeveraging your talent development system to spur economic growthImproving your connections with employers to help satisfy their workforce needsUncovering hidden job seeker skills that may set them on the path to employmentCAEL crafts customized consulting solutions based on full knowledge of how employers andhigher education systems influence the success of adults seeking further education.

The requirements for most associate's and bachelor’s degree programs include general or freeelectives which can be satisfied by taking courses you choose. Credit hours generated by courseslisted in the CTL will satisfy these requirements, up to the credit hour limit set for the particulardegree program. For example, a student enrolled in a bachelor’s degree program requiring ninesemester hours of electives may select any three, three-credit courses listed in the CTL, from anypublic campus, to meet this requirement.Most CTL courses will also count for specific course requirements in degree programs. Forexample, assume a student is enrolled in a bachelor’s degree program requiring an AmericanHistory I course. That student can take any course listed in the CTL under American History I,from any public campus, and have that course apply toward meeting the student’s degreerequirements, in the same way as the equivalent American History I course on that student’shome campus. Likewise, students planning to transfer can be assured that the American History Icourse they’ve taken at their current campus will apply in the same way as the American HistoryI course at their new campus.Ivy Tech Community College of Indiana and Vincennes University are only listed once undereach course category in the CTL, since all Ivy Tech and VU courses will count in exactly thesame way, irrespective of the campus at which the course was taken.