8.2 Counselor Training and Competence
Competency
Any career field requires specific training to perform the necessary tasks effectively. While many have defined the word competency, mental health is about having the right quality and qualification to provide counseling services (Pickett, 2000). The initial discussions around setting professional standards for counselors were about their need to define counselor identity and analyze knowledge and skill requirements to practice in the field. While the beginnings of setting standards were a responsibility of faculty in the field, developing guidelines through the Association for Counselor Education and Supervision (ACES), The Council for Accreditation of Counseling and Related Educational Programs (CACREP) was ultimately the organization responsible for accomplishing this task (Akos et al., 2019). As mentioned in Chapter 2, CACREP set standards for program content, faculty qualifications, and student support to ensure quality education, allowing counselors to market themselves to become competitive in the job market. Additionally, the ACA works on upholding counselors’ ethical responsibilities, hence emphasizing a counselor’s ethical competency.
Maintaining Competency: Continuing Education
Continuing education plays a critical role in maintaining the competency and effectiveness of counselors. The dynamic nature of the counseling profession demands that practitioners remain informed about emerging research, evidence-based practices, and advancements in treatment modalities. For example, as new therapies for co-occurring disorders or innovations in telehealth services become available, counselors must be equipped with the knowledge and skills to implement them effectively. Continuing education also reinforces ethical decision-making and helps counselors navigate complex situations that arise in practice, including legal challenges, confidentiality issues, and cultural considerations. By committing to lifelong learning, counselors not only enhance their expertise but also uphold the profession’s integrity and improve outcomes for their clients.
The ACA (2014) discusses continuing education in its code of ethics:
“Counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. Counselors maintain their competence in the skills to use, are open to new procedures, and remain informed regarding best practices for working with diverse populations” (Standard C.2.f.).
NAADAC (2021) also discusses continuing education:
“Addiction professionals shall engage in continuing education and professional development opportunities in order to maintain and enhance knowledge of research-based scientific developments within the profession. Providers shall learn and utilize new procedures relevant to the clients they serve, under supervision. Providers shall remain informed regarding best practices for working with diverse populations” (Standard III-17).
The requirements for continuing education vary widely across states, reflecting differences in licensing board regulations and local priorities. Most states establish minimum standards for the number of continuing education hours needed within a renewal cycle, typically ranging from 20 to 50 hours every two to three years. Additionally, many states mandate coursework in specific areas such as ethics, cultural competence, trauma-informed care, or emerging issues like suicide prevention and telehealth practices. For instance, a counselor licensed in one state may be required to complete training on the treatment of opioid use disorders, while another state may emphasize diversity and inclusion education. These requirements highlight the importance of counselors staying informed about the regulations in their jurisdiction and ensuring compliance with licensure renewal standards. These requirements fulfill legal obligations, foster professional growth, and ensure clients receive high-quality, up-to-date care.
Boundaries of Competency
As described in Table 8.1, each profession in the mental health field comes with different competency training. A counselor must recognize their limit around their competency and maintain boundaries around competency when providing mental health services.
The ACA (2014) states in its Code of Ethics:
“Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Whereas multicultural counseling competency is required across all counseling specialties, counselors gain knowledge, personal awareness, sensitivity, dispositions, and skills pertinent to being a culturally competent counselor in working with a diverse client population” (C.2.a.).
NAADAC (2021) states in its Code of Ethics:
“Addiction professionals shall only practice within the boundaries of their competence. Competence shall be established through education, training, skills, and supervised experience, state and national professional credentials and certifications, and relevant professional experience” (Standard III-14).
The aforementioned ethical standards highlight that a substance use disorder counselor cannot practice what a clinical counselor does, or a clinical counselor cannot practice what a psychologist does without relevant competency training. Within counseling, there are boundaries around supervision responsibilities, i.e., a counselor must meet supervisory training requirements to perform supervisory duties, therefore maintaining boundaries within competency. However, there may be times when, in emergencies, one may have to cross boundaries and take action beyond the boundaries of counselor competency. Examples of potential situations in which a counselor may need to extend their boundary of competency involve supporting a client experiencing suicidal ideation when working in areas where access to services is limited, populations are underserved, navigating potential cultural or linguistic barriers, or as unexpected client needs emerge during treatment. When crossing a boundary of competency, counselors must proceed with caution and transparency. They should communicate openly with the client about their level of expertise, take steps to acquire the necessary knowledge or skills and consult with supervisors or colleagues. Furthermore, case notes should always document such actions, highlighting the rationale for crossing the boundary and the steps taken to mitigate potential risks. Ethical codes emphasize that such decisions should prioritize the client’s welfare and involve careful professional judgment.
Key Takeaways
- Competency in counseling is defined by education, training, and qualifications, guided by standards set by CACREP, ACA, and other organizations to ensure quality practice.
- Continuing education is essential for counselors to stay informed about emerging research, evidence-based practices, and ethical standards, ensuring effective and current client care.
- Counselors must practice within the boundaries of their competency, as defined by their training, experience, and credentials, and uphold multicultural counseling competencies across all specialties.
- Crossing competency boundaries may be necessary in emergencies or underserved areas, but it requires transparency, consultation, and documentation to prioritize client welfare and mitigate risks.