Journal of Counselor Preparation and Supervision
Author ORCID Identifier
https://orcid.org/0000-0002-9258-3674
Document Type
Empirical Research Article
Keywords
academic quality, counselor education, CACREP accreditation, faculty workload, mixed methods
Subject Area
Counselor Education
Abstract
This embedded mixed methods study examined the frequency of CACREP standards cited as ‘not met’ by the CACREP Board of Directors and explored counselor educators’ experiences with program evaluation. Frequency analysis revealed that Section 4 standards were disproportionately cited, yet applied consistently across diverse institutional types and delivery formats. Qualitative interviews with 16 counselor educators identified four themes: The Paradox of Agency, Faculty Workload Challenges, Performative Compliance vs. Authentic Improvement, and Faculty Experience with Program Evaluation. Findings suggest that while accreditation decisions are unbiased, the evaluation process imposes substantial strain on faculty resources. These results have critical implications for policy and workload expectations under the new 2024 academic quality standards.
Public Significance Statement
This study offers important insights for the general public, particularly for those seeking mental health services or considering a career in counseling. The quality of mental health care relies heavily on how well counselors are trained, which is overseen by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). This research provides reassurance that the "quality seal" of accreditation is applied fairly and consistently. Analysis of five years of accreditation decisions shows that counseling programs—whether online or in-person, public or private—are held to the same rigorous standards. Consumers can trust that an accredited degree represents a consistent baseline of quality regardless of the institution's format or location. Ultimately, this research suggests that while the standards for counselor training are sound, the methods used to track them need improvement. Streamlining these administrative requirements ensures that counselor educators can focus on what matters most to the public: training competent, compassionate, and effective professional counselors.
Recommended Citation
Moran, D.(2026). A mixed methods analysis of CACREP accreditation standards: Implications for the 2024 CACREP Academic Quality Standards. Journal of Counselor Preparation and Supervision, 20(3), 1-15.
