Diagnostic Training in Clinical Mental Health Counseling Programs: Wrestling with the Identity Dialectic
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Authors
Carlino, Christopher
Leedom, Liane J.
Issue Date
2016-04-01
Type
Presentation
Language
en_US
Keywords
Clinical mental health counseling , Diagnostic training , Humanism , Mental health , Counseling education
Alternative Title
Abstract
The term Clinical Mental Health Counseling (CMHC) presents a dialectic (or unification of opposing truths) as the word “clinical” embodies diagnosis of illness in patients whereas professional counseling is rooted in developmental models of client issues, a humanistic stance and a wellness focus (Sweeney & Myers, 2005). Present day CMHC counselor educators have the task of creating a curriculum that facilitates students’ development of an identity that incorporates this dialectic. Ideally the CMHC graduate should be grounded in wellness and developmental models, understand the role of culture/environment in individual adaptation, adopt humanistic values and at the same time be prepared to diagnose and treat mental illness. Nearly 30 years ago West and colleagues (1988, p. 223) surveyed 150 mental health agencies regarding the role of counselors in these agencies and concluded that “counselor preparation should be strengthened in 4 areas: knowledge of psychotropic medication, psychopathology, individual assessment, and use of the Diagnostic and Statistical Manual of Mental Disorders.” The research examines CMHC programs and state licensing requirements in the light of this conclusion. The manner in which CACREP accredited CMHC programs deliver diagnostic and related clinical training in the 2-4 year Master’s degree plan is thoroughly explored. As these programs prepare students to work in jurisdictions supervised by licensing boards, this study also investigated licensing requirements for the 51 boards in the Continental US, Alaska and Hawaii. The following questions guided the research plan: 1. Do most programs offer a diagnostics (or psychopathology) course? 2. Where in the sequence is the diagnostics course situated? 3. Is the diagnostics course a prerequisite for fieldwork (practicum/internship)? 4. Do licensing requirements and credential titles reflect the identity dialectic?