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dc.contributor.advisorCarney, Jamie
dc.contributor.advisorThomas, Chippewa
dc.contributor.advisorDagley, John
dc.contributor.authorBrown, Maranda
dc.date.accessioned2011-07-07T14:46:01Z
dc.date.available2011-07-07T14:46:01Z
dc.date.issued2011-07-07
dc.identifier.urihttp://hdl.handle.net/10415/2662
dc.description.abstractCounselor Education programs are ethically obligated by accreditation standards and professional codes of ethics to identify counselors-in-training whose academic, clinical, and personal performance indicate problematic behavior that would potentially prevent them from entering the profession (McAdams, Foster, & Ward, 2007). Despite these obligations, criteria by which to address problematic behavior are not readily available, and programs are resigned to independently interpret and develop policies and procedures to address these issues. This present study identifies and analyzes the policies that address how Council for Accreditation of Counseling and Related Educational Programs (CACREP) doctoral Counselor Education programs define, assess, and remediate problematic behavior. To fulfill this purpose, a review of the literature and policy analysis was undertaken. Once the data was gathered, qualitative analysis was utilized to answer the questions about the components of the policies. Coding procedures identified emergent themes. The study intends to provide implications for counselor education programs, counselor educators, and prospective CACREP programs.en_US
dc.rightsEMBARGO_NOT_AUBURNen_US
dc.subjectRehabilitation and Special Educationen_US
dc.titleProblematic Behavior: What do CACREP Accredited Program Policies and Proceduresen_US
dc.typedissertationen_US
dc.embargo.lengthNO_RESTRICTIONen_US
dc.embargo.statusNOT_EMBARGOEDen_US


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