CACREP Accreditation

The Council for Accreditation of Counseling and Related Educational Programs (CACREP), a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA), has granted accreditation through March 2031 to the following programs in the School of Applied Human Sciences at the University of Northern Iowa: Clinical Mental Health Counseling (M.A.) and School Counseling (M.A.).

‌Benefits of Accreditation

CACREP for Students

Vital Statistics

Licensure

The program meets the academic requirements for counselor licensure in the state of Iowa. Students are eligible to sit for the National Counselor Examination (NCE) during their final semester of enrollment and thereby meet the examination requirement for receiving mental health counselor licensure. Graduates obtain a temporary license (tLMHC) and complete a minimum of two years (3000 hours) of post-coursework experience as mental health counselors, including 200 hours of required supervision en route to applying for their permanent license. Please visit the Iowa Board of Behavioral Science website for specific rules, requirements, and guidelines for licensure application: https://idph.iowa.gov/licensure/iowa-board-of-behavioral-science/licens…

School counselors are credentialed through the Iowa Board of Educational Examiners. Please visit the BOEE website for information and requirements for obtaining an initial professional service license, a professional service license, and a class G counseling license: https://boee.iowa.gov/license-types-and-applications/license-and-author…

Mission & Vision

Mission

The UNI Counseling Program uses a wellness-centered approach to prepare adaptable, thoughtful, creative, and evidence-informed practitioners who counsel focusing on client strengths and who are aware of, and responsive to, the impacts of social, cultural, and environmental factors across the lifespan.

Vision

The UNI Counseling Program strives to increase access to education and quality mental health care by training and empowering counselors to act as agents of change within helping relationships, their communities, and the counseling profession.

Student Centered

UNI’s Counseling Program caters to student needs by providing one-on-one advising, intimate class size, and small student-to-faculty ratios. Classes are largely based upon interactive discussion and application of counseling skills. Students gain valuable, hands-on experience through a rigorous practicum and internship with highly skilled and trained professionals currently in the field.

Unique Features

Our Clinical Mental Health Counseling program was the first accredited program in the nation. UNI was also one of the first programs nationally to prepare K-12 and Elementary School Counselors.

Our students have the opportunity to work in and be of service to the Cedar Valley with our practicum students working in the Waterloo School District and Unity Point Hospital.

The UNI Counseling program is grounded in a wellness philosophy and prepares students to work in multidisciplinary teams in the field. Recently, the program has partnered with a local nursing college to create a residency program that allows counselors to work alongside nurse practitioners on simulated case studies.

Method of Instruction

UNI's Counseling is a face-to-face program that prides itself on extensive contact with students. Faculty integrate a variety of instructional methods to complement the student’s life experiences and include lecture, group discussion and group problem-solving activities, guest speakers, audio visual materials, recording and review of clinical sessions, multimedia technology, outside assignments, and in-class activities.

History

The University of Northern Iowa has a long history of providing leadership in the quest for excellence in the accreditation process. Leadership at UNI was instrumental in the development of accreditation procedures for establishment of standards for Counselor Education since serving as one of the two state colleges which initially tested the original Standards of Counselor Education Programs developed by ACES in 1964 and implemented in 1967.

The counseling programs at the University of Northern Iowa were first initiated over 40 years ago, during the National Defense Education era. At this time, the UNI Counselor Education faculty conducted several NDEA summer institutes. As a result of these institutes, UNI was requested to be one of the first two universities to implement elementary school guidance programming. This resulted in the implementation of one of the first yearlong institutes in elementary guidance. The U.S. Department of Education recognized this program as exceptionally creative and innovative. To date, the program has retained its regional and national leadership in the field and faculty members strive to maintain its distinction as a high quality program.

Student Learning Outcomes

Students will demonstrate awareness of how their values, beliefs, cultural perspectives, and experiences impact the counseling process and professional relationships with clients and colleagues.

Key Performance Indicators

KPI 1K. Learners will demonstrate their knowledge of professional roles, responsibility, and components of professional identity
KPI 1S.Learners will apply ethical decision making model to determine a course of action necessary for current ethical practices
KPI 2K: Learners will demonstrate awareness of values, beliefs, and cultural norms and identify how their perspective, experience, and related biases impact the counseling process and interventions.
KPI 2S: Learners will demonstrate culturally responsive counseling and advocacy skills.

Students will demonstrate creativity and flexibility in implementing developmentally and culturally responsive interventions.

Key Performance Indicators

KPI 3K: Learners will apply developmental theories to determine differing abilities and levels of functioning, recognize environmental factors that impact development, and select developmentally appropriate interventions.
Students will evaluate and integrate theory and research in their counseling practice.Key Performance Indicators
KPI 7K: Learners will select appropriate assessment instruments considering clients’ concerns, culture, development, and context; the strengths and limitations of the instruments; and counselors’ ethical responsibility.
KPI 7S: Learners will demonstrate the ability to interpret and communicate assessment results.
KPI 8K: Learners will evaluate research and integrate evidence-based practices appropriate to clients’ concerns, culture, development, and context and counselors’ scope of practice.

Students will apply a wellness framework to conceptualizing individual, group, and systemic concerns.

Key Performance Indicators

KPI 4K: Learners will select appropriate career assessments and design interventions based on knowledge of theories and resources.
KPI 4S: Learners will demonstrate the ability to effectively facilitate developmentally responsive career counseling and planning.
KPI 5K: Learners will apply counseling theories to generate a case conceptualization and design a culturally and developmentally responsive treatment plan.
KPI 5S: Learners will demonstrate the ability to establish a helping relationship and to effectively use counseling skills to facilitate a culturally and developmentally responsive counseling session
KPI K6: Learners will apply group counseling theories to select appropriate group types, to recognize and respond to group developmental level, and to determine an effective leadership style.
KPI 6S: Learners will demonstrate the ability to attend to group dynamics and effectively facilitate a group counseling session.

Students will engage in local and/or global service to promote equitable and inclusive counseling practices.

Key Performance Indicator

KPI 3S: Learners will implement developmentally and culturally responsive strategies to promote wellness