TPC-Journal-V5-Issue4

The Professional Counselor /Volume 5, Issue 4 471 Finally, offering counseling students “pre-training” in collaborative practice, including the requisite skills and attitudes mentioned in this article, is an important component of preparing counselors for interdisciplinary practice. In training sessions such as these, counseling students should be coached to talk about the work they are trained to do, required to assert their perspective in treatment team decision making and offered feedback on the ways in which their voices are heard by others. In terms of future directions, an exploration of counseling students’ perceptions of the impact of interdisciplinary training on their professional identity development and their ability to work with interdisciplinary teams would be valuable for the field. The outcome of such a study might increase the understanding of the pedagogical experiences that enhance interdisciplinary work competencies for counselors. Statement of Funding The interdisciplinary training initiative reported in this publication is part of the Vermont SBIRT Training Collaborative funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), Grant #TI025395-01. The content is solely the responsibility of the authors and does not necessarily represent the official views of SAMHSA. References Agerwala, S. M., & McCance-Katz, E. F. (2012). Integrating screening, brief intervention, and referral to treatment (SBIRT) into clinical practice settings: A brief review. Journal of Psychoactive Drugs , 44 , 307– 317. doi:10.1080/02791072.2012.720169 American Counseling Association. (2014). ACA code of ethics . Alexandria, VA: Author. Arredondo, P., Shealy, C., Neale, M., & Winfrey, L. L. (2004). Consultation and interprofessional collaboration: Modeling for the future . Journal of Clinical Psychology , 60 , 787–800. doi:10.1002/jclp.20015 Bemak, F. (1998). Interdisciplinary collaboration for social change: Redefining the counseling profession. In C. C. Lee & G. R. Walz (Eds.), Social action: A mandate for counselors (pp. 279–292). Greensboro, NC: ERIC/ CASS. Collin, A. (2009). Multidisciplinary, interdisciplinary, and transdisciplinary collaboration: Implications for vocational psychology. International Journal for Education and Vocational Guidance , 9 , 101–110. doi:10.1007/s10775-009-9155-2 Council for the Accreditation of Counseling and Related Programs (CACREP). (2009). CACREP accreditation standards and procedures manual . Alexandria, VA: Author. Davoudi, M., & Rawson, R. A. (2010). Screening, brief intervention, and referral to treatment (SBIRT) initiatives in California: Notable trends, challenges, and recommendations. Journal of Psychoactive Drugs , 42 , 239– 248. doi:10.1080/02791072.2010.10400547 Delunas, L. R., & Rouse, S. (2014). Nursing and medical student attitudes about communication and collaboration before and after an interprofessional education experience. Nursing Education Perspectives , 35 , 100–105. doi:10.548Q/11-716.1 Forrest, L. (2004). Moving out of our comfort zones: School counseling/counseling psychology partnerships. The Counseling Psychologist , 32 , 225–234. doi:10.1177/0011000003261368 Gibson, D. M., Dollarhide, C. T., & Moss, J. M. (2010). Professional identity development: A grounded theory of transformational tasks of new counselors. Counselor Education and Supervision , 50 , 21–38. Institute of Medicine (U.S.), Greiner, A., & Knebel, E. (2003). Health professions education: A bridge to quality . Washington, DC: National Academies Press. Kaplan, D. M., & Gladding, S. T. (2011). A vision for the future of counseling: The 20/20 “Principles for Unifying and Strengthening the Profession.” Journal of Counseling & Development , 89 , 367–372. doi:10.1002/j.1556-6678.2011.tb00101.x