TPC Journal V8, Issue 1 - FULL ISSUE

102 The Professional Counselor | Volume 8, Issue 1 require coursework beyond CACREP standards, and there are many other factors beyond educational prerequisites that licensing boards consider when endorsing an applicant as a licensed professional counselor. Therefore, our profession needs to continue to take a more encompassing view of licensure requirements and be in the forefront of developing common standards–related education requirements. Further, we need to determine universal criteria related to what is acceptable and unacceptable related to applicants’ criminal history, comportment, drug use, mental health problems, malpractice history, and ethical standards. It is time for the counseling profession to take a more proactive stance and set the standards and a model for state licensure boards to utilize with confidence. We understand this task is challenging; however, it is feasible. Failure to take a more practical, encompassing stance regarding counselor licensure portability will result in members of our profession continuing to be frustrated by the anticipation of a comprehensive licensure portability process. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Association of State Counseling Boards. (2017, April). Licensure & portability: Portability statement . Retrieved from http://www.aascb.org/aws/AASCB/pt/sp/licensure American Counseling Association. (2014). 2014 ACA code of ethics . Alexandria, VA: Author. American Counseling Association. (2016). Licensure requirements for professional counselors: A state-by-state report 2016 . Retrieved from http://web.oru.edu/current_students/class_pages/grtheo/mmankins/ CounselingLicensure/ORU%20Counseling%20Licensure%20Requirements%20Website%20Update%20 2-16-16/state%20licensure%20requirements%202016%20edition.pdf American Counseling Association. (2017). Initial Licensure and Licensure Portability . Retrieved from https:// www.counseling.org/knowledge-center/licensure-requirements/licensure-policies Bergman, D. M. (2013). The role of government and lobbying in the creation of a health profession: The legal foundations of counseling. Journal of Counseling & Development , 91 , 61–67. doi:10.1002/j.1556-6676.2013.00072.x Bloom, J., Gerstein, L., Tarvydas, V., Conaster, J., Davis, E., Kater, D., . . . Esposito, R. (1990). Model legislation for licensed professional counselors. Journal of Counseling & Development , 68 , 511–523. doi:10.1002/j.1556-6676.1990.tb01402.x Brady-Amoon, P. (2012). Further extending the humanistic vision for the future of counseling: A response to Hansen. The Journal of Humanistic Counseling , 51 , 184–196. doi:10.1002/j.2161-1939.2012.00018.x Brown-Rice, K. A., & Furr, S. (2013). Preservice counselors’ knowledge of classmates’ problems of professional competency. Journal of Counseling & Development , 91 , 224–233. doi:10.1002/j.1556-6676.2013.00089.x Cato, S. E. (2009). Historically Black colleges and universities and CACREP accreditation: Counselor educators’ perceptions and barriers in relation to accreditation (Unpublished dissertation). Ohio State University, Columbus, OH. Center for Credentialing & Education. (n.d.). State licensure: Full service provider model. Retrieved from http:// www.cce-global.org/BusinessLicensureServices/StateLicensure Council for Accreditation of Counseling & Related Educational Programs. (2017). CACREP Annual Report 2016 . Retrieved from http://www.cacrep.org/about-cacrep/publications/cacrep-annual-reports/ D’Andrea, L. M., & Liu, L. (2009, March). The CACREP standards: How much do students know? Paper based on program presented at the American Counseling Association Annual Conference and Exposition, Charlotte, NC. Retrieved from https://www.counseling.org/resources/library/VISTAS/2009-V-Online/ DAndrea-Liu.pdf