The use of a cohort model may allow SCITs to form working groups over the course of the program.
The 2009 Standards are a framework counselor educators can use to assist SCITs in developing professional counselor identities.
A Diversity and Advocacy section was added to CACREP's 2009 Standards, according to which SCITs are expected to be advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.
The professional standards offered by NCTSC, ASCA, and CACREP are foundational for counselor educators and supervisors to use when preparing SCITs for social justice advocacy work, which, in turn, is leading to changes in how school counseling is practiced.
At the beginning of training, counselor educators help SCITs to gain knowledge, awareness, and skills on the basis of an integration of the principles of the Transforming School Counseling Initiative with the ASCA National Model for School Counseling Programs and CACREP's 2009 Standards.
All required CACREP content areas could be strengthened by including emphases on counseling skill development with opportunities for SCITs to plan, to practice, and to evaluate their counseling skills.
Furthermore, the paucity of school counseling-specific supervision models supports the need to create supervision experiences that directly reflect the roles that SCITs will be expected to fulfill.
Developmental models of supervision (e.g., Stoltenberg, 1981; Stoltenberg & Delworth, 1987) focus on how SCITs change throughout their training and supervised experience.
Clinical/mental health models of supervision, however, are inadequate for the supervision of SCITs. For example, some clinical models focus a great deal of supervision time on helping SCITs to integrate several counseling theories into consistent practice (Leddick, 1994); however, because traditional counseling theories are not directly related to all of the tasks required of school counselors, such as leadership and advocacy (American School Counselors Association [ASCA], 2003), this approach seems to be limited as a model of supervision for SCITs.
The Council for Accreditation of Counseling and Related Educational Programs (CACREP) released school counseling standards in 2001 that called for SCITs to be trained and prepared to design, function within, and evaluate comprehensive school counseling programs.
The Goals, Functions, Roles, and Systems Model (GFRS) for Supervising SCITs