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Accreditation

SIU CARE students work with a child on a horse on SIU campus

Mission

The Counseling and Rehabilitation Education (CARE) program promotes the professional development of graduate students to prepare them to provide ethical, culturally inclusive practices that sustain and empower those using counseling services. To meet the mission statement, faculty commit to:

  1. Staff professionalism: pledging to maintain rigorous standards for education, training, and clinical practice.
  2. Respect for others: demonstrating an appreciation for the uniqueness and cultural differences of each individual.
  3. Relevance in teaching: learning experiences will reflect evidence-based practices, they will be relevant, and be purposeful.
  4. Innovation in learning: Graduate students develop understanding through inquiry, the use of new technologies, creative problem-solving, and critical thinking skills.
  5. Expanding graduate student potential: Learning experiences will promote the emotional, relational, and academic potential of all graduate students.

Accreditation

The Substance Use Disorders and Behavioral Addiction Certificate Program is accredited by the Illinois Alcohol and Other Drug Abuse Certification Association, Inc. (IAODAPCA), for the purpose of professional certification in Illinois.

Illinois Alcohol and Other Drug Abuse Certification Association, Inc.Logo401 E Sangamon Ave
Springfield, IL 62702
217-698-8110

Reports

Program Goals

Faculty in the program recognize the uniqueness of human beings and are dedicated to helping graduate students obtain the knowledge, skills, and experiences necessary to work with a wide range of clientele. Through a combination of course and clinical experiences, SIU CARE graduates will demonstrate the behaviors and possess the attributes which are required of competent, professional counselors:
  1. CARE graduates demonstrate the content knowledge and dispositions necessary to be effective counselors and social justice advocates in their specialty areas.
  2. CARE graduates appropriately respond to the unique combination of cultural variables, including ability, age, beliefs, ethnicity, gender, gender identity, race, level of acculturation, and socioeconomic status, that influence the counseling process.
  3. CARE graduates understand that human development occurs in critical contexts that are influenced by a person’s race, ethnicity, religion, and factors such as poverty, loss, developmental and physical trauma, and access to resources.
  4. CARE graduates conceptualize the career decision-making process as developmentally influenced, and individually determined.
  5. CARE graduates value the influence of a strong working alliance built upon honesty and trust, in achieving success in the therapeutic relationship.
  6. CARE graduates differentiate between theories of group counseling and utilize effective interventions and leadership skills in facilitating several types of groups.
  7. CARE graduates possess an understanding of developmentally and culturally appropriate approaches to assessment and testing.
  8. CARE graduates value the use of statistically supported, evidence-based psychoeducational and psychotherapeutic interventions in their practice.
  9. CARE graduates who specialize in clinical mental health counseling promote the development of healthy coping capacities and support systems, for individuals who identify as a person with mental illnesses, to assist them in improving their quality of life.
  10. CARE graduates who specialize in clinical rehabilitation counseling advocate for the removal of functional, environmental, and social barriers that impede self-sufficiency and reduce the quality of life, for persons who identify as an individual with a disability.

Program Objectives

  1. CARE graduates possess the content knowledge and dispositions necessary to be effective counselors and social justice advocates in their specialty area
  2. CARE graduates appropriately respond to the unique combination of cultural variables, including ability, age, beliefs, ethnicity, gender, gender identity, race, level of acculturation, and socioeconomic status, that influence the counseling process.
  3. CARE graduates understand that human development occurs in critical contexts influenced by a person’s race, ethnicity, religion, and factors such as poverty, loss, developmental and physical trauma, and access to resources.
  4. CARE graduates conceptualize the career decision-making process as developmentally influenced and individually determined.
  5. CARE graduates value the influence of a strong working alliance built upon honesty and trust in achieving success in the therapeutic relationship.
  6. CARE graduates differentiate between group counseling theories and utilize effective interventions and leadership skills in facilitating various types of groups.
  7. CARE graduates maintain an understanding of developmentally and culturally appropriate approaches to assessment and testing.
  8. CARE graduates value the use of statistically supported, evidence-based psychoeducational, and psychotherapeutic interventions in their practice.
  9. CARE graduates who specialize in clinical mental health counseling promote healthy coping capacities and support systems for individuals who identify as persons with mental illnesses to assist them in improving their quality of life.
  10. CARE graduates who specialize in clinical rehabilitation counseling advocate for removing functional, environmental, and social barriers that impede self-sufficiency and reduce the quality of life for persons who identify as an individual with a disability.
School of Health Sciences | College of Health and Human Sciences | 618-453-7211 |