Chairs: Yusen Zhai (University of Florida), Hannah Coyt (Lindsey Wilson University)

Members: Eric Beeson (Marshall University), Morgan Bloomfield (University of Texas at San Antonio), Yue Dang (University of Akron), Russell Fulmer (Kansas State University), Shannon Shoemaker (Hood College), Yiying Xiong (Johns Hopkins University)

We are particularly seeking innovative webinar topics aligned with the ACES Strategic Plan and related to the following areas:

• Advanced technology and AI utilization in clinical training
• Licensure portability and compact compliance
• Distance learning strategies for workforce expansion
• Competency evaluation and professional standards
• Ethical decision-making in cross-cultural contexts
• Future professional development and career pathways
• Universal design for learning (UDL) and multicultural competencies in counselor preparation
• Best practices in clinical supervision

A recognized profession must satisfy structural and functional benchmarks that distinguish it from academic or technical fields. Foundational sociological definitions characterize a profession as requiring (a) specialized graduate-level education anchored in a codified and evolving knowledge base, (b) public service orientation, (c) ethical accountability enforceable through national standards, (d) self-regulation through independent credentialing and accreditation, (e) statutory licensure with protected scopes of practice, and (f) demonstrable contributions to the public good (Goode, 1960; Wilensky, 1964). The counseling profession not only meets these criteria but has built one of the most comprehensive professional infrastructures among human-service disciplines to sustain them.

Specialized Graduate-Level Preparation Grounded in a Formal Knowledge Base
Each state and jurisdiction requires licensure as a professional counselor to practice and provide professional counseling services. Licensure eligibility requires the completion of a master’s degree. Counseling is anchored in graduate professional preparation, not disciplinary undergraduate study. The master’s degree is the established entry credential for independent practice in clinical mental health, school, and rehabilitation counseling (Hanna & Bemak, 1997). Counseling curricula are intentionally applied, integrating human development, vocational behavior, trauma and crisis response, prevention science, group dynamics, diagnosis, treatment planning, mental-health assessment, suicide and addiction intervention, and career development services. These competencies reflect a distinct, codified knowledge base that evolves through peer-reviewed scholarship, professional consensus, and workforce outcome research. Unlike academic degrees that emphasize theory without applied practice, counseling degrees operationalize professional skill development through sequenced coursework and supervised clinical training. Programs emphasize client-centered treatment, evidence-based intervention, career and educational planning, cultural responsiveness, crisis stabilization, and community-based care, confirming the master’s degree as a professional practice credential with direct public-service accountability.

Ethical Accountability and Consumer Protection
A core requirement of a profession is enforceable ethical oversight and consumer protection. The counseling profession maintains a unified national ethical code through the American Counseling Association (ACA, 2014). This code emphasizes nondiscrimination, client autonomy, confidentiality, informed consent, cultural responsiveness, evidence-based practice, technology-mediated service safeguards, and protections relevant to digital mental-health and AI-driven employment transitions. Ethical violations are actionable through state licensing boards, national credentialing bodies, and educational accreditation agencies, creating a multi-layered consumer-protection system. The ACA Code of Ethics explicitly centers client welfare, equity, dignity, and data security, reinforcing counseling’s professional-degree status grounded in public safety rather than academic abstraction.

Self-Regulation Through Independent Credentialing and Accreditation
Professions maintain internal governance systems that set and enforce educational and practice standards. The counseling field operates the largest national credentialing system for counselors through the National Board for Certified Counselors (NBCC), which grants the National Certified Counselor (NCC) credential. Eligibility for the NCC requires a graduate degree, passing a national examination, ethical compliance, and continuing-education maintenance, reflecting formalized self-regulation consistent with professional-degree expectations. In parallel, counseling programs are regulated through the Council for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP establishes enforceable program standards including 60-credit master’s degree training models, supervised fieldwork requirements, assessment and treatment competencies, career development preparation, counselor identity development, clinical hour minimums, and workforce readiness outcomes (CACREP, 2024). The presence of independent credentialing and national accreditation, each externally verifiable and enforceable, confirms counseling’s status as a self-regulated profession rather than an unstandardized academic degree.

State Licensure with Statutory Authority
A defining marker of a profession is government-granted licensure for independent practice. Counseling is licensed in all 50 U.S. states, the District of Columbia, and U.S. territories, most commonly under the Licensed Professional Counselor (LPC) credential. Licensure statutes protect counseling scopes of practice and authorize state boards to enforce disciplinary action. Licensure requirements include graduate-level training, supervised clinical hours, national exam passage, background vetting, ethical compliance, and continuing-education maintenance. This licensure system parallels or exceeds that of other licensed behavioral health professions, confirming counseling’s statutory authority and reinforcing the counseling degree as a professional credential rather than an academic classification.

Service to the Public Good and National Workforce Contribution
A profession must demonstrate measurable societal impact. Counselors serve more than 100 million Americans annually across K–12 schools, community clinics, hospitals, rehabilitation centers, universities, addiction-treatment facilities, Veteran and military-family support programs, disaster-response networks, and workforce reintegration systems (Substance Abuse and Mental Health Services Administration [SAMHSA], 2024; U.S. Department of Education, 2023). Counseling uniquely integrates mental-health treatment with career and educational planning, addressing workforce participation, job-transition resilience, school safety, Veteran reintegration, youth career readiness, addiction recovery, disability employment equity, trauma stabilization, and suicide prevention. Counseling therefore fulfills an essential public-good mandate that directly supports national stability, public health, educational access, workforce participation, school climate safety, and economic mobility.

Conclusion
Counseling is a graduate-trained professional degree that satisfies all primary benchmarks of a recognized profession: specialized graduate-level education, ethical accountability, independent credentialing and accreditation, statutory licensure, and demonstrable contributions to the public good. Counseling degrees are intentionally sequenced for professional practice, protected by national ethical standards, regulated through external accreditation, and licensed by state governments with statutory oversight. Counselors deliver large-scale mental-health, crisis-stabilization, addiction-treatment, career-development, and educational-planning services that reinforce national workforce participation and public-service impact. The counseling profession therefore merits continued federal recognition and inclusion in public-health, education, and workforce policy frameworks.

References

• American Counseling Association. (2014). ACA Code of Ethics.
• Council for Accreditation of Counseling and Related Educational Programs. (2024). CACREP Standards.
• Goode, W. J. (1960). A theory of role strain. American Sociological Review, 25(4), 483–496.
• Hanna, F. J., & Bemak, F. (1997). The quest for identity in the counseling profession. Counselor Education and Supervision, 36(3), 194–206.
• Substance Abuse and Mental Health Services Administration. (2024). Workforce and service delivery reports.
• U.S. Department of Education. (2023). Education workforce and student support services.
• Wilensky, H. L. (1964). The professionalization of everyone? American Journal of Sociology, 70(2), 137–158.

As part of this transition, the publisher has implemented a mandatory pre-check workflow conducted by their staff before manuscripts are released to the CES editorial office. These checks include verification of journal guidelines, and anonymization alongside checks for plagiarism and possible use of artificial intelligence.

Because our CES team cannot access or assist with manuscripts until they clear this publisher-managed process, careful attention at the time of submission is the most effective way to ensure your manuscript reaches our office without delay. Please take the following steps:

1. Follow all CES author guidelines, including full compliance with APA’s Journal Article Reporting Standards (JARS). See: APA JARS: https://apastyle.apa.org/jars
2. Fully anonymize your manuscript, including the text and all file metadata. See: https://support.microsoft.com/en-us/office/remove-hidden-data-and-personal-information-by-inspecting-documents-presentations-or-workbooks-356b7b5d-77af-44fe-a07f-9aa4d085966f
3. Ensure all information in the submission portal matches your manuscript precisely, especially the title and abstract.
4. Disclose any use of artificial intelligence in accordance with journal and APA expectations, including safeguards taken.

We are also pleased to share two recent updates to CES format requirements:

1. Titles may now include up to 20 words, allowing space to include study methodology.
2. Abstracts should now be 150-250 words, enabling authors to incorporate all elements suggested by APA (Section 2.9). More descriptive abstracts support stronger indexing and increase the likelihood your work will be discovered in database searches.

Thank you for your continued contributions to CES. These small steps at submission make a meaningful difference in helping us move your work through the review process as efficiently as possible.