Purpose: To determine the amount, frequency, and type of course content related to military counseling issues in Council on Rehabilitation Education (CORE)- and Council for Accreditation of Counseling and Related Educational Programs (CACREP)-accredited master’s-level counselor education programs.
Methods: A questionnaire was sent to all CORE- and CACREP-accredited program directors/coordinators (N = 383) via Microsoft Outlook e-mail system. The authors used the 6-item questionnaire to ask participants to report data in the following areas: (a) if their program offered a certificate program, specialty track, concentration, or degree program in military counseling; (b) if not, do they intend to add a stand-alone military counseling course, certificate program, specialty track, or degree program in military counseling; (c) if they currently have plans, how do they intend to deliver such topics within the structure of their curriculum or counselor education program; (d) if coursework already exists, how is it currently structured within their curriculum and counselor education program; and (e) 3 open-end questions requesting course titles; semester hours related to course content, curriculum, and/or concentration, and comments regarding student assignments and/or projects that are military related.
Results: Overall, out of 362 programs surveyed, 85 (23.4%) responded. All 85 of survey respondents indicated that they did not have a (a) certificate program, (b) specialty track, or (c) degree program that related to military counseling. Of the 85 programs, 34 schools (4.7%) had developed stand-alone courses that offered military counseling content. More than two-thirds of the 85 programs reported covering military counseling content in various courses across the curriculum.
Conclusion: None of the program directors/coordinators in this study indicated they had a specialty track, concentration, or certificate program. Some of the participants indicated they were considering adding additional seminars, courses, and other student experiences that would integrate assessment, diagnosis, and treatment for persons that are active-duty personnel and veterans. Overall, the data suggest that there is greater attention and a willingness among counselor educators to infuse military counseling–related coursework. This is promising because it is critical that preprofessionals and professionals alike be introduced to the emerging population of providing rehabilitation counseling services to military personnel, veterans, and their family members.